当孩子们帮助同龄人时,他们延续了基于能力的不平等
1Department of Developmental Psychology, Utrecht University, Utrecht, The Netherlands. j.sierksma@uu.nl.
NPJ science of learning
|September 20, 2023
概括
年幼的孩子向他们认为不那么有能力的同龄人提供较少的技能培养帮助. 这种行为可能会通过限制困难学生的实践机会来延续教育不平等.
科学领域:
- 儿童发展 儿童发展
- 社会心理学 社会心理学
- 教育心理学教育心理学
背景情况:
- 同龄人对同龄人的帮助在童年很常见,但其有效性各不相同.
- 一些形式的帮助通过不允许实践来阻碍技能发展.
研究的目的:
- 调查幼儿是否保持基于能力的不平等.
- 检查孩子是否提供较少的实践机会,帮助不那么有能力的同龄人.
主要方法:
- 研究1:评估儿童 (6-9岁) 对帮助有效性的理解 (N=253).
- 研究2和3:实验室实验,儿童 (7-9岁) 帮助被认为有能力或无能力的同龄人 (N=80,N=41).
- 帮助类型:授权 (提示) 和非授权 (答案).
主要成果:
- 孩子们认识到授权帮助比非授权帮助更容易学习.
- 儿童不成比例地向有能力的同龄人提供了赋权帮助.
- 提供非授权帮助的孩子更常向无能同龄人提供帮助.
结论:
- 幼儿的帮助行为可以加强现有的能力差距.
- 感知能力,可能受到刻板印象的影响,影响帮助质量.
- 孩子们可能无意中限制了弱势同龄人的技能发展机会.
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