University of Louisville.
Michigan State University.
Child Dev. 2019 May;90(3):924-939. doi: 10.1111/cdev.12960. Epub 2017 Sep 18.
This study explored developmental and individual differences in intellectual humility (IH) among 127 children ages 6-8. IH was operationalized as children's assessment of their knowledge and willingness to delegate scientific questions to experts. Children completed measures of IH, theory of mind, motivational framework, and intelligence, and neurophysiological measures indexing early (error-related negativity [ERN]) and later (error positivity [Pe]) error-monitoring processes related to cognitive control. Children's knowledge self-assessment correlated with question delegation, and older children showed greater IH than younger children. Greater IH was associated with higher intelligence but not with social cognition or motivational framework. ERN related to self-assessment, whereas Pe related to question delegation. Thus, children show separable epistemic and social components of IH that may differentially contribute to metacognition and learning.
本研究探讨了 127 名 6-8 岁儿童在智力谦逊（IH）方面的发展和个体差异。IH 的操作性定义为儿童对自己知识的评估以及他们愿意将科学问题委托给专家的意愿。儿童完成了 IH、心理理论、动机框架和智力的测量，以及神经生理学测量，这些测量指标与认知控制相关的早期（错误相关负波 [ERN]）和晚期（错误正波 [Pe]）错误监测过程有关。儿童的知识自我评估与问题委托有关，年龄较大的儿童比年龄较小的儿童表现出更大的 IH。更大的 IH 与更高的智力相关，但与社会认知或动机框架无关。ERN 与自我评估有关，而 Pe 与问题委托有关。因此，儿童表现出 IH 的可分离的认识和社会成分，这些成分可能对元认知和学习有不同的贡献。
