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1.
Children's (5‐, 7‐ to 8‐, and 10‐ to 11‐year‐olds), and adolescents’ (13‐ to 14‐year‐olds) judgments and reasoning about same‐sex romantic relationships were examined (N = 128). Participants’ beliefs about the acceptability and legal regulation of these relationships were assessed, along with their judgments and beliefs about excluding someone because of his or her sexual orientation and the origins of same‐sex attraction. Older participants evaluated same‐sex romantic relationships more positively and used more references to personal choice and justice/discrimination reasoning to support their judgments. Younger participants were less critical of a law prohibiting same‐sex relationships and were more likely to believe it was not acceptable to violate this law. Beliefs about origins of same‐sex attraction showed age‐specific patterns in their associations with evaluations. 相似文献
2.
“I Know You Don't Know I Know…” Children Use Second‐Order False‐Belief Reasoning for Peer Coordination 
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下载免费PDF全文 Numerous studies have investigated children's abilities to attribute mental states, but few have examined their ability to recruit these abilities in social interactions. Here, 6‐year‐olds (N = 104) were tested on whether they can use first‐ and second‐order false‐belief understanding to coordinate with peers. Children adjusted their decisions in a coordination game in response to either their partner's erroneous belief or their partner's erroneous belief about their own belief—a result that contrasts with previous findings on the use of higher order “theory of mind” (TOM) reasoning at this age. Six‐year‐olds are thus able to use their higher order TOM capacities for peer coordination, which marks an important achievement in becoming competent social collaborators. 相似文献
3.
This study assessed children's (N = 236) ability to introspect the mental states of seeing and knowing relative to their ability to attribute each state to others. Children could introspect seeing 10 months before they could introspect knowing. Two‐ and 3‐year‐olds correctly reported their own seeing states, whereas 3‐ and 4‐year‐olds correctly reported their own knowing states. For each mental state, there was a 7‐month difference before children could correctly attribute that state to another. These findings indicate that knowing is more difficult to introspect than seeing and that the ability to introspect each mental state emerges prior to the ability to correctly attribute them to others. Theoretical implications for self–other differences in theory‐of‐mind development are considered. 相似文献
4.
Parochial Compliance: Young Children's Biased Consideration of Authorities’ Preferences Regarding Intergroup Interactions 下载免费PDF全文
下载免费PDF全文 Prosocial behavior is arguably influenced by an interaction between intrinsic dispositions (e.g., group bias) and extrinsic factors (e.g., institutional regulations). The current study investigated this interaction developmentally. Preschoolers (3‐ to 4‐year‐olds) and kindergarteners (5‐ to 6‐year‐olds; N = 111) participated in a resource distribution task in which they had to consider both the recipients’ group membership (minimal color‐based groups), and their own teachers’ preferences regarding how to distribute (give “all” or “none”). The results revealed that only kindergarteners were influenced by the experimental factors and differently across genders. Specifically, when the recommendation was to give “none,” girls followed it indiscriminately toward in‐ and out‐group recipients, but boys did so only toward out‐group recipients. Thus, boys exploited an authority's legitimization to act antisocially, according to a parochial bias. 相似文献
5.
In view of conflicting claims about children's sensitivity to the needs of other children in learning situations, the present study was designed to explore the sensitivity of child and adult tutors in one‐to‐one tutoring interactions. Sixteen adults and 31 11‐ and 9‐year‐olds tutored 47 9‐year‐old tutees on an animal classification task. Tutors were tested on their ability to apply the rules and knowledge they had obtained after training, and tutees were tested after being tutored. On all the verbal and nonverbal tutoring indices adult tutors showed greater sensitivity than child tutors: they were more likely to display behaviours which promoted efficient learning in their tutees. Results suggested that tutors operated on the basis of an implicit theory of teaching which involves three types of sensitivity: (1) sensitivity to the learner's need to have sufficient information for understanding the task, coupled with adequate checks on the learner's understanding; (2) sensitivity to the learner's need to participate actively in the learning process; and (3) sensitivity to differences in learning abilities among individual learners, and being able to accommodate to them. 相似文献
6.
