Preschool children's reasoning about ability.
Preschool children's reasoning about ability.
复制标题
学龄前儿童关于能力的推理。
DOI：
10.1111/1467-8624.7402013
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发表时间：
2003
影响因子：
4.6
通讯作者：
Giles,JessicaW
中科院分区：
文献类型：
--
作者：
Heyman,GailD;Gee,CarolineL;Giles,JessicaW
对155名学龄前儿童（M=4岁10个月）的能力推理进行了3项研究。结果表明，学龄前儿童在判断另一个孩子的能力时，对心理状态信息很敏感：他们认为，一个觉得任务容易的孩子比一个觉得任务难的孩子更聪明。回忆任务中的系统性错误模式表明，学龄前儿童感知到(a)付出努力和经历学业成功之间的正相关关系，以及(b)友善和拥有高学业能力之间的正相关关系。来自40名9 - 10岁儿童（M=9岁10个月）的比较结果表明，学龄前儿童的发现通常反映了持续到童年后期的能力推理模式，但高努力与学业成绩之间以及社会和学业特征之间的感知相关性随着年龄的增长而减弱。
Young children's reasoning about ability was investigated among 155 preschoolers (M=4 years, 10 months) across 3 studies. Results suggest that preschoolers are sensitive to mental state information when making judgments about another child's ability: They judged a child who finds a task easy to be smarter than one who finds the same task hard. Systematic patterns of errors on recall tasks suggest that preschoolers perceive positive correlations between (a) exerting effort and experiencing academic success, and (b) being nice and having high academic ability. Results from a comparison group of forty 9‐ to 10‐year‐olds (M=9 years, 10 months) suggest that the preschool findings generally reflect emerging patterns of reasoning about ability that persist into later childhood, but that the perceived correlations between high effort and academic outcomes and between social and academic traits diminish with age.