At New Republic -

"In an upcoming paper, to be delivered at the annual conference of the Cognitive Science Society in July, Schulz and Gweon will explore the flip-side of this problem: how children react to too much information. They found that children prefer teachers who do not spend time offering information that they already know—or that they can infer from what they already know. It’s not that children hate know-it-all’s, but they do make calculations in order to learn more efficiently, say Schulz and Gweon. Learning, they conclude, isn’t just about acquiring knowledge of the world; it’s also about learning how to learn."