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Title: | PEER TEACHING OF STRATEGIC BEHAVIOUR IN YOUNG CHILDREN | Authors: | NINA YE NI | Keywords: | peer teaching strategic behaviour theory of mind preschoolers |
Issue Date: | 20-Apr-2020 | Citation: | NINA YE NI (2020-04-20). PEER TEACHING OF STRATEGIC BEHAVIOUR IN YOUNG CHILDREN. ScholarBank@NUS Repository. | Abstract: | Peer teaching is an effective method of learning for both tutors and learners, and may be more beneficial than traditional teacher-led instruction. However, previous research has only examined children’s ability to teach fixed rules. The present study investigated the relationship between theory-of-mind (ToM) understanding and children’s ability to teach strategic behaviour. Four- to six-year-old children (N = 49) were tasked to teach three learner puppets, who differed in their understanding of game rules, how to play a modified version of the hide-and-seek paradigm against a ‘nice’ and ‘bad’ opponent puppet. Results showed that false-belief understanding predicted children’s ability to teach in a specific and elaborative manner, as well as their understanding of the game’s social rules and how much each learner puppet knew about the game based on their mistakes. This relationship was present over and above the effects of age and language proficiency. Furthermore, results demonstrated that false-belief understanding was a better predictor of peer-teaching abilities than early ToM components. These findings hold general implications for the study of ToM as a cognitive prerequisite for children’s teaching skills and real-world social competence. | URI: | https://scholarbank.nus.edu.sg/handle/10635/176720 |
Appears in Collections: | Bachelor's Theses |
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