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Young Children’s Transmission of Information following Self-discovery and Instruction

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Forthcoming

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Young Children’s Transmission of Information following Self-discovery and Instruction. / Karadag, Didar ; Bazhydai, Marina; Westermann, Gert.
In: Frontiers in Developmental Psychology, 19.08.2025.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Karadag, D, Bazhydai, M & Westermann, G 2025, 'Young Children’s Transmission of Information following Self-discovery and Instruction', Frontiers in Developmental Psychology. https://doi.org/10.3389/fdpys.2025.1553491

APA

Karadag, D., Bazhydai, M., & Westermann, G. (in press). Young Children’s Transmission of Information following Self-discovery and Instruction. Frontiers in Developmental Psychology. https://doi.org/10.3389/fdpys.2025.1553491

Vancouver

Karadag D, Bazhydai M, Westermann G. Young Children’s Transmission of Information following Self-discovery and Instruction. Frontiers in Developmental Psychology. 2025 Aug 19. doi: 10.3389/fdpys.2025.1553491

Author

Karadag, Didar ; Bazhydai, Marina ; Westermann, Gert. / Young Children’s Transmission of Information following Self-discovery and Instruction. In: Frontiers in Developmental Psychology. 2025.

Bibtex

@article{614b1d25a9f94bb28e527a948ca5ddd0,
title = "Young Children{\textquoteright}s Transmission of Information following Self-discovery and Instruction",
abstract = "The current study aimed to investigate whether young children make a distinction between two types of information -self-explored vs taught -when they transmit information to others, and whether these preferences undergo a developmental change.Two-and 5-year-old children (N = 82, 37 females, predominantly White) learned about functions of novel boxes either through self-exploration or through being taught and were then asked to share information about these boxes with a na{\"i}ve learner. Two-year-old children transmitted the instructed function first more often than the self-explored function (Cohen's d = .55) whereas 5-year-olds did not show a preference. Implications of these results with respect to methodological choices, development and selectivity in teaching are discussed.",
author = "Didar Karadag and Marina Bazhydai and Gert Westermann",
year = "2025",
month = aug,
day = "19",
doi = "10.3389/fdpys.2025.1553491",
language = "English",
journal = "Frontiers in Developmental Psychology",
issn = "2813-7779",

}

RIS

TY - JOUR

T1 - Young Children’s Transmission of Information following Self-discovery and Instruction

AU - Karadag, Didar

AU - Bazhydai, Marina

AU - Westermann, Gert

PY - 2025/8/19

Y1 - 2025/8/19

N2 - The current study aimed to investigate whether young children make a distinction between two types of information -self-explored vs taught -when they transmit information to others, and whether these preferences undergo a developmental change.Two-and 5-year-old children (N = 82, 37 females, predominantly White) learned about functions of novel boxes either through self-exploration or through being taught and were then asked to share information about these boxes with a naïve learner. Two-year-old children transmitted the instructed function first more often than the self-explored function (Cohen's d = .55) whereas 5-year-olds did not show a preference. Implications of these results with respect to methodological choices, development and selectivity in teaching are discussed.

AB - The current study aimed to investigate whether young children make a distinction between two types of information -self-explored vs taught -when they transmit information to others, and whether these preferences undergo a developmental change.Two-and 5-year-old children (N = 82, 37 females, predominantly White) learned about functions of novel boxes either through self-exploration or through being taught and were then asked to share information about these boxes with a naïve learner. Two-year-old children transmitted the instructed function first more often than the self-explored function (Cohen's d = .55) whereas 5-year-olds did not show a preference. Implications of these results with respect to methodological choices, development and selectivity in teaching are discussed.

U2 - 10.3389/fdpys.2025.1553491

DO - 10.3389/fdpys.2025.1553491

M3 - Journal article

JO - Frontiers in Developmental Psychology

JF - Frontiers in Developmental Psychology

SN - 2813-7779

ER -