Just pretending can be really learning
Children use pretend play as a source for acquiring generic knowledge
Bibliographic Data
| ID | 9788778 |
|---|---|
| Authors | Shelbie L Sutherland (University of Illinois Urbana-Champaign, corresponding author), Ori Friedman (0000-0003-2346-9787) |
| Year | 2013 |
| Volume | 49 |
| Issue | 9 |
| Pages | 1660-1668 |
| Publication date | 2013-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Developmental Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0012-1649 • E-ISSN: 1939-0599 |
| Publisher | American Psychological Association (APA) (PUBLISHER) |
| DOI | 10.1037/a0030788 |
| PMID | 23148938 |
| OpenAlex | W2060864771 |
| Language | EN |
| Citations received | 11 |
| References cited | 17 |
Children can acquire generic knowledge by sharing in pretend play with more knowledgeable partners. We report 3 experiments in which we investigated how this learning occurs-how children draw generalizations from pretense, and whether they resist doing so for pretense that is unrealistic. In all experiments, preschoolers watched pretend scenarios about an animal and were then asked questions about real animals. In Experiment 1, 3- and 4-year-olds treated the pretend scenarios as informative about the kind of animal represented in the pretense but as uninformative about another kind of animal. In Experiments 2 and 3, 4- and 5-year-olds resisted learning from scenarios that contradicted their existing knowledge and expectations. Together, these findings show that children's learning from pretense shows specificity for the kinds represented in pretense and that children's learning from pretense is selective
Cognitive psychology · Cognitive science · Developmental psychology · Knowledge level · Mathematics education · Child and Animal Learning Development · Child Development and Digital Technology · Education and Critical Thinking Development · Psychology · Social Psychology
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“The Red Spots Are Now Lava, We Shouldn’t Step on Them”—The Joint Creation of Novel Arbitrary Social Contexts in Pretend Play
“My Brain Said That … ”
Children Learn From Both Embodied and Passive Pretense
The youngest readers’ dilemma
An Observational Investigation of How Exhibit Environment and Design Intersect to Influence Parent–Child Engagement
Parents' roles and question‐asking during pretend and real activities
Playing and learning
Preschoolers can infer general rules governing fantastical events in fiction
Parents and toddlers distinguish joke, pretend and literal intentional contexts through communicative and referential cues
Natural pedagogy
Trust in Testimony
Pretending and believing
A cognitive theory of pretense
Pretend Play as Twin Earth
Play and Its Role in the Mental Development of the Child
Evolution's Pedagogy
Generics and the Structure of the Mind
Pretense
Setters and samoyeds
Imagining the outcome of pretend transformations
Anticipatory and fantastic role enactment in preschool triads
Young Children Know That Trying Is Not Pretending
How mental systems believe
Human Creativity
Pretense and representation
| Unique citing works | 11 |
|---|---|
| Citations per year | 0,92 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 10 |