Why Does Rain Fall?": Children Prefer to Learn From an Informant Who Uses Noncircular Explanations
Why Does Rain Fall?": Children Prefer to Learn From an Informant Who Uses Noncircular Explanations
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DOI：
10.1111/cdev.12240
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发表时间：
2014-09-01
影响因子：
4.6
通讯作者：
Kurkul, Katelyn E.
中科院分区：
文献类型：
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作者：
Corriveau, Kathleen H.;Kurkul, Katelyn E.
这两项研究探讨了3岁和5岁儿童对非循环和循环解释的评价，以及他们使用这些解释来确定信息提供者的可信度。虽然5岁儿童表现出对非圆形解释的选择性偏好（实验1：长解释；实验2：短解释），但3岁儿童只在缩短解释时表现出对非圆形解释的偏好（实验2）。儿童对这些解释的评价延伸到他们对举报人未来可信度的推断。两个年龄组都表现出选择性偏好，喜欢从之前提供过非圆形解释的举报人那里学习新颖的解释，尽管只有5岁的孩子也喜欢从她那里学习新颖的标签。讨论了儿童监督举报人解释质量的能力的含义和范围。
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 explanationsalthough 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.