Leanos Shirley, Coons Jennifer, Rebok George W, Ozer Daniel J, Wu Rachel
1 Department of Psychology, University of California, Riverside, CA, USA.
2 Bloomberg School of Public Health, Johns Hopkins University, Baltimore, MD, USA.
Int J Aging Hum Dev. 2019 Apr;88(3):286-311. doi: 10.1177/0091415018784695. Epub 2018 Jul 9.
Infants and children experience an intense form of intellectual engagement associated with learning a variety of new skills. A recent theory proposes that such broad learning experiences may be the key to maximal cognitive development not just during infancy and childhood but also during adulthood. To begin investigating this possibility, the present questionnaire on broad learning in adulthood builds on prior research on need for cognition, intellectual engagement, personal growth, and leisure activities. After several rounds with preliminary versions of the questionnaire, the final version consists of 28 items. Responses were gathered from two mTurk samples to measure scale reliability and to assess model fit. In the end, we obtained a satisfactory measure of broad learning that consists of six separate reliable scales. Once this questionnaire is validated in future studies, perhaps it could be used as a predictor for cognitive development during adulthood and for interventions inducing broad learning.
婴儿和儿童会经历一种与学习各种新技能相关的强烈智力参与形式。最近的一种理论提出，这种广泛的学习经历可能不仅是婴儿期和儿童期认知最大化发展的关键，也是成年期认知最大化发展的关键。为了开始研究这种可能性，这份关于成年期广泛学习的问卷建立在先前关于认知需求、智力参与、个人成长和休闲活动的研究基础之上。经过对问卷初稿的几轮修改，最终版本包含28个项目。从两个亚马逊土耳其机器人样本中收集了回复，以测量量表的可靠性并评估模型拟合度。最后，我们得到了一个令人满意的广泛学习测量方法，它由六个独立的可靠量表组成。一旦这份问卷在未来的研究中得到验证，或许它可以用作成年期认知发展的预测指标，以及诱导广泛学习的干预措施的预测指标。
