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1.
This study examined how informants' traits affect how children seek information, trust testimony, and make inferences about informants' knowledge. Eighty‐one 3‐ to 6‐year‐olds and 26 adults completed tasks where they requested and endorsed information provided by one of two informants with conflicting traits (e.g., honesty vs. dishonesty). Participants also completed tasks where they simultaneously considered informants' traits and visual access to information when inferring their knowledge and trusting their testimony. Children and adults preferred to ask and endorse information provided by people who are nice, smart, and honest. Moreover, these traits influenced the knowledge that young children attributed to informants. Children younger than 5 years of age reported that people with positive traits were knowledgeable even when they lacked access to relevant information. 相似文献
2.
Lauren H. Howard Annette M. E. Henderson Cristina Carrazza Amanda L. Woodward 《Child development》2015,86(1):259-275
Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated. 相似文献
3.
This study examined how children's intuitions and informants’ expertise influence children's trust in informants’ claims. Three‐ to 8‐year‐olds (N = 192) watched videos in which experts (animal/biology experts or artifact/physics experts) made either intuitively plausible or counterintuitive claims about obscure animals or artifacts. Claims fell either within or beyond experts’ domains of expertise. Children of all ages were more trusting of claims made by informants with relevant, as opposed to irrelevant, expertise. Children also showed greater acceptance of intuitive rather than counterintuitive claims, a differentiation that increased with age as they developed firmer intuitions about what can ordinarily happen. In summary, children's trust in testimony depends on whether informants have the relevant expertise as well as on children's own developing intuitions. 相似文献
4.
Do children expect an expert in one domain to also be an expert in an unrelated domain? In Study 1, 32 three‐ and four‐year‐olds learned that one informant was an expert about dogs relative to another informant. When presented with pictures of new dogs or of artifacts, children who could remember which informant was the dog expert preferred her over the novice as an informant about the names of dogs, but they had no preference when the informants presented artifact labels. In Study 2, 32 children learned that one informant was incompetent about dogs whereas another was neutral. In this case, children preferred the neutral speaker over the incompetent one about both dogs and artifacts. Taken together, these results suggest that for children, expertise is not subject to a “halo effect,” but incompetence may be subject to a “pitchfork effect.” 相似文献
5.
《The Journal of educational research》2012,105(5):251-261
AbstractThis study investigated whether data generated via the use of a school needs assessment model can provide local school boards and other district personnel with reliable decision-making information for program and policy revision. Each member of a randomly selected sample from three Iowa school districts was requested to rate and rank the 18 educational goal statements of the Phi Delta Kappa Educational Planning Model (16), both as individuals and as members of a small group. Initially these small groups were randomly divided into two halves. The mean goal ratings of die two groups were then correlated with each other. Three societal groups-faculty, students, and community members-represented each school’s sample. The relationship of a person’s status to the movement of his individual goal preference ratings during the small group consensus goal rating process was examined. Results indicated that in all participating school districts, there was a high degree of correlation between goal preference ratings generated by both halves of the randomly split sample. High correlation values linked with a high level of significance tends to support the hypothesis that this type of model is reliable, in that it does produce consistency of result in providing for the intended measure. Further analysis revealed that differences in movement of individual goal preference ratings in achieving small group consensus, due to person status, were statistically significant, thus indicating that a person’s status has a direct relationship to movement on consensus. 相似文献
6.
Four‐ to Six‐Year‐Old Children's Sensitivity to Reliability Versus Consensus in the Endorsement of Object Labels 
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下载免费PDF全文 Recent studies have demonstrated that young children use past reliability and consensus to endorse object labels. Until now, no study has investigated how children weigh these two cues when they are in conflict. The two experiments reported here were designed to explore whether any initial preference for information provided by a consensual group would be influenced by the group's subsequent unreliability. The results show that 4‐ and 5‐year‐old children were more likely to endorse labels provided by an unreliable but consensual group than the labels provided by a reliable dissenter. Six‐year‐olds displayed the reverse pattern. The article concludes by discussing the methodological implications of the two experiments and the developmental trajectory regarding the way children weigh consensuality versus reliability. 相似文献
7.
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
8.
Preschoolers mistrust ignorant and inaccurate speakers 总被引：1，自引：0，他引：1
Being able to evaluate the accuracy of an informant is essential to communication. Three experiments explored preschoolers' (N=119) understanding that, in cases of conflict, information from reliable informants is preferable to information from unreliable informants. In Experiment 1, children were presented with previously accurate and inaccurate informants who presented conflicting names for novel objects. 4-year-olds-but not 3-year-olds-predicted whether an informant would be accurate in the future, sought, and endorsed information from the accurate over the inaccurate informant. In Experiment 2, both age groups displayed trust in knowledgeable over ignorant speakers. In Experiment 3, children extended selective trust when learning both verbal and nonverbal information. These experiments demonstrate that preschoolers have a key strategy for assessing the reliability of information. 相似文献
9.
