That'll Teach 'em: How Expectations about Teaching Styles may Constrain Inferences

AbstractHow do learners' expectations about teachers' informativeness shape subsequent learning? Here, we suggest that expectations about teaching style may constrain learning through inferences over (1) the amount of information to be learned, and (2) the importance of the demonstrated information. Adult behavioral data from two experiments conform with our predictions: Given a single pedagogical demonstration, as teachers were expected to share less information, adults inferred that there should be more additional information to be learned, and greater importance of the demonstrated information. Modeling of these results sheds insight into how adults may be making these inferences, and provides a framework with which we may predict future results of children's exploration following pedagogical demonstrations from different teachers.


Return to previous page