THE DIFFERENTIATION OF THE CONCEPTS OF DIFFICULTY AND ABILITY
THE DIFFERENTIATION OF THE CONCEPTS OF DIFFICULTY AND ABILITY
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DOI：
10.2307/1129899
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发表时间：
1983-01-01
影响因子：
4.6
通讯作者：
MILLER, AT
中科院分区：
文献类型：
--
作者：
NICHOLLS, JG;MILLER, AT
区分了难度和能力概念的三个层次，并提出了渐进发展的横截面和纵向证据。在最低限度的差异化水平上，即以自我为中心，“困难”对我来说就等同于“困难”。在第二级，即客观难度，孩子们认识到客观难度的连续性（例如，拼图游戏中的碎片数量），并认识到客观上更困难的任务需要更多的能力。只有在规范难度级别（以他人的表现作为判断难度的基础），难度的判断才独立于对难度的主观体验，并明确区分难度和能力的概念。了解难度级别偏好的发展需要考虑级别内感知能力的差异级别和个体差异。当前成人的难度偏好理论被证明是基于差异较小的难度概念。这一事实对这些理论的影响已被注意到。
Three levels of differentiation of the concepts of difficulty and ability were distinguished and cross-sectional and longitudinal evidence of progressive development presented. At the least differentiated level, termed egocentric, hard is equivalent to hard for me. At the 2nd level, objective difficulty, children recognize continua of objective difficulty (e.g., numbers of pieces in jigsaw puzzles) and recognize that more objectively difficult tasks demand more ability. Only at the normative difficulty level (where performance of others provides the basis for judging difficulty) is difficulty judged independently of the subjective experience of difficulty and the concepts of difficulty and ability clearly differentiated. Understanding of the development of difficulty level preferences demands consideration of both levels of differentiation and individual differences in preceived ability within levels. Current theories of difficulty preference in adults are shown to be based on the less differentiated conceptions of difficulty. The implications of this fact for these theories are noted.