Preschool‐Aged Children Jointly Consider Others’ Emotional Expressions and Prior Knowledge to Decide When to Explore
Preschool‐Aged Children Jointly Consider Others’ Emotional Expressions and Prior Knowledge to Decide When to Explore
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学龄前儿童共同考虑他人的情绪表达和先验知识来决定何时探索
DOI：
10.1111/cdev.13585
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发表时间：
2021
影响因子：
4.6
通讯作者：
Gweon, Hyowon
中科院分区：
文献类型：
--
作者：
Wu, Yang;Gweon, Hyowon
情感表达在儿童的生活中是丰富的。它们在儿童的因果推理和探索中起着什么样的作用？本研究旨在探讨学龄前儿童是否会利用他人的情绪表达来推断未知因果函数的存在，并据此指导他们的探索。儿童（年龄：3.0-4.9;当成年人表示惊讶时，儿童对玩具的探索程度要高于成年人表示高兴时（实验1），但只有当成年人已经知道玩具的显著功能时（实验2）。这些结果表明，儿童会考虑他人的知识，并选择性地将他人的惊讶解释为替代性预测错误，以指导自己的探索。
Emotional expressions are abundant in children’s lives. What role do they play in children’s causal inference and exploration? This study investigates whether preschool‐aged children use others’ emotional expressions to infer the presence of unknown causal functions and guide their exploration accordingly. Children (age: 3.0–4.9;N= 112, the United States) learned about one salient causal function of a novel toy and then saw an adult play with it. Children explored the toy more when the adult expressed surprise than when she expressed happiness (Experiment 1), but only when the adult already knew about the toy’s salient function (Experiment 2). These results suggest that children consider others’ knowledge and selectively interpret others’ surprise asvicarious predictionerrorto guide their own exploration.