The puzzling difficulty of tool innovation : why can’t children piece their knowledge together?

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@article{0633440d9c374f22bc7410091e6a6de4,
title = "The puzzling difficulty of tool innovation : why can’t children piece their knowledge together?",
abstract = "Tool innovation—designing and making novel tools to solve tasks—is extremely difficult for young children. To discover why this might be, we highlighted different aspects of tool making to children aged 4 to 6 years (N = 110). Older children successfully innovated the means to make a hook after seeing the pre-made target tool only if they had a chance to manipulate the materials during a warm-up. Older children who had not manipulated the materials and all younger children performed at floor. We conclude that children’s difficulty is likely to be due to the ill-structured nature of tool innovation problems, in which components of a solution must be retrieved and coordinated. Older children struggled to bring to mind components of the solution but could coordinate them, whereas younger children could not coordinate components even when explicitly provided.",
keywords = "Tools, Innovation, Problem Solving, Ill-structured problems, Cognitive Development, Social learning",
author = "Nicola Cutting and Apperly, {Ian A.} and Jackie Chappell and Beck, {Sarah R.}",
year = "2014",
month = "9",
doi = "10.1016/j.jecp.2013.11.010",
language = "English",
volume = "125",
pages = "110--117",
journal = "Journal of Experimental Child Psychology",
issn = "0022-0965",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - The puzzling difficulty of tool innovation : why can’t children piece their knowledge together?

AU - Cutting, Nicola

AU - Apperly, Ian A.

AU - Chappell, Jackie

AU - Beck, Sarah R.

PY - 2014/9

Y1 - 2014/9

N2 - Tool innovation—designing and making novel tools to solve tasks—is extremely difficult for young children. To discover why this might be, we highlighted different aspects of tool making to children aged 4 to 6 years (N = 110). Older children successfully innovated the means to make a hook after seeing the pre-made target tool only if they had a chance to manipulate the materials during a warm-up. Older children who had not manipulated the materials and all younger children performed at floor. We conclude that children’s difficulty is likely to be due to the ill-structured nature of tool innovation problems, in which components of a solution must be retrieved and coordinated. Older children struggled to bring to mind components of the solution but could coordinate them, whereas younger children could not coordinate components even when explicitly provided.

AB - Tool innovation—designing and making novel tools to solve tasks—is extremely difficult for young children. To discover why this might be, we highlighted different aspects of tool making to children aged 4 to 6 years (N = 110). Older children successfully innovated the means to make a hook after seeing the pre-made target tool only if they had a chance to manipulate the materials during a warm-up. Older children who had not manipulated the materials and all younger children performed at floor. We conclude that children’s difficulty is likely to be due to the ill-structured nature of tool innovation problems, in which components of a solution must be retrieved and coordinated. Older children struggled to bring to mind components of the solution but could coordinate them, whereas younger children could not coordinate components even when explicitly provided.

KW - Tools

KW - Innovation

KW - Problem Solving

KW - Ill-structured problems

KW - Cognitive Development

KW - Social learning

U2 - 10.1016/j.jecp.2013.11.010

DO - 10.1016/j.jecp.2013.11.010

M3 - Article

C2 - 24530037

VL - 125

SP - 110

EP - 117

JO - Journal of Experimental Child Psychology

JF - Journal of Experimental Child Psychology

SN - 0022-0965

ER -