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Adult beliefs about cognitive development vary across experience and expertise: A focus group study
The purpose of this study was to explore North American adult beliefs and perspectives on how young children develop early cognitive, language, and word learning skills, and how these beliefs vary depending on experience and expertise. While there is a body of literature that uses questionnaires to...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Public Library of Science
2022
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9342719/ https://www.ncbi.nlm.nih.gov/pubmed/35913936 http://dx.doi.org/10.1371/journal.pone.0272254 |
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author | Hutchinson, Samantha P. Wojcik, Erica H. |
author_facet | Hutchinson, Samantha P. Wojcik, Erica H. |
author_sort | Hutchinson, Samantha P. |
collection | PubMed |
description | The purpose of this study was to explore North American adult beliefs and perspectives on how young children develop early cognitive, language, and word learning skills, and how these beliefs vary depending on experience and expertise. While there is a body of literature that uses questionnaires to assess beliefs about how children develop, traditional rating scales (e.g., Likert scales) may miss the nuances of how people think about child development. Thus, we ran six in-person focus groups, differing in parenthood status and expertise, to learn how various adults talk and reason about cognitive development. Questions throughout the focus group sessions were aimed at determining the quality and origins of participants’ beliefs. Four main patterns emerged: developmental psychologists who were also parents were the most certain in their statements, parents used more anecdotes than non-parents, non-parents were more likely to talk about development as controllable compared to parents, and participants in all groups frequently referred to environment-based influences on development. Together, the results suggest that many adults are uncertain about how children develop and that there are differences in how parents and non-parents reason about development. These findings have implications for how we interpret past survey results and motivate future studies about how experience with children changes adult beliefs and reasoning about child development. |
format | Online Article Text |
id | pubmed-9342719 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2022 |
publisher | Public Library of Science |
record_format | MEDLINE/PubMed |
spelling | pubmed-93427192022-08-02 Adult beliefs about cognitive development vary across experience and expertise: A focus group study Hutchinson, Samantha P. Wojcik, Erica H. PLoS One Research Article The purpose of this study was to explore North American adult beliefs and perspectives on how young children develop early cognitive, language, and word learning skills, and how these beliefs vary depending on experience and expertise. While there is a body of literature that uses questionnaires to assess beliefs about how children develop, traditional rating scales (e.g., Likert scales) may miss the nuances of how people think about child development. Thus, we ran six in-person focus groups, differing in parenthood status and expertise, to learn how various adults talk and reason about cognitive development. Questions throughout the focus group sessions were aimed at determining the quality and origins of participants’ beliefs. Four main patterns emerged: developmental psychologists who were also parents were the most certain in their statements, parents used more anecdotes than non-parents, non-parents were more likely to talk about development as controllable compared to parents, and participants in all groups frequently referred to environment-based influences on development. Together, the results suggest that many adults are uncertain about how children develop and that there are differences in how parents and non-parents reason about development. These findings have implications for how we interpret past survey results and motivate future studies about how experience with children changes adult beliefs and reasoning about child development. Public Library of Science 2022-08-01 /pmc/articles/PMC9342719/ /pubmed/35913936 http://dx.doi.org/10.1371/journal.pone.0272254 Text en © 2022 Hutchinson, Wojcik https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Research Article Hutchinson, Samantha P. Wojcik, Erica H. Adult beliefs about cognitive development vary across experience and expertise: A focus group study |
title | Adult beliefs about cognitive development vary across experience and expertise: A focus group study |
title_full | Adult beliefs about cognitive development vary across experience and expertise: A focus group study |
title_fullStr | Adult beliefs about cognitive development vary across experience and expertise: A focus group study |
title_full_unstemmed | Adult beliefs about cognitive development vary across experience and expertise: A focus group study |
title_short | Adult beliefs about cognitive development vary across experience and expertise: A focus group study |
title_sort | adult beliefs about cognitive development vary across experience and expertise: a focus group study |
topic | Research Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9342719/ https://www.ncbi.nlm.nih.gov/pubmed/35913936 http://dx.doi.org/10.1371/journal.pone.0272254 |
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