寻找真相:实验者身份影响儿童对惊人的信息的反应
Thomas St Pierre1,2, Katherine S White3, Elizabeth K Johnson2,4
1Institute for Language Sciences, Utrecht University, Utrecht, The Netherlands.
Open mind : discoveries in cognitive science
|September 17, 2025
概括
孩子 孩子 孩子 孩子
科学领域:
- 认知发展 认知发展
- 社会心理学 社会心理学
背景情况:
- 儿童从他人那里学习,社会特征如口音影响信息认可.
- 之前的研究经常使用简化,强制选择的方法来研究信息人身份对学习的影响.
研究的目的:
- 检查信息人身份 (外国与本地口音) 在更现实的背景下如何影响儿童的学习.
- 研究社会因素对多个阶段的选择性学习的影响.
主要方法:
- 研究了144名年龄在5-7岁的儿童.
- 孩子们遇到了一个有外国或当地口音的单一信息提供者的令人惊的信息.
- 评估了最初的认可,对信息的自我测试,以及以后的认可.
主要成果:
- 几乎所有的孩子最初都接受了这个令人惊的说法.
- 随后的信息测试和认可因告密者的口音而有所不同.
- 信息者的社会属性影响了学习,超出了最初的接受.
结论:
- 生态有效的环境对于理解儿童学习的社会影响至关重要.
- 告知者身份影响选择性学习在多个点,不仅仅是最初的信息吸收.
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