Desirable difficulties during the development of active inquiry skills.

摘要: This study explores developmental changes in the ability to ask informative questions, hypothesizing a link between update beliefs light of evidence and questions. Five- ten-year-old children played an iPad game asking them identify hidden insect. Learners could either about individual insects, or make series feature queries (e.g., "Does insect have antenna?") that more efficiently narrow hypothesis space. Critically, task display helped integrate with space required perform this operation themselves. Our prediction was assisting belief updating would help formulate queries. assistance improved some aspects children's active inquiry behavior; however, despite making mistakes, their own asked questions were context-sensitive thus informative. The results show how difficult can improve skills, illustrating type "desirable difficulty" for reasoning.