儿童对不同意见对学习的价值的发展理解
Ashley Ransom1,2, Kirsten H Blakey1, Samuel Ronfard1
1University of Toronto, Toronto, Ontario, Canada.
Child development
|April 12, 2025
概括
孩子和成年人都明白,不同意见有助于学习,尤其是在不确定的情况下. 与儿童相比,成年人更频繁地认识到并解释了从不同的观点学习的好处.
科学领域:
- 认知发展 认知发展
- 社会心理学 社会心理学
- 学习科学 学习科学
背景情况:
- 了解个人如何看待不同意见对知识获取的价值对于教育和社会背景至关重要.
- 之前的研究已经探讨了意见多样性对学习的影响,但对认识到不同意见有用性的发展差异仍然不太了解.
研究的目的:
- 调查儿童和成年人是否认识到不同意见对学习的认识价值.
- 探索从同意与不同意的学习感知中的发育差异.
主要方法:
- 两项预先注册的研究与4至8岁的儿童 (N=200) 和成年人 (N=200) 进行.
- 参与者被介绍了涉及主角的场景,并询问主角是否会从一个同意或不同意的人身上学到更多.
- 场景的信念内容各不相同,包括偏好,模两可的情况和与"正确"答案相反的信念.
主要成果:
- 当信念是主观的 (偏好,模两可的情况) 或当主角持有非规范性的信念时,参与者更频繁地认可从不同意见中学习.
- 成年人认识到不同意见对学习的价值,并比儿童更频繁地阐述其好处.
- 两个年龄组都显示出倾向于在特定情况下从不同意见中学习.
结论:
- 儿童和成人都能认识到不同意见对学习的潜在好处,尤其是在缺乏明确客观真理的情况中.
- 成年人表现出一个更发达的理解和表达为什么分歧是有益的认识系统的成长相比较于年轻的孩子.
- 研究结果突出了理解不同视角的社会和认知功能的发展轨迹.
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