Curious learners: How infants' motivation to learn shapes and is shaped by infants' interactions with the social world

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Standard

Curious learners : How infants' motivation to learn shapes and is shaped by infants' interactions with the social world. / Begus, Katarina; Southgate, Victoria.

Active Learning from Infancy to Childhood: Social Motivation, Cognition, and Linguistic Mechanisms. Springer, 2018. p. 13-37.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

Harvard

Begus, K & Southgate, V 2018, Curious learners: How infants' motivation to learn shapes and is shaped by infants' interactions with the social world. in Active Learning from Infancy to Childhood: Social Motivation, Cognition, and Linguistic Mechanisms. Springer, pp. 13-37. https://doi.org/10.1007/978-3-319-77182-3_2

APA

Begus, K., & Southgate, V. (2018). Curious learners: How infants' motivation to learn shapes and is shaped by infants' interactions with the social world. In Active Learning from Infancy to Childhood: Social Motivation, Cognition, and Linguistic Mechanisms (pp. 13-37). Springer. https://doi.org/10.1007/978-3-319-77182-3_2

Vancouver

Begus K, Southgate V. Curious learners: How infants' motivation to learn shapes and is shaped by infants' interactions with the social world. In Active Learning from Infancy to Childhood: Social Motivation, Cognition, and Linguistic Mechanisms. Springer. 2018. p. 13-37 https://doi.org/10.1007/978-3-319-77182-3_2

Author

Begus, Katarina ; Southgate, Victoria. / Curious learners : How infants' motivation to learn shapes and is shaped by infants' interactions with the social world. Active Learning from Infancy to Childhood: Social Motivation, Cognition, and Linguistic Mechanisms. Springer, 2018. pp. 13-37

Bibtex

@inbook{8b99cb60024b47248ecc6b7d1cdccac1,
title = "Curious learners: How infants' motivation to learn shapes and is shaped by infants' interactions with the social world",
abstract = "Most theories of infant social learning focus on how infants learn whatever and whenever the adults decide to teach them. While infants are well equipped to learn from adults, recent research suggests infant social learning is not a passive process but that infants may play an active role in acquiring information and modulating their learning according to their interests. This chapter aims to highlight the importance of investigating young children's intrinsic motivation for learning, particularly in the domain of social learning. It reviews the current research on how infants' curiosity may be expressed through their behaviour while interacting with social partners, and how responding to these expressions of curiosity may affect infants' learning. Finally, through the investigation of the possible neurological underpinnings of the social and motivational aspects of learning, this chapter explores infants' selectivity in social partners and how it can be explained by their motivation to learn.",
author = "Katarina Begus and Victoria Southgate",
note = "Publisher Copyright: {\textcopyright} Springer International Publishing AG, part of Springer Nature 2018.",
year = "2018",
month = may,
day = "4",
doi = "10.1007/978-3-319-77182-3_2",
language = "English",
isbn = "9783319771816",
pages = "13--37",
booktitle = "Active Learning from Infancy to Childhood",
publisher = "Springer",
address = "Switzerland",

}

RIS

TY - CHAP

T1 - Curious learners

T2 - How infants' motivation to learn shapes and is shaped by infants' interactions with the social world

AU - Begus, Katarina

AU - Southgate, Victoria

N1 - Publisher Copyright: © Springer International Publishing AG, part of Springer Nature 2018.

PY - 2018/5/4

Y1 - 2018/5/4

N2 - Most theories of infant social learning focus on how infants learn whatever and whenever the adults decide to teach them. While infants are well equipped to learn from adults, recent research suggests infant social learning is not a passive process but that infants may play an active role in acquiring information and modulating their learning according to their interests. This chapter aims to highlight the importance of investigating young children's intrinsic motivation for learning, particularly in the domain of social learning. It reviews the current research on how infants' curiosity may be expressed through their behaviour while interacting with social partners, and how responding to these expressions of curiosity may affect infants' learning. Finally, through the investigation of the possible neurological underpinnings of the social and motivational aspects of learning, this chapter explores infants' selectivity in social partners and how it can be explained by their motivation to learn.

AB - Most theories of infant social learning focus on how infants learn whatever and whenever the adults decide to teach them. While infants are well equipped to learn from adults, recent research suggests infant social learning is not a passive process but that infants may play an active role in acquiring information and modulating their learning according to their interests. This chapter aims to highlight the importance of investigating young children's intrinsic motivation for learning, particularly in the domain of social learning. It reviews the current research on how infants' curiosity may be expressed through their behaviour while interacting with social partners, and how responding to these expressions of curiosity may affect infants' learning. Finally, through the investigation of the possible neurological underpinnings of the social and motivational aspects of learning, this chapter explores infants' selectivity in social partners and how it can be explained by their motivation to learn.

UR - http://www.scopus.com/inward/record.url?scp=85062486884&partnerID=8YFLogxK

U2 - 10.1007/978-3-319-77182-3_2

DO - 10.1007/978-3-319-77182-3_2

M3 - Book chapter

AN - SCOPUS:85062486884

SN - 9783319771816

SP - 13

EP - 37

BT - Active Learning from Infancy to Childhood

PB - Springer

ER -

ID: 332688039