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Behavioral Assessment of Hearing in 2 to 4 Year-old Children: A Two-interval, Observer-based Procedure Using Conditioned Play-based Responses
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偶然听到的评价意见可能会影响幼儿的努力.

Fengling Ma1, Linghui Tang1, Yutong Jiang1

  • 1Department of Psychology, Zhejiang Sci-Tech University.

Journal of experimental psychology. General
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PubMed
概括
此摘要是机器生成的。

孩子们通过偶然听到关于他人的评论来学习努力. 对等待行为的积极甚至负面评价鼓励孩子们等待更长时间,强调了努力调节中的社会学习.

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科学领域:

  • 发展心理学 发展心理学
  • 社会心理学 社会心理学
  • 儿童发展 儿童发展

背景情况:

  • 儿童通过观察社会所重视的行为来发展努力调节.
  • 偶然听到的评价评论是儿童社会学习的关键信息来源.
  • 了解孩子如何解释社会反是他们发展轨迹的关键.

研究的目的:

  • 调查听到的评价意见如何影响孩子的努力行为.
  • 检查正面,负面和中立评价对孩子愿意付出努力的具体影响.
  • 探索社会观察在塑造儿童对努力的理解中的作用.

主要方法:

  • 针对5岁的中国儿童进行了四项研究 (N=180).
  • 努力被运用为等待的意愿.
  • 参与者接触到不同类型的听到的关于另一个孩子等待行为的评价评论.

主要成果:

  • 偶然听到关于等待的积极评论增加了孩子们的等待时间.
  • 令人惊的是,负面评价 (例如",不聪明") 也导致等待时间增加.
  • 中立或全局负面评论对等待行为没有显著影响.

结论:

  • 儿童的努力调节受到偶然听到的社会评价的影响,甚至是负面的.
  • 通过观察进行的社会学习在儿童理解和应用努力方面发挥着重要作用.
  • 评价性评论的特殊性质会影响孩子们如何内化和表现出努力行为.