Children seek help based on how others learn.
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| Title: | Children seek help based on how others learn. |
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| Authors: | Bridgers, Sophie (AUTHOR), De Simone, Costanza (AUTHOR), Gweon, Hyowon (AUTHOR), Ruggeri, Azzurra (AUTHOR) |
| Source: | Child Development. Sep2023, Vol. 94 Issue 5, p1259-1280. 22p. 1 Color Photograph, 3 Graphs. |
| Subjects: | Children, Help-seeking behavior, Cognitive styles, Active learning, Problem solving, Passive learning |
| Abstract: | Do children consider how others learned when seeking help? Across three experiments, German children (N = 536 3‐to‐8 year olds, 49% female, majority White, tested 2017–2019) preferred to learn from successful active learners selectively by context: They sought help solving a problem from a learner who had independently discovered the solution to a previous problem over those who had learned through instruction or observation, but only when the current problem was novel, yet related, to the learners' problem (Experiment 1). Older, but not younger, children preferred the active learner even when she was offered help (Experiment 2), though only when her discovery was deliberate (Experiment 3). Although a preference to learn from successful active learners emerges early, a genuine appreciation for process beyond outcome increases across childhood. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Do children consider how others learned when seeking help? Across three experiments, German children (N = 536 3‐to‐8 year olds, 49% female, majority White, tested 2017–2019) preferred to learn from successful active learners selectively by context: They sought help solving a problem from a learner who had independently discovered the solution to a previous problem over those who had learned through instruction or observation, but only when the current problem was novel, yet related, to the learners' problem (Experiment 1). Older, but not younger, children preferred the active learner even when she was offered help (Experiment 2), though only when her discovery was deliberate (Experiment 3). Although a preference to learn from successful active learners emerges early, a genuine appreciation for process beyond outcome increases across childhood. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00093920 |
| DOI: | 10.1111/cdev.13926 |
