Department of Psychology, Simon Fraser University, Burnaby, British Columbia V5A 1S6, Canada.
Department of Psychology, Bilkent University, 06800 Ankara, Turkey.
J Exp Child Psychol. 2021 Sep;209:105170. doi: 10.1016/j.jecp.2021.105170. Epub 2021 May 4.
This study investigated preschool children's learning from expository and fantastical narrative books and whether the children would show a tendency for learning from expository books in cases of conflicting information. Over three testing sessions, 71 3- and 5-year-olds were individually read one expository book and one fantastical narrative book. These books contained four types of information units: narrative-only, expository-only, conflicting, and consistent. Children were asked questions that tapped these information units. Results showed a main effect of age, with 5-year-olds learning more information from both books than 3-year-olds. When the information in the narrative and expository books conflicted, 5-year-olds showed a tendency to report information from the expository book, but 3-year-olds were at chance level for prioritizing information learned from either book.
本研究调查了学前儿童从说明文和奇幻叙事书中学习的情况，以及在信息冲突的情况下，儿童是否会倾向于从说明文书中学习。在三个测试阶段中，71 名 3 岁和 5 岁的儿童分别阅读了一本说明文和一本奇幻叙事书。这些书包含了四种信息单元：只有叙事、只有说明文、冲突和一致。儿童被要求回答这些信息单元的问题。结果显示年龄有主要影响，5 岁儿童从两本书中学到的信息比 3 岁儿童多。当叙事和说明文书中的信息冲突时，5 岁儿童倾向于报告从说明文中学到的信息，但 3 岁儿童在优先选择从任何一本书中学到的信息方面处于随机水平。