The Development of Selective Copying: Children's Learning From an Expert Versus Their Mother 下载免费PDF全文
下载免费PDF全文 Amanda J. Lucas Emily R. R. Burdett Vanessa Burgess Lara A. Wood Nicola McGuigan Paul L. Harris Andrew Whiten 《Child development》2017,88(6):2026-2042
This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5‐ to 6‐year‐olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7‐ to 8‐year‐olds toward copying the expert. Children aged 9–10 years did not copy according to a model bias. The findings of a follow‐up study (N = 30) confirmed that, instead, they prioritized their own—partially flawed—causal understanding of the puzzle box. 相似文献
7.
Since the mid‐1980s many schools in predominantly white areas have taken active steps to counter racism and ethnocentrism and raise awareness of Britain's ethnic diversity through curriculum development. This paper is primarily concerned with the ethical issues raised by research into such initiatives at primary school level. We begin by alluding very briefly to the shortcomings of extant research into children's prejudice, noting that some studies can be criticised for the unwitting reinforcement of stereotypes. We move on to examine the ethical and methodological considerations which have underpinned our own work in this area, focusing on a recent investigation into children's understanding of Jewish culture and identity. The techniques employed to probe the children's beliefs and attitudes and challenge their taken‐for‐granted assumptions are described at length, together with the ethical dilemmas addressed during the course of the research. In the second part of the paper, we focus on issues raised by our own curriculum development work in anti‐racist and multicultural education in ‘all white’ schools. We draw extensively on a recent case‐study of 10 and 11 year‐olds’ responses to a teaching programme which aimed to counter stereotypical images both of developing countries and Islam. 相似文献
8.
Booyeun Lim 《Journal of Early Childhood Teacher Education》2013,34(4):367-373
Abstract This study describes early childhood teachers’ own beliefs and concepts of aesthetic experience in young children. The teachers involved in this study were directly engaged in preschools for 4 and 5 year‐olds where arts and aesthetic education are a primary consideration of their integrated curriculum. These teachers identified a variety of features of aesthetic experience in three dimensions, which develop in a dynamic, non‐linear cycle. This study suggests that early childhood teacher's awareness and knowledge of aesthetic experience is critical to support the high quality of young children's learning through the arts. It concludes with implications for both teacher education programs and early childhood teacher educators. © 2005 Published by Elsevier Inc. 相似文献
9.
Previous research yielded conflicting results about when children can accurately assess their epistemic states in different hiding tasks. In Experiment 1, ninety‐two 3‐ to 7‐year‐olds were either shown which object was hidden inside a box, were totally ignorant about what it could be, or were presented with two objects one of which was being put inside (partial exposure). Even 3‐year‐olds could assess their epistemic states in the total ignorance and the complete knowledge task. However, only children older than 5 could assess their ignorance in the partial exposure task. In Experiment 2 with one hundred and one 3‐ to 7‐year‐olds, similar results were found for children under 5 years even when more objects were shown in partial exposure tasks. Implications for children’s developing theory of knowledge are discussed. 相似文献
10.
Preschoolers’ conceptual understanding and procedural skills were examined so as to explore the role of number‐words and concept–procedure interactions in their additional knowledge. Eighteen three‐ to four‐year‐olds and 24 four‐ to five‐year‐olds judged commutativity and associativity principles and solved two‐term problems involving number words and unknown numbers. The older preschoolers outperformed younger preschoolers in judging concepts involving unknown numbers and children made more accurate commutativity than associativity judgements. Children with conceptual profiles indicating a strong understanding of concepts applied to unknown numbers were more accurate at solving number‐word problems than those with a poor conceptual understanding. The findings suggest that an important mathematical development during the preschool years may be learning to appreciate addition concepts as general principles that apply when exact numbers are unknown. 相似文献
11.