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
10.
Ceri Elliott Karola Dillenburger 《Journal of Research in Special Educational Needs》2016,16(3):187-198
Self‐determination and decision‐making are acknowledged internationally as key rights of persons with disabilities and should play an important role in the development of educational plans and procedures. Not only is the chance for individuals with developmental disabilities to select their own tasks, leisure activities or reinforcers a valuable way of enhancing rights‐based education and personal dignity, but choice‐making opportunities may also function as a useful clinical or educational tool if they actually improve the efficacy of programmes aimed at the acquisition of socially relevant behaviours and life skills or the reduction of challenging behaviours. The study reported here assessed whether or not choice affected effectiveness of an educational procedure for three children on the autism spectrum. Following a preference assessment, a number of discrete teaching trials were conducted with each child and, contingent upon targeted responses, either the child or the therapist selected one of three preferred reinforcer items. Reinforcer choice did not affect intervention effectiveness for two of the children; however, performance and motivation improved for the third child. Results re‐affirmed the importance of thorough preference assessments prior to intervention and showed that additional stimulus choice contingent on the target response may improve motivation and outcomes for some children. 相似文献
11.
A single, indirect exposure to a novel word provides information that could be used to make a fast mapping between the word and its referent, but it is not known how well this initial mapping specifies the function of the new word. The four studies reported here compare preschoolers' (N = 64) fast mapping of new proper and common names following an indirect exposure requiring inference with their learning of new names following ostension. In Study 1, 3-year-olds were shown an animate-inanimate pair of objects and asked to select, for example, Dax, a dax, or one. Children spontaneously selected an animate over an inanimate object as the referent for a novel proper name, but had no animacy preference in common name or baseline conditions. Next, the children were asked to perform actions on, for example, Dax or a dax, when presented with an array of three objects: the one they had just selected, another member of like kind, and a distracter. An indirectly learned proper name was treated as a marker for the originally selected object only, whereas a new common name was generalized to include the other category member. Study 2 showed that mappings made by inference were as robust as those made by ostension. Studies 3 and 4 demonstrated that even 2-year-olds can learn as much about the function of a new word from an indirect exposure as from ostension. 相似文献
12.
James Lull 《Communication quarterly》2013,61(4):53-57
This study investigated the nature of verbal interaction and interpersonal influence operating within middle‐class Midwestern families as they selected television programs for group viewing in their homes. A task‐specific Bales‐type coding scheme was used to analyze the talk generated by fathers, mothers, older and younger children. Interaction structure, ability to express a preference, preference consensus, and perceptions of influence reveal differential success in gaining access to favored programs. Younger children, who are known to control viewing under other circumstances, were the least successful participants in this verbal negotiation. 相似文献
13.
The aim of this study was to explore the potential beneficial workgroup outcomes of a ropes course challenge intervention. Using three distinct samples (a military group, a medical facility workgroup, and a utility company workgroup), this study explored the systematic individual and group‐oriented outcomes achieved. Significant changes in group cohesion, group member trust, and group‐efficacy were found post‐ropes course intervention in all three samples. Two of the three samples additionally demonstrated improvement in employees’ self‐efficacy. Sample 3 examined trait coping style and demonstrated that employee social support coping predicted degree of change in group cohesion, but in an unexpected direction. Taken together, results suggest experiencing a ropes course challenge may foster improvement in group member trust, group‐ and self‐efficacy, and group cohesion—especially for individuals who are unaccustomed to seeking social support under stress. The potential gains of ropes course challenge interventions for workgroups may have been previously underestimated. 相似文献
14.
In 1989, Miller and Aloise challenged the prevailing belief that preschoolers tend to explain others' behavior in terms of external events or a person's physical attributes and have little understanding of psychological causes. That review documented preschoolers' understanding of, and even preference for, psychological causes as part of an emerging renaissance in developmental social‐cognitive research. The present, updated review (97 articles, participant ages 3 months to 6 years) suggests the emergence of a transformative new perspective in which social‐cognition is balanced between social and cognitive aspects rather than tilted toward cognition. Recent research on infants' awareness of mental states, young children's understanding of social categories and their judgments of the trustworthiness of informants, and cultural context reveals various ways in which preschoolers' social‐causal reasoning is social. 相似文献
15.
