儿童选择性信任的认知基础和早期发展
Benjamin Schmid1,2, Natalie Bleijlevens1,2, Nivedita Mani2,3
1Developmental Psychology, University of Göttingen, Göttingen, Germany.
Child development
|January 31, 2024
概括
学龄前儿童通过评估特征选择性地从可靠来源学习,而幼儿没有表现出这种选择性信任. 这种社会学习的发展差异在五岁时就显而易见.
科学领域:
- 认知发展 认知发展
- 社会学习理论社会学习理论
- 发展心理学 发展心理学
背景情况:
- 幼儿表现出选择性学习,更喜欢可靠的来源而不是不可靠的来源.
- 这种选择性信任的认知机制和发展轨迹尚未完全理解.
研究的目的:
- 调查小孩选择性信任的认知基础 (注意偏差与特征归属).
- 检查选择性信任在学龄前儿童和幼儿的早期发育的出现.
主要方法:
- 员工通过眼睛跟踪和互动措施来适应选择性信任任务.
- 测试了5岁的学龄前儿童和24个月大的幼儿 (N=139).
主要成果:
- 幼儿园儿童的选择性信任是基于个体特定的特征,而不是注意力偏差.
- 幼儿没有表现出选择性的信任,即使是在眼睛追踪任务中.
- 幼儿可以在没有可靠性赋值的情况下执行单词学习任务,表明特定任务的限制.
结论:
- 幼儿园儿童 (5岁) 使用类似特征的可靠性赋值来指导选择性学习.
- 幼儿 (24 个月大) 尚未使用特征赋值来选择性信任学习.
- 研究结果强调,在幼儿时期和学前教育期间,社会认知和学习策略的发展发生了关键的转变.
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