与男生相比,女生坚持的时间更长,但从无效教学中撤出的资金更少。

IF 3.7 1区 心理学 Q1 PSYCHOLOGY, EXPERIMENTAL
Journal of Experimental Psychology: General Pub Date : 2024-10-01 Epub Date: 2024-09-05 DOI:10.1037/xge0001646
Mia Radovanovic, Ece Yucer, Jessica A Sommerville
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引用次数: 0

摘要

教学是儿童了解世界的主要方式。然而,成功的学习需要识别教学何时无效,即使在没有明显提示的情况下,并从无效教学中剥离出来,探索新的解决方案。在三个实验中,我们调查了 7 至 10 岁儿童识别无效教学的能力;我们测试了一个假设,即考虑到性别在社会化过程中趋于一致和服从的差异,女孩可能比男孩更不可能通过探索新的解决方案来摆脱无效教学。总之,我们证明,儿童会独立测试所教的解决方案,并在得知解决方案无效时,理性地在教学和探索之间进行权衡。与此同时,在撤资方面也出现了性别差异。平均而言,女孩更坚持应用所教的解决方案,而男孩则倾向于探索自己的想法,这导致了解决问题和学习方面的差异。重要的是,这些差异在男性和女性定型任务中都能观察到。这些结果对儿童的学习和领导力的发展具有重要意义。(PsycInfo Database Record (c) 2024 APA, 版权所有)。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Girls persist more but divest less from ineffective teaching than boys.

Teaching is the primary way children learn about the world. However, successful learning involves recognizing when teaching is ineffective, even in the absence of overt cues, and divesting from ineffective teaching to explore novel solutions. Across three experiments, we investigated 7- to 10-year-old children's ability to recognize ineffective teaching; we tested the hypothesis that girls may be less likely than boys to divest by exploring new solutions, given documented gender differences in socialization toward conformity and obedience. Overall, we demonstrate that children independently tested taught solutions and, upon learning that the solutions were ineffective, rationally traded off between instruction and exploration. Simultaneously, gender differences in divestment emerged. On average, girls demonstrated greater persistence in applying the taught solution, while boys tended to explore their own ideas, leading to differences in solving and learning. Importantly, these differences were observable across both masculine- and feminine-stereotyped tasks. These results have important implications for children's learning and the development of leadership. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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来源期刊
CiteScore
6.20
自引率
4.90%
发文量
300
期刊介绍: The Journal of Experimental Psychology: General publishes articles describing empirical work that bridges the traditional interests of two or more communities of psychology. The work may touch on issues dealt with in JEP: Learning, Memory, and Cognition, JEP: Human Perception and Performance, JEP: Animal Behavior Processes, or JEP: Applied, but may also concern issues in other subdisciplines of psychology, including social processes, developmental processes, psychopathology, neuroscience, or computational modeling. Articles in JEP: General may be longer than the usual journal publication if necessary, but shorter articles that bridge subdisciplines will also be considered.
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