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Adler's Individual Psychology01:28

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Alfred Adler, a prominent figure in psychology, founded the school of individual psychology. In contrast to Freud's emphasis on sexual or aggressive motives, Adler suggested that individuals are primarily motivated by their purposes and goals. He believed that people strive for perfection rather than pleasure. Adler argued that individuals could creatively act upon their genetic inheritance and environmental experiences to shape their own lives, emphasizing conscious motivation over...
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The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to...
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Developmental psychology explores the changes and continuities in human abilities throughout life, encompassing physical, cognitive, linguistic, and social dimensions. Human development is not restricted to growth, but includes aspects of decline, particularly in physical abilities as individuals age. Developmental psychologists seek to understand how people change as they age and how their mental and social skills evolve.
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较少效应更好:一个发展视角.

Audrey E Parrish1, Emma E Sandgren2

  • 1Department of Psychology, The Citadel, 171 Moultrie St, Charleston, SC, 29409, USA. audrey.parrish1@gmail.com.

Psychonomic bulletin & review
|June 20, 2023
PubMed
概括
此摘要是机器生成的。

幼儿表现出"更少更好"的效应,他们喜欢更小但更高质量的选择,而不是更大,更差的选择. 这种决策偏见表明,儿童优先考虑突出特征,而不是客观数量.

关键词:
有偏见的偏见.认知发展 认知发展启发式听觉学是一种听觉学.判断和决策的过程.较少更好偏见的偏见.

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科学领域:

  • 认知心理学 认知心理学
  • 发展心理学 发展心理学
  • 行为经济学是一种行为经济学.

背景情况:

  • "更少更好"效应描述了一个偏见,在这种偏见中,较小,质量优越的选项被高估,而较大,质量优越但质量差的选项被高估.
  • 这种效应在成人和黑猩猩中被观察到,特别是当选项被单独评估时,通常由可评估性假设解释.

研究的目的:

  • 调查3至9岁儿童中"更少更好"效应的发展轨迹.
  • 确定幼儿在联合评估任务中是否表现出这种偏见.

主要方法:

  • 设计了一个联合评估任务,向孩子们提出了两个选择:一个数量较大但质量较低的,另一个数量较小但质量较高的.
  • 3至9岁的儿童参与了这项研究,在这些提出的选项中做出选择.

主要成果:

  • 所有年龄段的儿童都表现出"更少更好"的偏见.
  • 参与者始终更喜欢较小,质量优越的选择,而不是更大的,质量较差的选择.

结论:

  • 在联合评估过程中,少而更好的效应存在于幼儿中.
  • 在联合评估中,儿童的决策似乎以突出特征为指导,而不是客观数量或价值.