To Teach or Not to Teach: Adults' Reasoning About Intentional Instruction

• In Event: 67.024 - Teaching Practices and Developmental Outcomes

Abstract

The current study explored adults’ reasoning about intentional instruction from a theory of mind standpoint by testing their ability to distinguish between teaching and imitation. Adults (N = 34) were presented with simple stories comparing teaching and imitation and had to identify which was teaching. Contrary to previous findings when the activities were presented alone, the results showed that adults can monitor the intentionality of teaching when deciding whom to learn from. Furthermore, adults’ understanding of intentionality as it applies to teaching may have implications for classroom engagement and motivation to learn in formal schooling.

Authors

• Amanda S Haber, Boston University

• Douglas Frye, University of Pennsylvania