Choi Koeun, Schlesinger Molly A, Franchak John M, Richert Rebekah A
Department of Human Development and Family Science, Virginia Polytechnic Institute and State University, Blacksburg, VA, United States.
Department of Psychology, University of California, Riverside, Riverside, CA, United States.
Front Psychol. 2022 Dec 15;13:1011172. doi: 10.3389/fpsyg.2022.1011172. eCollection 2022.
Prior findings are mixed regarding the extent to which children understand others' effort in early childhood. Especially, little is known about how character effort impacts children's selective attention and learning. This study examined preschoolers' visual attention to and learning from two on-screen characters: One character exerting high effort with low efficiency and another character exerting low effort with high efficiency in solving problems successfully. Children between 3.5 and 6.5 years of age ( = 70) watched a video of the two on-screen characters successfully solving problems. Children's eye movements were recorded during viewing. Each of the two on-screen characters consistently displayed either high effort/low efficiency or low effort/high efficiency to solve four problems (familiarization). For the final problem (testing), the two characters exerted the same level of effort as each other and used unique solutions to solve the problem. Children then solved the final problem themselves using real objects. Children could selectively use either character's solution demonstrated in the video. Lastly, children explicitly judged how good the characters were at solving problems. Younger children were more likely to use the solution demonstrated by the character with high effort/low efficiency, whereas older children were more likely to use the solution provided by another character with low effort/high efficiency. Younger children allocated more attention to the high effort/low efficiency character than the low effort/high efficiency character, but this pattern was modified by age such that children's gaze to the low effort/high efficiency character increased with age. Children's explicit credibility judgments did not differ by character or child age. The findings are discussed with respect to preschoolers' understanding of effort and implications for children's learning from screen media.
先前的研究结果对于幼儿理解他人努力的程度存在分歧。特别是，关于性格努力如何影响儿童的选择性注意和学习，人们知之甚少。本研究考察了学龄前儿童对屏幕上两个角色的视觉注意以及从他们身上的学习情况：一个角色在解决问题时付出高努力但效率低，另一个角色付出低努力但效率高且成功解决了问题。3.5至6.5岁的儿童（n = 70）观看了这两个屏幕角色成功解决问题的视频。观看过程中记录了儿童的眼动情况。两个屏幕角色中的每一个在解决四个问题（熟悉阶段）时始终表现出高努力/低效率或低努力/高效率。对于最后一个问题（测试阶段），两个角色付出相同程度的努力，并使用独特的解决方案来解决问题。然后儿童自己使用实物解决最后一个问题。儿童可以有选择地使用视频中展示的任何一个角色的解决方案。最后，儿童明确判断角色解决问题的能力有多强。年幼的儿童更有可能使用高努力/低效率角色展示的解决方案，而年长的儿童更有可能使用另一个低努力/高效率角色提供的解决方案。年幼的儿童对高努力/低效率角色的关注比对低努力/高效率角色的关注更多，但这种模式会因年龄而改变，即随着年龄增长，儿童对低努力/高效率角色的注视增加。儿童明确的可信度判断在不同角色或儿童年龄之间没有差异。我们将结合学龄前儿童对努力的理解以及对儿童从屏幕媒体学习的影响来讨论这些发现。