Abrams D 《Child development》2011,82(5):1579-1593
Does children’s bias toward their own groups reflect egocentrism or social understanding? After being categorized as belonging to 1 of 2 fictitious groups, 157 six‐ to ten‐year‐olds evaluated group members and expressed preferences among neutral items. Children who expected the in‐group to share their item preferences (egocentric social projection) showed intergroup bias. However, most bias was expressed by children who expected their in‐group to share, but the out‐group to oppose, their own evaluations of members. These oppositional expectations were associated with better social perspective taking, and better understanding that groups expect loyalty from their members. Consistent with the developmental model of subjective group dynamics (D. Abrams, A. Rutland, J. Pelletier, & J. M. Ferrell, 2009), social understanding, rather than egocentrism, provides a more parsimonious explanation of children’s intergroup bias. 相似文献
12.
Relations Among Cultural Learning Beliefs,Self‐Regulated Learning,and Academic Achievement for Low‐Income Chinese American Adolescents 下载免费PDF全文
下载免费PDF全文 This mixed‐methods study of urban low‐income, English‐proficient Chinese American, second‐generation 15‐year‐olds (conducted in 2004; N = 32) examined the relation among the virtue model of learning communicated by parents and adolescents’ learning beliefs, self‐regulated learning (SRL) behaviors, and academic achievement. Analysis of in‐depth individual interviews revealed that for these adolescents, perceptions of family educational socialization predicted students’ endorsement of their culture's virtue‐oriented learning beliefs and that adolescents’ endorsement of these learning beliefs predicted their academic achievement. Importantly, adolescents’ reported that use of SRL strategies mediated the relationship between their endorsement of virtue‐oriented learning beliefs and their academic achievement. Findings are discussed in the context of further research linking cultural learning beliefs, SRL, and children's academic achievement. 相似文献
13.
Abstract A series of four tasks was presented to 3‐7 year‐old children in order to investigate their understanding of the way in which an obstruction restricts a person's view of an array. The results indicated that children's ability to predict another person's line of sight and field of view develops significantly during this period. The responses of most 4‐7 year‐olds in a nonverbal hiding game were consistent with their verbal judgments about what another person could see, but 3‐year‐olds’ responses in the hiding game were much more sophisticated than could be expected from their performance on the verbal tasks. The possibility is raised that satisfactory performance in hiding games may not always depend on a child's first working out what a seeker can see. 相似文献
14.
It is widely believed that exploration is a mechanism for young children's learning. The present investigation examines preschoolers’ beliefs about how learning occurs. We asked 3‐ to 5‐year‐olds to articulate how characters in a set of stories learned about a new toy. Younger preschoolers were more likely to overemphasize the role of characters’ actions in learning than older children were (Experiment 1, N = 53). Overall performance improved when the stories explicitly stated that characters were originally ignorant and clarified the characters’ actions, but general developmental trends remained (Experiment 2, N = 48). These data suggest that explicit metacognitive understanding of the relation between actions and learning is developing during the preschool years, which might have implications for how children learn from exploration. 相似文献
15.
Do children believe that “everything happens for a reason?” That is, do children endorse purpose‐based, teleological explanations for significant life events, as they do for social behavior, artifacts, biological properties, and natural kinds? Across three experiments, 5‐ to 7‐year‐olds (N = 80), 8‐ to 10‐year‐olds (N = 72), and adults (N = 91) chose between teleological and nonteleological accounts of significant life events and judged how helpful those accounts were for understanding an event's cause. Five‐ to 7‐year‐olds favored teleological explanations, but this preference diminished with age. Five‐ to 7‐year‐olds and 8‐ to 10‐year‐olds also found teleological explanations more helpful than did adults. Perceiving purpose in life events may therefore have roots in childhood, potentially reflecting a more general sensitivity to purpose in the social and natural worlds. 相似文献
16.
