Shaocong Ma, Yixin K. Cui, Shan Wan, Eva E. Chen, Kathleen H. Corriveau
{"title":"儿童在寻求新的解释时,会考虑信息提供者的解释质量和他们的社会优势。","authors":"Shaocong Ma, Yixin K. Cui, Shan Wan, Eva E. Chen, Kathleen H. Corriveau","doi":"10.1111/cdev.14148","DOIUrl":null,"url":null,"abstract":"<p>Identifying high-quality causal explanations is key to scientific understanding. This research (<i>N</i> = 202; 50% girls; <i>M</i>\n <sub>age</sub>: 5.82 years; 64% Asian, 33% White, and 3% multiracial; data collected from 2018 to 2024) examined how explanation circularity and informants' social dominance impact children's learning preferences for causal explanations. Raised in a culture valuing circular logic, Chinese children still preferred non-circular explanations and learning from informants providing non-circular explanations (<i>d</i> ≥ 0.50). When informants with non-circular explanations were subordinate to those with circular explanations, Chinese and American children preferred non-circular over circular explanations (<i>d</i> = 1.10), but did not prefer learning new information from either informant. Although children weigh explanation quality over informant dominance when seeking explanations for given questions, they consider both cues when evaluating informants' credibility.</p>","PeriodicalId":10109,"journal":{"name":"Child development","volume":"95 6","pages":"2119-2132"},"PeriodicalIF":3.9000,"publicationDate":"2024-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14148","citationCount":"0","resultStr":"{\"title\":\"Children consider informants' explanation quality with their social dominance in seeking novel explanations\",\"authors\":\"Shaocong Ma, Yixin K. Cui, Shan Wan, Eva E. Chen, Kathleen H. Corriveau\",\"doi\":\"10.1111/cdev.14148\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>Identifying high-quality causal explanations is key to scientific understanding. This research (<i>N</i> = 202; 50% girls; <i>M</i>\\n <sub>age</sub>: 5.82 years; 64% Asian, 33% White, and 3% multiracial; data collected from 2018 to 2024) examined how explanation circularity and informants' social dominance impact children's learning preferences for causal explanations. Raised in a culture valuing circular logic, Chinese children still preferred non-circular explanations and learning from informants providing non-circular explanations (<i>d</i> ≥ 0.50). When informants with non-circular explanations were subordinate to those with circular explanations, Chinese and American children preferred non-circular over circular explanations (<i>d</i> = 1.10), but did not prefer learning new information from either informant. Although children weigh explanation quality over informant dominance when seeking explanations for given questions, they consider both cues when evaluating informants' credibility.</p>\",\"PeriodicalId\":10109,\"journal\":{\"name\":\"Child development\",\"volume\":\"95 6\",\"pages\":\"2119-2132\"},\"PeriodicalIF\":3.9000,\"publicationDate\":\"2024-08-04\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://onlinelibrary.wiley.com/doi/epdf/10.1111/cdev.14148\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Child development\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/cdev.14148\",\"RegionNum\":1,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Child development","FirstCategoryId":"102","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/cdev.14148","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Children consider informants' explanation quality with their social dominance in seeking novel explanations
Identifying high-quality causal explanations is key to scientific understanding. This research (N = 202; 50% girls; Mage: 5.82 years; 64% Asian, 33% White, and 3% multiracial; data collected from 2018 to 2024) examined how explanation circularity and informants' social dominance impact children's learning preferences for causal explanations. Raised in a culture valuing circular logic, Chinese children still preferred non-circular explanations and learning from informants providing non-circular explanations (d ≥ 0.50). When informants with non-circular explanations were subordinate to those with circular explanations, Chinese and American children preferred non-circular over circular explanations (d = 1.10), but did not prefer learning new information from either informant. Although children weigh explanation quality over informant dominance when seeking explanations for given questions, they consider both cues when evaluating informants' credibility.
期刊介绍:
As the flagship journal of the Society for Research in Child Development (SRCD), Child Development has published articles, essays, reviews, and tutorials on various topics in the field of child development since 1930. Spanning many disciplines, the journal provides the latest research, not only for researchers and theoreticians, but also for child psychiatrists, clinical psychologists, psychiatric social workers, specialists in early childhood education, educational psychologists, special education teachers, and other researchers. In addition to six issues per year of Child Development, subscribers to the journal also receive a full subscription to Child Development Perspectives and Monographs of the Society for Research in Child Development.