{"pk":27940,"title":"That'll Teach 'em: How Expectations about Teaching Styles may Constrain Inferences","subtitle":null,"abstract":"How do learners’ expectations about teachers’ informativenessshape subsequent learning? Here, we suggest that expecta-tions about teaching style may constrain learning through in-ferences over (1) the amount of information to be learned, and(2) the importance of the demonstrated information. Adult be-havioral data from two experiments conform with our predic-tions: Given a single pedagogical demonstration, as teacherswere expected to share less information, adults inferred thatthere should be more additional information to be learned, andgreater importance of the demonstrated information. Model-ing of these results sheds insight into how adults may be mak-ing these inferences, and provides a framework with which wemay predict future results of children’s exploration followingpedagogical demonstrations from different teachers.","language":"eng","license":{"name":"","short_name":"","text":null,"url":""},"keywords":[{"word":"pedagogy"},{"word":"guided play"},{"word":"learning"},{"word":"modeling"}],"section":"Publication-based-Talks","is_remote":true,"remote_url":"https://escholarship.org/uc/item/9sw6q3xj","frozenauthors":[{"first_name":"Ilona","middle_name":"","last_name":"Bass","name_suffix":"","institution":"Rutgers","department":""},{"first_name":"Patrick","middle_name":"","last_name":"Shafto","name_suffix":"","institution":"Rutgers","department":""},{"first_name":"Elizabeth","middle_name":"","last_name":"Bonawitz","name_suffix":"","institution":"Rutgers","department":""}],"date_submitted":null,"date_accepted":null,"date_published":"2018-01-01T18:00:00Z","render_galley":null,"galleys":[{"label":"PDF","type":"pdf","path":"https://journalpub.escholarship.org/cognitivesciencesociety/article/27940/galley/17578/download/"}]}