Patrick Shafto

Datos Biográficos

ID4028526
NOMBREPatrick Shafto
NOMBRESPatrick
APELLIDOShafto
FIRMASHAFTO P
AFILIACIONESRutgers, the State University of New Jersey
ORCID0000-0002-6506-5644
VERIFICADOSí
TOTAL DE OBRAS6
TOTAL DE CITAS4
TOTAL COMO AUTOR6
TOTAL COMO EDITOR0
PRIMER AÑO DE PUBLICACIÓN2011
AÑO MÁS RECIENTE DE PUBLICACIÓN2026
ÍNDICE H2

  • Parent-child interaction styles relate to preschooler’s causal play, learning, and generalization

    Open AccessYang Yang, Yang Li Shu-ting Yang Shuying Yang et al.ARTICLEEarly Childhood Research Quarterly2026Referencias: 48

    This study investigated the effects of a brief instructional intervention on parent-child interactions and children’s learning. • Parents were assigned to one of three conditions: teaching (teach the child), helping (help the child), or no-involvement (watch the child). • Parents in the no-involvement condition asked fewer questions and provided less feedback and encouragement than those in the other two conditions. • Parents’ use of questioning …

  • Prosodic Cues Support Inferences About the Question’s Pedagogical Intent

    Open AccessIgor Bascandziev, Patrick Shafto et al.ARTICLEOpen MIND2025

    Questions may be asked with an intent to acquire new information from the recipient (i.e., information-seeking questions) or with the intent to teach (i.e., pedagogical questions). Understanding how the questions’ recipients infer the intent of questions is important, because the recipients’ inferences have important consequences for reasoning and learning. In the present series of studies, we tested the hypothesis that i) askers use prosodic cue…

  • Inconvenient Samples

    Open AccessYue Yu, Patrick Shafto et al.ARTICLEOpen MIND2020

    In studies involving human subjects, voluntary participation may lead to sampling bias, thus limiting the generalizability of findings. This effect may be especially pronounced in developmental studies, where parents serve as both the primary environmental input and decision maker of whether their child participates in a study. We present a novel empirical and modeling approach to estimate how parental consent may bias measurements of children’s …

  • Children’s developing theory of mind and pedagogical evidence selection

    Open AccessIlona Bass, Alison Gopnik et al.ARTICLEDevelopmental Psychology2019Citada por: 2

    Natural pedagogy emerges early in development, but good teaching requires tailoring evidence to learners' knowledge. How does the ability to reason about others' minds support early pedagogical evidence selection abilities? In 3 experiments ( N = 205), we investigated preschool-aged children's ability to consider others' knowledge when selecting evidence in the service of teaching. Results from Experiment 1 revealed that 4-year-olds reliably sele…

  • Development of children’s sensitivity to overinformativeness in learning and teaching

    Open AccessHyowon Gweon, Patrick Shafto et al.ARTICLEDevelopmental Psychology2018Citada por: 2Referencias: 10

    Effective communication requires knowing the "right" amount of information to provide; what is necessary for a naïve learner to arrive at a target hypothesis may be superfluous and inefficient for a knowledgeable learner. The current study examines 4- to 7-year-olds' developing sensitivity to overinformative communication and their ability to decide how much information is appropriate depending on the learner's prior knowledge. In Experiment 1 ( …

  • The double-edged sword of pedagogy

    Open AccessElizabeth Bonawitz, Patrick Shafto et al.ARTICLECognition2011