塞雷娜-威廉姆斯的网球拍能让我成为更好的网球运动员吗?儿童和成人对能力传染的信念

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, DEVELOPMENTAL
Kristan A. Marchak , Marianne Turgeon , Merranda McLaughlin , Susan A. Gelman
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引用次数: 0

摘要

我们研究了美国和加拿大儿童(n = 214)和成人(n = 72)对能力传染的信念--即使用名人的物品(例如,使用塞雷娜-威廉姆斯的球拍就能提高网球技术)时,预期成绩会有所提高。4 至 7 岁的儿童更喜欢使用名人的物品,而不是非名人的物品,但他们在相关任务中的表现并不因使用哪种物品而有所不同(研究 1)。成人和 5 至 8 岁的儿童都认为名人物品会使他们在强迫选择范式中取得更好的成绩(研究 2),但如果让他们选择说这两个物品是一样的(研究 3),他们就不这么认为了,尽管成人和年龄较大的儿童(> 7.01 岁)都认为名人物品具有更高的价值。我们发现,无论是采用内隐测量还是外显测量,参与者都不相信能力传染。我们将讨论我们的结果对名人对象传染说法版本的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Can Serena Williams’s tennis racquet make me a better tennis player? Beliefs about Ability Contagion in Children and Adults

We examined U.S. and Canadian children’s (n = 214) and adults’ (n = 72) belief in ability contagion – an expected improvement in performance when using a celebrity’s object (e.g., superior tennis skills when using Serena Williams’s racquet). Four- to 7-year-olds preferred using a celebrity to a non-celebrity object, but their performance on a related task did not differ depending on which object they used (Study 1). Adults and 5- to 8-year-olds expected that a celebrity object would lead to superior performance in a forced-choice paradigm (Study 2), but not when given the option to state that the objects were the same (Study 3), even though adults and older children (> 7.01 years) judged the celebrity object to have an enhanced worth. We find that participants do not believe in ability contagion using either implicit or explicit measures. We discuss implications of our results for versions of contagion accounts of celebrity objects.

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来源期刊
CiteScore
3.20
自引率
5.60%
发文量
114
期刊介绍: Cognitive Development contains the very best empirical and theoretical work on the development of perception, memory, language, concepts, thinking, problem solving, metacognition, and social cognition. Criteria for acceptance of articles will be: significance of the work to issues of current interest, substance of the argument, and clarity of expression. For purposes of publication in Cognitive Development, moral and social development will be considered part of cognitive development when they are related to the development of knowledge or thought processes.
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