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Elemen kejutan membantu bayi untuk belajar

Psikolog kognitif telah menunjukkan untuk pertama kalinya bahwa bayi belajar hal-hal baru dengan memanfaatkan informasi inti mereka dilahirkan -  . Ketika sesuatu menjadi kejutan bagi bayi , seperti objek tidak berperilaku ..... , bayi tidak hanya berfokus pada objek itu, tapi pada akhirnya belajar lebih banyak tentang hal daripada dari ...read more .

Element of
surprise helps babies learn

Date:

April 2, 2015

Source:

Johns Hopkins
University

Summary:

Cognitive
psychologists have demonstrated for the first time that babies learn new things
by leveraging the core information they are born with. When something surprises
a baby, like an object not behaving the way a baby expects it to, the baby not
only focuses on that object, but ultimately learns more about it than from a
similar yet predictable object.

.............

infants have innate
knowledge about the world and when their expectations are defied, they learn
best, researchers at Johns Hopkins University found.

In a paper to be published April 3 in the journalScience, cognitive
psychologists Aimee E. Stahl and Lisa Feigenson demonstrate for the first time
that babies learn new things by leveraging the core information they are born
with. When something surprises a baby, like an object not behaving the way a
baby expects it to, the baby not only focuses on that object, but ultimately
learns more about it than from a similar yet predictable object.

"For young learners, the world is an incredibly complex place filled
with dynamic stimuli. How do learners know what to focus on and learn more
about, and what to ignore? Our research suggests that infants use what they
already know about the world to form predictions. When these predictions are
shown to be wrong, infants use this as a special opportunity for
learning," said Feigenson, a professor of psychological and brain sciences
in the university's Krieger School of Arts and Sciences. "When babies are
surprised, they learn much better, as though they are taking the occasion to
try to figure something out about their world."

The two researchers' study involved four experiments with preverbal
11-month-old babies, designed to determine whether babies learned more
effectively about objects that defied their expectations. If they did,
researchers wondered if babies would also seek out more information about
surprising objects and if this exploration meant babies were trying to find
explanations for the objects' strange behavior.

First the researchers showed the babies both surprising and predictable
situations regarding an object. For instance, one group of infants saw a ball
roll down a ramp and appear to be stopped by a wall in its path. Another group
saw the ball roll down the ramp and appear to pass -- as if by magic -- right
through the wall.

When the researchers gave the babies new information about the surprising
ball, the babies learned significantly better. In fact, the infants showed no
evidence of learning about the predictable ball. Furthermore, the researchers
found that the babies chose to explore the ball that had defied their
expectations, even more than toys that were brand new but had not done anything
surprising.

The researchers found that the babies didn't just learn more about
surprising objects -- they wanted to understand them. For instance, when the
babies saw the surprising event in which the ball appeared to pass through the
wall, they tested the ball's solidity by banging it on the table. But when
babies saw a different surprising event, in which the ball appeared to hover in
midair, they tested the ball's gravity by dropping it onto the floor. These
results suggest that babies were testing specific hypotheses about the objects'
surprising behavior.

"The infants' behaviors are not merely reflexive responses to the
novelty of surprising outcomes, but instead reflect deeper attempts to learn
about aspects of the world that failed to accord with expectations," said
Stahl, the paper's lead author and a doctoral student in psychological and
brain sciences.

"Infants are not only equipped with core knowledge about fundamental
aspects of the world, but from early in their lives, they harness this
knowledge to empower new learning."

The study was supported by the National Science Foundation Graduate
Research Fellowship.

Video: https://www.youtube.com/watch?t=14&v=oJjt5GRln-0







Story Source:

The above story is based on materials provided
by Johns Hopkins
University. The original article was written by Jill
Rosen. Note: Materials may be edited for content and length.







Journal Reference:

1.    Aimee E. Stahl, Lisa Feigenson. Observing
the unexpected enhances infants’ learning and exploration. Science,
2015 DOI: 10.1126/science.aaa3799

http://www.sciencedaily.com/releases/2015/04/150402161501.htm

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