When Peer Performance Matters: Effects of Expertise and Traits on Children's Self‐Evaluations After Social Comparison 下载免费PDF全文
下载免费PDF全文 The present research examined the influence of peer characteristics on children's reactions to upward social comparisons. In Experiment 1, one hundred twenty‐six 5‐, 8‐, and 10‐year‐olds were told that they were outperformed by an expert or novice peer. Older children reported higher self‐evaluations after comparisons with an expert rather than a novice, whereas 5‐year‐olds reported high self‐evaluations broadly. In Experiment 2, ninety‐eight 5‐ to 6‐year‐olds and 9‐ to 10‐year‐olds were told that the peer possessed a positive or negative trait that was task relevant (i.e., intelligence) or task irrelevant (i.e., athleticism). Older children reported higher self‐evaluations after hearing about positive rather than negative traits, irrespective of relevance. Younger children reported high self‐evaluations indiscriminately. Results inform the understanding of social comparison development in childhood. 相似文献
17.
This paper reports two studies in which non‐handicapped (NH) children (7‐ and 11‐year‐olds) were interviewed about their understanding of severe learning difficulties (SLD). The NH children, 19 7‐year‐olds and 32 11‐year‐olds, had been involved in a year of fortnightly or weekly (respectively) link sessions with children with SLD. The NH children's understanding of SLD can be interpreted in terms of three conceptual changes, identified by Katz (1982) and Aboud (1988), occurring during the primary school years. These changes are: a shift in focus from concrete to abstract characteristics of children with SLD; increasing recognition of intra‐SLD group differences and inter (mainstream‐SLD) group similarities; and acknowledgement of the irrevocability of the key cues of SLD. These changes are discussed in the broader context of the development of social cognition. 相似文献
18.
Children rely on both evidence and prior knowledge to make physical causal inferences; this study explores whether they make attributions about others' behavior in the same manner. A total of one hundred and fifty‐nine 4‐ and 6‐year‐olds saw 2 dolls interacting with 2 activities, and explained the dolls' actions. In the person condition, each doll acted consistently across activities, but differently from each other. In the situation condition, the two dolls acted differently for each activity, but both performed the same actions. Both age groups provided more “person” explanations (citing features of the doll) in the person condition than in the situation condition. In addition, 6‐year‐olds showed an overall bias toward “person” explanations. As in physical causal inference, social causal inference combines covariational evidence and prior knowledge. 相似文献
19.
These two studies explored 3‐ and 5‐year‐olds' evaluation of noncircular and circular explanations, and their use of such explanations to determine informant credibility. Although 5‐year‐olds demonstrated a selective preference for noncircular over circular explanations (Experiment 1: Long Explanations; Experiment 2: Short Explanations), 3‐year‐olds only demonstrated a preference for the noncircular when the explanations were shortened (Experiment 2). Children's evaluation of the explanations extended to their inferences about the informants' future credibility. Both age groups demonstrated a selective preference for learning novel explanations from an informant who had previously provided noncircular explanations—although only 5‐year‐olds also preferred to learn novel labels from her. The implications and scope of children's ability to monitor the quality of an informant's explanation are discussed. 相似文献
20.
Infants Rely More on Gaze Cues From Own‐Race Than Other‐Race Adults for Learning Under Uncertainty 下载免费PDF全文
下载免费PDF全文 Naiqi G. Xiao Rachel Wu Paul C. Quinn Shaoying Liu Kristen S. Tummeltshammer Natasha Z. Kirkham Liezhong Ge Olivier Pascalis Kang Lee 《Child development》2018,89(3):e229-e244
Differential experience leads infants to have perceptual processing advantages for own‐ over other‐race faces, but whether this experience has downstream consequences is unknown. Three experiments examined whether 7‐month‐olds (range = 5.9–8.5 months; N = 96) use gaze from own‐ versus other‐race adults to anticipate events. When gaze predicted an event's occurrence with 100% reliability, 7‐month‐olds followed both adults equally; with 25% (chance) reliability, neither was followed. However, with 50% (uncertain) reliability, infants followed own‐ over other‐race gaze. Differential face race experience may thus affect how infants use social cues from own‐ versus other‐race adults for learning. Such findings suggest that infants integrate online statistical reliability information with prior knowledge of own versus other race to guide social interaction and learning. 相似文献