女孩比男孩更坚持,但从无效的教学中脱离的比男孩少
Mia Radovanovic1, Ece Yucer1, Jessica A Sommerville1
1Department of Psychology, University of Toronto.
Journal of experimental psychology. General
|September 5, 2024
概括
孩子们学会放弃无效的教学方法. 男孩比女孩更多地探索新的解决方案,影响了解决问题和学习. 这项研究强调了儿童学习策略中的性别差异.
科学领域:
- 认知发展 认知发展
- 发展心理学 发展心理学
- 教育心理学教育心理学
背景情况:
- 有效的学习要求儿童识别和脱离无效的教学,即使没有明确的线索.
- 以前的研究表明,社会化中的性别差异可能会影响合规性和服从性,这可能会影响学习策略.
研究的目的:
- 调查7至10岁儿童识别无效教学的能力.
- 为了测试这个假设,女孩可能比男孩更不容易脱离无效的教学,并探索新的解决方案.
- 检查这些差异对儿童解决问题,学习和领导力发展的影响.
主要方法:
- 在7~10岁的儿童中进行了三项实验.
- 孩子们被展示了教导的解决方案,并评估了他们识别无效性的能力.
- 该研究分析了儿童在坚持教学和探索新想法之间进行的权衡,并检查了剥离投资中的基于性别的差异.
主要成果:
- 孩子们表现出了测试被教导的解决方案的能力,并在认识到无效时理性地调整了他们的策略.
- 在剥离方面出现了显著的性别差异:男孩更倾向于探索新的解决方案,而女孩则更坚持教导的方法.
- 在不同性别刻板印象的任务中观察到探索和学习中的这些基于性别的差异.
结论:
- 孩子们可以识别不有效的教学,并相应地调整他们的学习策略.
- 性别差异存在于儿童愿意脱离无效指导并探索替代方案的意愿,男孩表现出更多的探索.
- 这些发现对理解儿童的学习轨迹和领导素质的发展有影响,这表明了教育干预的潜在领域.
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