Children's reasoning about evaluative feedback
Children's reasoning about evaluative feedback
复制标题
DOI：
10.1348/026151008x390870
复制
发表时间：
2009-11-01
影响因子：
2.3
通讯作者：
Lee, Kang
中科院分区：
文献类型：
--
作者：
Heyman, Gail D.;Fu, Genyue;Lee, Kang
我们对来自美国和中国的179名6至11岁儿童进行了调查，调查了儿童对同龄人向他人传达准确的积极和消极表现反馈的意愿的推理。在研究1中，这是在美国进行的，参与者回答说，同龄人将更有可能提供积极的反馈比消极的反馈，这种倾向是最强的年龄较小的儿童。在研究2中，同龄人会优先披露积极反馈的预期在美国儿童中得到了复制，在中国年龄较小但年龄较大的儿童中也看到了这一点。所有小组的参与者在预测同伴是否会表达评价性反馈时都考虑了交流伙伴之间的关系。开放式的反应结果表明，跨文化的差异，包括更强调中国儿童对未来表现的评价性反馈的影响，并参考一些年龄较大的中国儿童的可能性，积极的反馈可能会使收件人“太骄傲”。
Children's reasoning about the willingness of peers to convey accurate positive and negative performance feedback to others was investigated among a total of 179 6- to 11-year-olds from the USA and China. In Study 1, which was conducted in the USA only, participants responded that peers would be more likely to provide positive feedback than negative feedback, and this tendency was strongest among the younger children. In Study 2, the expectation that peers would preferentially disclose positive feedback was replicated among children from the USA, and was also seen among younger but not older children from China. Participants in all groups took the relationship between communication partners into account when predicting whether peers would express evaluative feedback. Results of open-ended responses suggested cross-cultural differences, including a greater emphasis by Chinese children on the implications of evaluative feedback for future performance, and reference by some older Chinese children to the possibility that positive feedback might make the recipient 'too proud'.