PERCEPTION OF EPISTEMIC AUTHORITY AND ATTRIBUTION FOR ITS CHOICE AS A FUNCTION OF KNOWLEDGE AREA AND AGE
PERCEPTION OF EPISTEMIC AUTHORITY AND ATTRIBUTION FOR ITS CHOICE AS A FUNCTION OF KNOWLEDGE AREA AND AGE
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DOI：
10.1002/ejsp.2420210603
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发表时间：
1991-11-01
影响因子：
3.9
通讯作者：
BROSH, ME
中科院分区：
文献类型：
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作者：
BARTAL, D;RAVIV, A;BROSH, ME
三个年龄组的儿童和青少年（9-10岁、13-14岁和17-18岁）被要求指出作为他们在九个知识领域的认知权威的信息来源，并指出他们选择的原因。总体而言，结果表明，儿童和青少年区分来源，并根据知识领域选择他们的认知权威。研究发现，父母作为认知权威的认知随着年龄的增长而下降，而自我的认知则显著增加，成为一个重要的认知权威。尽管父母作为知识权威的认知有所下降，但他们仍然是知识的重要来源。此外，在社会知识领域，朋友作为认知权威的感知相对增加。在因果解释方面，我们发现儿童和青少年使用各种原因来解释他们对认知权威的选择。他们根据所选择的资料来源区分了他们的理由。知识‐表示源专业知识被用作最重要的原因。自我的选择主要归因于熟悉性，帮助性被用来解释母亲、朋友和父亲作为认知权威的选择。朋友也因为相似而被选中。使用理由方面的年龄差异反映了来源选择的变化。这条研究路线揭示了知识获取的人际性质。
Three age groups of children and adolescents (9–10, 13–14, and 17–18 years old) were asked to indicate sources of information which serve as their epistemic authority in nine knowledge areas and to attribute reasons for their choices. In general, the results showed that children and adolescents differentiate among sources and select their epistemic authorities according to knowledge areas. It was found that while the perception of parents as epistemic authorities decreases with age, the perception of self increases considerably and becomes an important epistemic authority. In spite of the decrease in the perception of parents as epistemic authorities, they continue to be a significant source of knowledge. In addition, the perception of friends as epistemic authority increases relatively in social knowledge areas. With regard to causal explanation, it was found that children and adolescents use various reasons to explain their selection of epistemic authority. They differentiated among their reasons on the basis of the selected source. Knowledge‐denotating source expertise was used as the most important reason. The selection of oneself was mainly attributed to familiarity, and helpfulness was used to explain the selection of mother, friend and father as epistemic authorities. Friend was also selected because of similarity. Age differences with regard to use of reasons reflected changes in source selection. This line of research sheds light on the interpersonal nature of knowledge acquisition.