Preschool-Age Children's Performance Expectations for Themselves and Another Child as a Function of the Incentive Value of Success and the Salience of Past Performance.
Preschool-Age Children's Performance Expectations for Themselves and Another Child as a Function of the Incentive Value of Success and the Salience of Past Performance.
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学龄前儿童对自己和另一个孩子的表现期望是成功的激励价值和过去表现的显着性的函数。
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发表时间：
1984
期刊：
影响因子：
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通讯作者：
Mary E. Sanborn
中科院分区：
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作者：
D. Stipek;T. Roberts;Mary E. Sanborn
德博拉·斯蒂佩克;特丽莎·罗伯茨;和SANBORN，玛丽E.学龄前儿童对自己和另一个孩子的表现期望作为成功的激励价值和过去表现的显著性的函数。《儿童发展》，1984年，第55期，1983-1989年。4岁的孩子在经历了一系列的失败后，为自己预测了表现结果，或者在另一个孩子被观察到经历了同样的一系列失败后，为另一个孩子预测了表现结果。成功的激励价值通过对完美成功的奖励来操纵;过去失败结果的显著性通过提供过去表现的有形表现来操纵。当没有提供奖励和过去的表现不突出，孩子们有显着更高的期望，他们自己的未来表现比其他孩子的未来表现。以另一个孩子的成功为条件的奖励提高了对另一个孩子的期望，使其达到与孩子对自己未获得奖励的表现的期望大致相同的水平。突出过去的表现会显著降低孩子们对自己未来表现的期望。结果是一致的假设，虽然幼儿有时无法区分他们的愿望，从他们的期望，他们可以作出相对现实的判断，未来的表现，如果他们的注意力是针对过去的表现信息。
STIPEK, DEBORAH J.; ROBERTS, THERESA A.; and SANBORN, MARY E. Preschool-Age Children's Performance Expectations for Themselves and Another Child as a Function of the Incentive Value of Success and the Salience of Past Performance. CHILD DEVELOPMENT, 1984, 55, 1983-1989. 4-year-old children predicted performance outcomes for themselves after they had experienced a series of failures, or for another child after the other child had been observed experiencing the same series of failures. The incentive value of success was manipulated by offering a reward for perfect success; the salience of past failure outcomes was manipulated by providing tangible representation of past performance. When a reward was not offered and past performance was not made salient, children had significantly higher expectations for their own future performance than for the future performance of another child. A reward made contingent on the other child's success raised expectations for the other child to about the same level as children's expectations for their own unrewarded performance. Making past performance salient had the effect of significantly lowering children's expectations for their own future performance. The results are consistent with the hypothesis that, although young children sometimes fail to differentiate their desires from their expectations, they can make relatively realistic judgments about future performance if their attention is directed to past performance information.