Igor Bascandziev
Biographic Data
| ID | 8905439 |
|---|---|
| NAME | Igor Bascandziev |
| GIVEN NAMES | Igor |
| FAMILY NAME | Bascandziev |
| SIGNATURE | BASCANDZIEV I |
| AFFILIATIONS | Harvard University |
| ORCID | 0000-0002-6830-8728 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Prosodic Cues Support Inferences About the Question’s Pedagogical Intent
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…
Do reflection prompts promote children's conflict monitoring and revision of misconceptions
We tested whether reflection prompts enhance conflict monitoring and facilitate the revision of misconceptions. German children (N = 97, Mage = 7.20, 56% female) were assigned to a prediction or a prediction with reflection condition that included reflection prompts. Children in the prediction with reflection condition (1) showed greater error-related response times and pupil dilation responses, indicating better conflict monitoring, and (2) perf…
Specifying the domain-general resources that contribute to conceptual construction
Theories of development
No prominent works on this page.
Theories of development
Specifying the domain-general resources that contribute to conceptual construction
Do reflection prompts promote children's conflict monitoring and revision of misconceptions
We tested whether reflection prompts enhance conflict monitoring and facilitate the revision of misconceptions. German children (N = 97, Mage = 7.20, 56% female) were assigned to a prediction or a prediction with reflection condition that included reflection prompts. Children in the prediction with reflection condition (1) showed greater error-related response times and pupil dilation responses, indicating better conflict monitoring, and (2) perf…
Prosodic Cues Support Inferences About the Question’s Pedagogical Intent
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…
Child and Animal Learning Development (4 works) · Cognitive psychology (4 works) · Psychology (4 works) · Computer Science (3 works) · Developmental psychology (3 works) · Cognition (2 works) · Cognitive science (2 works) · Conceptual change (2 works) · Epistemology (2 works) · Neuroscience (2 works)