智商和社交技能在7- 11岁儿童应对不确定性中的作用

IF 1.5 4区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Maren Hentschel, B. Averbeck, C. Lange-Küttner
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引用次数: 2

摘要

摘要我们收到或给出的大多数反馈都是正确的(确定性反馈),尽管有一小部分可能因为各种原因而出错。孩子需要处理接收到的部分错误反馈(随机反馈)。目前尚不清楚是否更好的社会功能和沟通技巧、出色的智力(IQ)或实足年龄对儿童的应对过程有帮助。我们测试了一组7-‍,9-‍和11岁的孩子(N = 60),他们从一个红色和绿色的随机反馈信号中推断出四次左右按钮按下的顺序,在15%的试验中是错误的。随机反馈组的儿童表现比确定性反馈组差,但在重复试验中有所改善,尤其是在获得关于真假的积极反馈后。控制智商改善并证实了这些影响,而社交和沟通能力解释很少或没有差异。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The Role of IQ and Social Skills in Coping With Uncertainty in 7- to 11-Year-Old Children
Abstract. Most feedback we receive or give is correct (deterministic feedback), though a small fraction can be wrong for various reasons. Children need to cope with receiving some portion of wrong feedback (stochastic feedback). It is still unknown if better social functioning and communication skills or outstanding intelligence (IQ) or chronological age support children in the coping process. We tested a sample of 7-‍, 9-‍, and 11-year-old children ( N = 60) who deduced a sequence of four left and right button presses from a red and green stochastic feedback signal that was wrong in 15 % of the trials. Children performed worse with stochastic than with deterministic feedback but improved in the repeated trials, especially after receiving positive feedback about whether true or false. Controlling for IQ improved and confirmed these effects, while social and communicative competence explained little or no variance.
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来源期刊
CiteScore
2.10
自引率
0.00%
发文量
12
期刊介绍: Organ der Deutschen Gesellschaft für Psychologie (DGPs) und der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie
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