Selective learning and teaching among Japanese and German children.
Selective learning and teaching among Japanese and German children.
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日本和德国儿童的选择性学习和教学。
DOI：
10.1037/dev0000441
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发表时间：
2018
影响因子：
4
通讯作者：
Proust Jolle
中科院分区：
文献类型：
--
作者：
Kim Sunae;Paulus Markus;Sodian Beate;Itakura Shoji;Ueno Mika;Senju Atsushi;Proust Jolle
尽管越来越多的研究表明幼儿有选择性地向他人学习，也有一些关于儿童选择性教学的研究，但证据几乎全部来自西方文化，这一领域的跨文化比较非常罕见。在本研究中，我们调查了日本和德国儿童的选择性学习和教学能力。我们发现了明显的文化差异。日本儿童更擅长选择性地教导无知的人，而不是有选择性地向有知识的人学习。相比之下，德国孩子更擅长选择向知识渊博的人学习，而不是向无知的人学习，而不是选择性地教导无知的人。目前的研究结果表明，人类学习和教学的发展，特别是考虑他人知识状况的倾向，受到文化背景的强烈影响。
Despite an increasing number of studies demonstrating that young children selectively learn from others, and a few studies of children’s selective teaching, the evidence almost exclusively comes from Western cultures, and cross-cultural comparison in this line of work is very rare. In the present research, we investigated Japanese and German children’s selective learning and teaching abilities. We found clear cultural differences. Japanese children were better at selectively teaching an ignorant person over a knowledgeable person than at selectively learning from knowledgeable others. By contrast, German children were better at choosing to learn from a knowledgeable rather than from an ignorant person than at selectively teaching ignorant others. The present findings suggest that the development of human learning and teaching, especially the tendency to take into account others’ knowledge status, is strongly affected by cultural background.