Juteau Aimie-Lee, Cossette Isabelle, Millette Marie-Pier, Brosseau-Liard Patricia
Childhood Thinking Laboratory, School of Psychology, University of Ottawa, Ottawa, ON, Canada.
Front Psychol. 2019 Sep 3;10:2006. doi: 10.3389/fpsyg.2019.02006. eCollection 2019.
Past research has demonstrated that children can use an informant's confidence level to selectively choose from whom to learn. Yet, in any given study, not all children show a preference to learn from the most confident informant. Are individual differences in this preference stable over time and across learning situations? In two studies, we evaluated the stability of preschoolers' performance on selective learning tasks using confidence as a cue. The first study ( = 48) presented children with the same two informants, one confident and one hesitant, and the same four test trials twice with a 1-week delay between administrations. The second study ( = 50) presented two parallel tasks with different pairs of informants and test trials one after the other in the same testing session. Correlations between administrations were moderate in the first study and small in the second study, suggesting that children show some stability in their preference to learn from a confident individual but that their performance is also influenced by important situational factors, measurement error or both. Implications for the study of individual differences in selective social learning are discussed.
过去的研究表明，儿童能够利用信息提供者的自信程度来有选择地决定向谁学习。然而，在任何一项特定研究中，并非所有儿童都表现出更倾向于向最自信的信息提供者学习。这种偏好上的个体差异在不同时间和不同学习情境下是否稳定呢？在两项研究中，我们以自信作为线索，评估了学龄前儿童在选择性学习任务中的表现稳定性。第一项研究（n = 48）向儿童呈现相同的两名信息提供者，一名自信，一名犹豫，并在两次施测之间间隔1周，对相同的四项测试试验进行了两次呈现。第二项研究（n = 50）在同一次测试环节中依次呈现了两个平行任务，每个任务有不同的信息提供者对和测试试验。在第一项研究中，两次施测之间的相关性为中等程度，在第二项研究中为较小程度，这表明儿童在向自信个体学习的偏好上表现出一定的稳定性，但他们的表现也受到重要情境因素、测量误差或两者的影响。我们还讨论了这些结果对选择性社会学习中个体差异研究的启示。
