Zi L Sim
Biographic Data
| ID | 5758360 |
|---|---|
| NAME | Zi L Sim |
| GIVEN NAMES | Zi L |
| FAMILY NAME | Sim |
| SIGNATURE | SIM Z L |
| AFFILIATIONS | University of California, Berkeley |
| ORCID | 0000-0003-3499-2477 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 10 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 2 |
Why is Toma late to school again?” Preschoolers identify the most informative questions
The current study investigates whether preschoolers are able to successfully identify the most effective among given questions, adapting their reliance on different types of questions ( constraint-seeking vs. hypothesis-scanning ) based on the quantitative measure of expected information gain . Children were presented with storybooks describing the reasons why a fictional character, Toma, was late to school over several days. In 3 experiments wit…
Learning higher-order generalizations through free play: Evidence from 2- and 3-year-old children
Constructivist views of cognitive development often converge on 2 key points: (a) the child's goal is to build large conceptual structures for understanding the world, and (b) the child plays an active role in developing these structures. While previous research has demonstrated that young children show a precocious capacity for concept and theory building when they are provided with helpful data within training settings, and that they explore th…
Learning higher-order generalizations through free play: Evidence from 2- and 3-year-old children
Constructivist views of cognitive development often converge on 2 key points: (a) the child's goal is to build large conceptual structures for understanding the world, and (b) the child plays an active role in developing these structures. While previous research has demonstrated that young children show a precocious capacity for concept and theory building when they are provided with helpful data within training settings, and that they explore th…
Why is Toma late to school again?” Preschoolers identify the most informative questions
The current study investigates whether preschoolers are able to successfully identify the most effective among given questions, adapting their reliance on different types of questions ( constraint-seeking vs. hypothesis-scanning ) based on the quantitative measure of expected information gain . Children were presented with storybooks describing the reasons why a fictional character, Toma, was late to school over several days. In 3 experiments wit…
Why is Toma late to school again?” Preschoolers identify the most informative questions
The current study investigates whether preschoolers are able to successfully identify the most effective among given questions, adapting their reliance on different types of questions ( constraint-seeking vs. hypothesis-scanning ) based on the quantitative measure of expected information gain . Children were presented with storybooks describing the reasons why a fictional character, Toma, was late to school over several days. In 3 experiments wit…
Learning higher-order generalizations through free play: Evidence from 2- and 3-year-old children
Constructivist views of cognitive development often converge on 2 key points: (a) the child's goal is to build large conceptual structures for understanding the world, and (b) the child plays an active role in developing these structures. While previous research has demonstrated that young children show a precocious capacity for concept and theory building when they are provided with helpful data within training settings, and that they explore th…
Child and Animal Learning Development (2 works) · Child development (2 works) · Developmental psychology (2 works) · MEDLINE (2 works) · Psychology (2 works) · PsycINFO (2 works) · Adaptation (eye (1 works) · AI-based Problem Solving and Planning (1 works) · Cognition (1 works) · Cognitive development (1 works)