Developmental differences in children's understanding of epistemic authority
Developmental differences in children's understanding of epistemic authority
复制标题
儿童对认知权威理解的发展差异
DOI：
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发表时间：
1996
期刊：
影响因子：
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通讯作者：
G. Duveen
中科院分区：
文献类型：
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作者：
Patrick J. Leman;G. Duveen
本研究通过实验考察了儿童对认知权威的理解及其在会话中的作用的年龄差异。两个年龄组（6-7岁和11-12岁）的246名儿童被要求对错觉中两条线的相等或不相等做出独立的判断。实验条件各不相同;通过在测量算法中的训练来给予任务中的“专业知识”，并且通过在训练中显示除测试刺激之外的错觉来给予“对相关刺激的熟悉”。独立回答两条线长度相等的受试者与回答两条线长度不等的同龄受试者配对，然后要求两人达成一致。结果表明，年幼的儿童依赖于外部特征的情况下，证明他们的信念。谈话中的性别差异表明，年幼的孩子很难区分权威的地位和知识属性。年龄较大的儿童表现出自我意识作为一个必要的自主元素在知识获取的过程中。刺激熟悉度在说服过程中的意外性别效应可能是由于受试者行为风格的差异。
An experiment was carried out to examine age differences in children's understanding of epistemic authority and its role in conversation. Two hundred and forty-six children from two age groups (6-7 and 11-12 years) were asked to make an independent judgement as to the equality or inequality of two lines in an optical illusion. Experimental conditions varied ; 'expertise' in the task was given by training in a measurement algorithm and 'familiarity with related stimuli' by being shown illusions other than the test stimulus in training. Subjects who had answered independently that the lines were equal in length were paired with a same-age subject who had responded that they were unequal, and the two were then asked to arrive at agreement. Results showed that younger children rely on external features of a situation in justifying their beliefs. Gender differences in conversations suggest younger children have difficulty differentiating status and knowledge attributes of authority. Older children displayed an awareness of self as a necessarily autonomous element in the process of knowledge acquisition. Unexpected gender effects of stimulus familiarity in the process of persuasion are probably due to differences in subjects' behavioural styles.