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Creators/Authors contains: "Daubert, Emily"

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  1. ; ; (, Journal of Experimental Child Psychology)
    null (Ed.)
    Full Text Available 
  2. ; ; ; ; (, Scientific Reports)
    Abstract What maximizes instructional impact in early childhood? We propose a simple intervention employing “Pedagogical Questions”. We explore whether swapping some instructional language with questions in psychosomatic storybooks improves preschoolers’ memory, learning, and generalization. Seventy-two preschoolers were randomly assigned to one of three conditions and were read storybooks employing eitherDirect Instruction,Pedagogical Questions, orControlcontent. Posttest measures of psychosomatic understanding, judgments about the possibility of psychosomatic events, and memory for storybook details showed that children in thePedagogical Questionscondition demonstrated greater memory for relevant storybook details and improved psychosomatic understanding. Our results suggest that pedagogical questions are a relatively simple educational manipulation to improve memory, learning, and transfer of theory-rich content. 
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  3. ; ; ; ; (, Proceedings of the Cognitive Science Society)
    null (Ed.)
    Accepted Manuscript Full Text Available