van Tetering Marleen A J, de Groot Renate H M, Jolles Jelle
Centre for Brain and Learning, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, Netherlands.
Welten Institute, Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, Netherlands.
Front Psychol. 2018 Aug 8;9:1380. doi: 10.3389/fpsyg.2018.01380. eCollection 2018.
This large-scale cross-sectional study of schoolchildren aged 8-12 years ( = 152) evaluates two factors which potentially determine individual differences in intentional learning: the child's sex and parental education. Intentional learning was assessed with a newly constructed Pictorial Verbal Learning Task (PVLT). This task presents line drawings of concrete objects as to-be-remembered information instead of written or auditory presented words. The PVLT has the advantage that performance is not confounded by individual differences in reading or hearing abilities. Results revealed clear sex differences in performance: Girls outperformed boys. Parental education also contributed to individual differences in performance since children of higher educated parents outperformed children of lower educated parents. The results therefore suggest that both sex and parental education could be potent contributors to individual differences in learning performance at school. The findings more specifically imply that children of less educated parents and boys need additional guidance and support in intentional learning when new information and procedures are presented for the first time.
这项针对8至12岁学童（n = 152）的大规模横断面研究评估了两个可能决定有意学习个体差异的因素：孩子的性别和父母的教育程度。有意学习通过新构建的图片言语学习任务（PVLT）进行评估。该任务呈现具体物体的线条图作为待记忆信息，而非书面或听觉呈现的单词。PVLT的优势在于其表现不受阅读或听力能力个体差异的干扰。结果显示在表现上存在明显的性别差异：女孩的表现优于男孩。父母的教育程度也导致了表现上的个体差异，因为受过高等教育的父母的孩子比受教育程度较低的父母的孩子表现更好。因此，结果表明性别和父母教育程度都可能是学校学习表现个体差异的重要因素。这些发现更具体地意味着，当首次呈现新信息和程序时，受教育程度较低的父母的孩子和男孩在有意学习方面需要额外的指导和支持。
