Context sensitivity in children's reasoning about ability across the elementary school years.
Context sensitivity in children's reasoning about ability across the elementary school years.
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小学阶段儿童对能力的推理中的情境敏感性。
DOI：
10.1111/j.1467-7687.2006.00540.x
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发表时间：
2006
影响因子：
3.7
通讯作者：
Compton,BrianJ
中科院分区：
文献类型：
--
作者：
Heyman,GailD;Compton,BrianJ
研究了儿童在推断能力时对情境的敏感性。在三项研究中，小学生（5 至 10 岁，总 N = 332）被要求推理学术能力与角色完成拼图任务的速度之间的关系。参与者准备好根据（1）角色对任务难度的看法，或（2）角色在任务上的努力程度来解释角色的任务完成率。那些准备好考虑任务的感知难度的孩子更有可能将能力视为一种静态品质，一种推理模式，包括将任务完成率与能力联系起来的倾向，并同意并非所有个人都有能力取得高水平的成功。这些结果提供的证据表明，即使是早期的小学生在推断能力时也对微妙的情境线索很敏感，并且与儿童利用社会环境中可用的隐性线索从成就情境中获取意义的可能性是一致的。
Children's sensitivity to context when making inferences about ability was investigated. In three studies, elementary school children (ages 5 to 10, total N = 332) were asked to reason about the relation between academic ability and the speed with which characters completed puzzle tasks. Participants were primed to interpret the characters’ task completion rates with reference to either (1) the character's perceptions of the difficulty of the task, or (2) the character's level of effort on the task. Children who were primed to consider the perceived difficulty of the task were more likely to view ability as a static quality, a pattern of reasoning that included a tendency to associate task completion rates with ability, and to agree that not all individuals are capable of achieving high levels of success. These results provide evidence that even early elementary school children are sensitive to subtle contextual cues when making inferences about ability, and are consistent with the possibility that children make use of implicit cues available to them in their social environment to derive meaning from achievement situations.
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DOI：
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发表时间：
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期刊：
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