Enhancing building, conversation, and learning through caregiver-child interactions in a children's museum.

摘要: The authors adapted an experimental design to examine effects of instruction prior entry into a children's museum exhibit on caregiver-child interactions and learning. One hundred twenty-one children (mean age = 6.6 years) their caregivers were randomly assigned 1 5 conditions that varied according what, if any, preexhibit the dyads received: (a) building conversation instruction, (b) only, (c) (d) presentation models buildings conversations without or (e) no control. Building included information about triangular cross-bracing. Conversation emphasized use elaborative wh-questions associations. When observed in exhibit, groups received more triangles structures than those other groups. Caregivers provided with asked wh-questions, made associations, engaged joint talk compared who alone. Type was further linked differences across engineering content talk, performance during immediate assessments learning, memory following 1-day 2-week delays.