THE RELATIONSHIP BETWEEN CURIOSITY AND COGNITIVE-ABILITY IN 3RD-GRADE AND 5TH-GRADE CHILDREN
THE RELATIONSHIP BETWEEN CURIOSITY AND COGNITIVE-ABILITY IN 3RD-GRADE AND 5TH-GRADE CHILDREN
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DOI：
10.1080/00221325.1994.9914767
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发表时间：
1994-06-01
影响因子：
1.6
通讯作者：
WITRYOL, SL
中科院分区：
文献类型：
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作者：
ALBERTI, ET;WITRYOL, SL
对40名三年级和45名五年级儿童的视觉短期新奇偏好的既定实验室任务的个体差异与成就测试成绩相关。总样本（N = 85）的正相关（r = 0.35，p <0.002）证实了好奇心动机对智力表现的影响;子样本的性别-年级不一致被统计学解释为错误的个人策略和新奇任务中有限的方差的结果。的关系进行了交叉验证，在同伴研究相同的短期新奇的范式，但与新奇的喜好和不同的成就测试电池的二年级和五年级的孩子玩建设任务。教师的好奇心和成绩测试成绩之间的高相关性，当用多元回归程序分析时，似乎是教师对学生智力状况的了解的一个假象。
Individual differences on an established laboratory task of visual short-term novelty preferences were correlated with achievement test scores for 40 third-grade and 45 fifth-grade children. A positive correlation (r = .35, p < .002) for the total sample (N = 85) confirmed the often hypothesized influence of curiosity motivation on intellectual performance; subsample gender-grade inconsistencies were statistically interpreted as a consequence of errant individual strategies and limited variance in the novelty task. The relationships were cross-validated in a companion study with the same short-term novelty paradigm, but with a play construction task for novelty preferences and a different achievement test battery for second- and fifth-grade children. High correlations between teacher ratings of curiosity and achievement test scores, when analyzed by multiple regression procedures, seemed to be an artifact of teachers' knowledge of their students' intellectual status.