2 Matching Annotations
  1. Oct 2015
    1. Similarly, when adults provide causal explanations as chil-dren construct family-resemblance categories from novel instances, chil-dren are more accurate in categorizing subsequent instances (Krascum & Andrews, 1998). If adults do not provide such explanations or at least ex-plicitly prompt the child to generate their own explanations, it is unlikely that children will decide to do so on their own

      Is this similar to the example of guided participation in YELL (the first group in the reading)? The adults there for support, following young person's lead and giving them the support they need when they need it?

    2. Their shared knowledge and experience allow their talk to move to deeper levels than is typically possible in a domain where the boy is a rela-tive novice.

      May be a stretch, but there are some parallels here to AA. The strong emphasis on sharing -- even by novices -- are used to teach the "beliefs, propositions, and interpretations" common to the group, which then allows them to dive into a deeper discussion about alcoholism