Bonnie M. Perdue Theodore A. Evans David A. Washburn Duane M. Rumbaugh Michael J. Beran 《Learning & behavior》2014,42(2):164-175
Both empirical and anecdotal evidence supports the idea that choice is preferred by humans. Previous research has demonstrated that this preference extends to nonhuman animals, but it remains largely unknown whether animals will actively seek out or prefer opportunities to choose. Here we explored the issue of whether capuchin and rhesus monkeys choose to choose. We used a modified version of the SELECT task—a computer program in which monkeys can choose the order of completion of various psychomotor and cognitive tasks. In the present experiments, each trial began with a choice between two icons, one of which allowed the monkey to select the order of task completion, and the other of which led to the assignment of a task order by the computer. In either case, subjects still had to complete the same number of tasks and the same number of task trials. The tasks were relatively easy, and the monkeys responded correctly on most trials. Thus, global reinforcement rates were approximately equated across conditions. The only difference was whether the monkey chose the task order or it was assigned, thus isolating the act of choosing. Given sufficient experience with the task icons, all monkeys showed a significant preference for choice when the alternative was a randomly assigned order of tasks. To a lesser extent, some of the monkeys maintained a preference for choice over a preferred, but computer-assigned, task order that was yoked to their own previous choice selection. The results indicated that monkeys prefer to choose when all other aspects of the task are equated. 相似文献
16.
Beverley A. Brenna 《Literacy》2011,45(2):55-61
This is a follow‐up study regarding one of the early readers whose metacognitive reading strategies were explored in my 1991 qualitative case study research, published in Reading, 29 (2), 30–33. Unique factors in the original study involve the inclusion of young children as informants related to self, task and text. Six‐year‐old ‘Jan’ is now almost 26, and a semi‐structured interview method was used to examine effects the previous study may have had on her development as well as her current preferences regarding reading strategies, comparing her profile to that of her past reading self. In addition, the contemporary qualitative study explores conclusions regarding the reading process that might assist educators in the teaching of reading as well as facilitate further research with young children. Results of this follow‐up study support involving young children as informants regarding their literacy events and imply the need for further research regarding adult readers, related to further understandings of the reading process and best educational practice. 相似文献
17.
This paper reports findings from an exploratory study of mainly young people’s verbally articulated perceptions of urban life in Glasgow, Scotland. The focus is upon areas of deprivation where territory and social capital is contested and whose meanings are possibly only partially grasped by our informants. Their personal knowledge of violence and sense of oppression (fear of violence and constrained agency) are explored through qualitative data generated by means of semi‐structured interviews. Despite the qualified nature of our findings we believe they contribute to understanding a particular Scottish identity, one infused with notions of youth culture, community disorder and social exclusion. These results prompt us to highlight the need for more intense policy concern and interventions in order to address the mental health of young people whose lives are demonstrably blighted by poverty and its exclusionary material realities in a major twenty‐first‐century European city. 相似文献
18.
N. Alan Sheppard 《Educational gerontology》2013,39(5-6):359-376
This study reports on the interest of a sample of senior citizens (55 years and over) in enrolling in different types of vocational courses and their overall educational needs in relation to sex, race, educational attainment, and preference for course location. Vocational training and placement opportunities for older persons can mean outreach services, support services, and accessible institutional and community‐based programs. The research findings could lead, not only to the development of an approach to providing vocational education opportunities, but also to ways of encouraging greater use of older adults as teacher aides and resource persons in the classroom. 相似文献
19.
Christina D. Peters John H. Kranzler James Algina Stephen W. Smith Ann P. Daunic 《Psychology in the schools》2014,51(5):452-465
The aim of the current study was to examine mean‐group differences on behavior rating scales and variables that may predict such differences. Sixty‐five teachers completed the Clinical Assessment of Behavior–Teacher Form (CAB‐T) for a sample of 982 students. Four outcome variables from the CAB‐T were assessed. Hierarchical linear modeling was used to analyze variance components across three levels; examine mean‐group differences across outcome variables for student gender, race/ethnicity, and free or reduced‐price lunch status; and examine whether teacher variables predicted teacher‐specific differences in ratings. Results revealed that a significant amount of variance was attributable to teacher‐ and school‐level variables. Several mean‐group differences emerged, and some teacher‐specific differences in ratings across groups were predicted by teacher self‐efficacy for behavior management and teacher age, but not for teacher race/ethnicity, gender, or years of experience. 相似文献
20.
Through year-long focus group interviews with members of a secondary English Education cohort this paper considers both 1) participants' understandings of sexuality and race and 2) how participants' understandings of sexuality and race shaped their interactions with one another. Themes established through data analysis suggested that 1) participants maintained positioned racism as an historical issue that contrasted with the contemporaneity of LGBTQ issues; 2) participants resisted intersecting race and sexuality; 3) participants silenced Andy, the only queer student of color, when she argued for the intersectionality of race and sexuality. 相似文献