Kaitlin R Sands
Biographic Data
| ID | 5757998 |
|---|---|
| NAME | Kaitlin R Sands |
| GIVEN NAMES | Kaitlin R |
| FAMILY NAME | Sands |
| SIGNATURE | SANDS K R |
| AFFILIATIONS | The University of Texas at Dallas |
| ORCID | 0000-0003-0220-3314 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
“Why do dogs pant?”
Using a new method for examining parental explanations in a laboratory setting, the prompted explanation task, this study examines how characteristics of parental explanations about biology relate to children's knowledge. Parents (N = 148; Mage = 38; 84% female, 16% male; 67% having completed college) of children ages 7–10 (Mage = 8.92; 47% female, 53% male; 58% White, 9.5% Black, 9.5% Asian) provided answers to eight how and why questions about …
Cognitive reflection and authoritarianism relate to how parents respond to children’s science questions
When children ask questions about science, parents use a variety of strategies to answer them, including providing accurate information, connecting to prior knowledge, or simply saying "I do not know." This study examines the factors underlying individual differences in parental explanatory characteristics. Parents ( N = 148; M age = 38; 84% female, 16% male; 58% with White American children; 67% having completed college; 49% with household incom…
Mind the gap
Children rely on others' explanations to learn scientific concepts, yet sometimes the explanations they receive are incomplete. Three studies explore how receiving incomplete or complete explanations influences children's subsequent interest and engagement in learning behaviors to obtain additional information about a topic. Children ages 7-10 (N = 275; 49% female, 51% male; 55% white) viewed question-and-answer exchanges about animal behaviors t…
Cognitive reflection and authoritarianism relate to how parents respond to children’s science questions
When children ask questions about science, parents use a variety of strategies to answer them, including providing accurate information, connecting to prior knowledge, or simply saying "I do not know." This study examines the factors underlying individual differences in parental explanatory characteristics. Parents ( N = 148; M age = 38; 84% female, 16% male; 58% with White American children; 67% having completed college; 49% with household incom…
Mind the gap
Children rely on others' explanations to learn scientific concepts, yet sometimes the explanations they receive are incomplete. Three studies explore how receiving incomplete or complete explanations influences children's subsequent interest and engagement in learning behaviors to obtain additional information about a topic. Children ages 7-10 (N = 275; 49% female, 51% male; 55% white) viewed question-and-answer exchanges about animal behaviors t…
“Why do dogs pant?”
Using a new method for examining parental explanations in a laboratory setting, the prompted explanation task, this study examines how characteristics of parental explanations about biology relate to children's knowledge. Parents (N = 148; Mage = 38; 84% female, 16% male; 67% having completed college) of children ages 7–10 (Mage = 8.92; 47% female, 53% male; 58% White, 9.5% Black, 9.5% Asian) provided answers to eight how and why questions about …
Cognitive reflection and authoritarianism relate to how parents respond to children’s science questions
When children ask questions about science, parents use a variety of strategies to answer them, including providing accurate information, connecting to prior knowledge, or simply saying "I do not know." This study examines the factors underlying individual differences in parental explanatory characteristics. Parents ( N = 148; M age = 38; 84% female, 16% male; 58% with White American children; 67% having completed college; 49% with household incom…
Developmental psychology (3 works) · Educational Strategies and Epistemologies (3 works) · Psychology (3 works) · Child and Animal Learning Development (2 works) · Cognition (2 works) · Social Psychology (2 works) · Authoritarianism (1 work) · Autonomy (1 work) · Cognitive development (1 work) · Cognitive psychology (1 work)