Abstract
This study investigated whether prompting children to generate predictions about an outcome facilitates activation of prior knowledge and improves belief revision. 51 children aged 9-12 were tested on two experimental tasks in which generating a prediction was compared to closely matched control conditions, as well as on a test of executive functions (EF). In Experiment 1, we showed that children exhibited a pupillary surprise response to events that they had predicted incorrectly, hypothesized to reflect the transient release of noradrenaline in response to cognitive conflict. However, children's surprise response was not associated with better belief revision, in contrast to a previous study involving adults. Experiment 2 revealed that, while generating predictions helped children activate their prior knowledge, only those with better inhibitory control skills learned from incorrectly predicted outcomes. Together, these results suggest that good inhibitory control skills are needed for learning through cognitive conflict. Thus, generating predictions benefits learning - but only among children with sufficient EF capacities to harness surprise for revising their beliefs.
Highlights
A well‐known assumption of constructivist theories of learning is that new content has to be connected to prior knowledge in order to pro‐ mote meaningful learning
The present study investigates whether children show a pupil‐ lary surprise response to expectancy‐violating events, and whether the extent of subsequent belief revision is related to individual dif‐ ferences in executive functions (EF)
Do our results suggest that eliciting predictions to induce be‐ lief revision is not worth the effort with children? No But they do suggest that the younger the learners are, the more help they will need to overcome existing misconceptions
Summary
A well‐known assumption of constructivist theories of learning is that new content has to be connected to prior knowledge in order to pro‐ mote meaningful learning. The ability to make deliberate and strategic use of one's prior knowledge follows a developmental trajectory that does not reach its peak be‐ fore late adolescence (Bjorklund, Muir‐Broaddus, & Schneider, 1990; Brod, Lindenberger, & Shing, 2017; Hasselhorn, 1990). It is im‐ perative to better understand how children can best activate their prior knowledge and connect it to new content.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
