Andrew G Young
Biographic Data
| ID | 5758846 |
|---|---|
| NAME | Andrew G Young |
| GIVEN NAMES | Andrew G |
| FAMILY NAME | Young |
| SIGNATURE | YOUNG A G |
| AFFILIATIONS | University of Wisconsin–Madison |
| ORCID | 0000-0003-1376-8839 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Tempering the tension between science and intuition
Developmental changes in children’s normative reasoning across learning contexts and collaborative roles
What influences children's normative judgments of conventional rules at different points in development? The current study explored the effects of two contextual factors on children's normative reasoning: the way in which the rules were learned and whether the rules apply to the self or others. Peer dyads practiced a novel collaborative board game comprising two complementary roles. Dyads were either taught both the prescriptive (i.e., what to do…
Students learn more when their teacher has learned to gesture effectively
Teachers’ gestures are an integral part of their instructional communication. In this study, we provided a teacher with a tutorial about ways to use gesture in connecting ideas in mathematics instruction, and we asked the teacher to teach sample lessons about slope and intercept before and after this tutorial. In response to the tutorial, the teacher enhanced his communication about links between ideas by increasing the frequency with which he ex…
Disagreement and causal learning
When children evaluate evidence and make causal inferences, they are sensitive to the social context in which data are generated. This study investigated whether children learn more from evidence generated by an agent who agrees with them or from one who disagrees with them. Children in two age groups (5- and 6-year-olds and 9- and 10-year-olds) observed the functioning of a machine that lit up and played music in the presence of certain objects.…
The hidden structure of overimitation
Young children are surprisingly judicious imitators, but there are also times when their reproduction of others' actions appears strikingly illogical. For example, children who observe an adult inefficiently operating a novel object frequently engage in what we term overimitation , persistently reproducing the adult's unnecessary actions. Although children readily overimitate irrelevant actions that even chimpanzees ignore, this curious effect ha…
Students learn more when their teacher has learned to gesture effectively
Teachers’ gestures are an integral part of their instructional communication. In this study, we provided a teacher with a tutorial about ways to use gesture in connecting ideas in mathematics instruction, and we asked the teacher to teach sample lessons about slope and intercept before and after this tutorial. In response to the tutorial, the teacher enhanced his communication about links between ideas by increasing the frequency with which he ex…
Developmental changes in children’s normative reasoning across learning contexts and collaborative roles
What influences children's normative judgments of conventional rules at different points in development? The current study explored the effects of two contextual factors on children's normative reasoning: the way in which the rules were learned and whether the rules apply to the self or others. Peer dyads practiced a novel collaborative board game comprising two complementary roles. Dyads were either taught both the prescriptive (i.e., what to do…
The hidden structure of overimitation
Young children are surprisingly judicious imitators, but there are also times when their reproduction of others' actions appears strikingly illogical. For example, children who observe an adult inefficiently operating a novel object frequently engage in what we term overimitation , persistently reproducing the adult's unnecessary actions. Although children readily overimitate irrelevant actions that even chimpanzees ignore, this curious effect ha…
Disagreement and causal learning
When children evaluate evidence and make causal inferences, they are sensitive to the social context in which data are generated. This study investigated whether children learn more from evidence generated by an agent who agrees with them or from one who disagrees with them. Children in two age groups (5- and 6-year-olds and 9- and 10-year-olds) observed the functioning of a machine that lit up and played music in the presence of certain objects.…
Students learn more when their teacher has learned to gesture effectively
Teachers’ gestures are an integral part of their instructional communication. In this study, we provided a teacher with a tutorial about ways to use gesture in connecting ideas in mathematics instruction, and we asked the teacher to teach sample lessons about slope and intercept before and after this tutorial. In response to the tutorial, the teacher enhanced his communication about links between ideas by increasing the frequency with which he ex…
Developmental changes in children’s normative reasoning across learning contexts and collaborative roles
What influences children's normative judgments of conventional rules at different points in development? The current study explored the effects of two contextual factors on children's normative reasoning: the way in which the rules were learned and whether the rules apply to the self or others. Peer dyads practiced a novel collaborative board game comprising two complementary roles. Dyads were either taught both the prescriptive (i.e., what to do…
Tempering the tension between science and intuition
Psychology (5 works) · Child and Animal Learning Development (4 works) · Cognitive psychology (4 works) · Social Psychology (4 works) · Developmental psychology (3 works) · Child development (2 works) · Cognition (2 works) · Computer Science (2 works) · Epistemology (2 works) · Mathematics education (2 works)