Department of Psychology, Rutgers University-Newark.
Department of Psychology, Rutgers University-New Brunswick.
Psychol Sci. 2021 Jul;32(7):1147-1156. doi: 10.1177/0956797621994230. Epub 2021 Jun 28.
How do changes in learners' knowledge influence information seeking? We showed preschoolers ( = 100) uncertain outcomes for events and let them choose which event to resolve. We found that children whose intuitive theories were at immature stages were more likely to seek information to resolve uncertainty about an outcome in the related domains, but children with more mature knowledge were not. This result was replicated in a second experiment but with the nuance that children at intermediate stages of belief development-when the causal outcome would be most ambiguous-were the most motivated to resolve the uncertainty. This effect was not driven by general uncertainty at the framework level but, rather, by the impact that framework knowledge has in accessing uncertainty at the model level. These results are the first to show the relationship between a learning preference and the developmental stage of a child's intuitive theory.
学习者的知识变化如何影响信息寻求？我们向学龄前儿童（=100 名）展示了事件的不确定结果，并让他们选择要解决的事件。我们发现，直觉理论处于不成熟阶段的儿童更有可能寻求信息来解决与结果相关领域的不确定性，但具有更成熟知识的儿童则不会。在第二个实验中复制了这一结果，但有一个细微差别，即处于信念发展中间阶段的儿童——因果结果最模糊时——最有动力去解决不确定性。这种影响不是由框架层面的一般不确定性驱动的，而是由框架知识在访问模型层面不确定性方面的影响驱动的。这些结果首次表明了学习偏好与儿童直觉理论发展阶段之间的关系。
