From teachers to testers: How parents talk to novice and expert children in a natural history museum

By Sasha Palmquist, Kevin Crowley. 2007

144 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Museology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f833f286887f8b012423ab6713297dc81aa0161a

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Ken Kelley
2. Joyce M. Alexander
3. Kathy E. Johnson
4. Minseop Kim
5. T. Beehr

In Social Psychology

1. Ken Kelley
2. Joyce M. Alexander
3. Kathy E. Johnson
4. Minseop Kim
5. T. Beehr

Citations in the corpus

• Longitudinal Analysis of the Relations Between Opportunities to Learn About Science and the Development of Interests Related to Science (2012, result): “Our results do mirror those found by other researchers (e.g., Palmquist & Crowley, 2007) confirming parents are sensitive and willing to support a detected interest.”
• Museums as avenues of learning for children: a decade of research (2016, unknown): “Palmquist and Crowley (2007) stressed that parents of gifted or ‘expert’ children should be particularly cautious when facilitating their learning.”