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Children seek help based on how others learn.

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Title: Children seek help based on how others learn.
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]
Copyright of Child Development is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Children seek help based on how others learn.
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  Data: <searchLink fieldCode="AR" term="%22Bridgers%2C+Sophie%22">Bridgers, Sophie</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22De Simone%2C+Costanza%22">De Simone, Costanza</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gweon%2C+Hyowon%22">Gweon, Hyowon</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ruggeri%2C+Azzurra%22">Ruggeri, Azzurra</searchLink> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Child+Development%22">Child Development</searchLink>. Sep2023, Vol. 94 Issue 5, p1259-1280. 22p. 1 Color Photograph, 3 Graphs.
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  Data: <searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Help-seeking+behavior%22">Help-seeking behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+styles%22">Cognitive styles</searchLink><br /><searchLink fieldCode="DE" term="%22Active+learning%22">Active learning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+solving%22">Problem solving</searchLink><br /><searchLink fieldCode="DE" term="%22Passive+learning%22">Passive learning</searchLink>
– Name: Abstract
  Label: Abstract
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  Data: 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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  Data: <i>Copyright of Child Development is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
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        Value: 10.1111/cdev.13926
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      – Code: eng
        Text: English
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        PageCount: 22
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        Type: general
      – SubjectFull: Help-seeking behavior
        Type: general
      – SubjectFull: Cognitive styles
        Type: general
      – SubjectFull: Active learning
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      – SubjectFull: Problem solving
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      – SubjectFull: Passive learning
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            – D: 01
              M: 09
              Text: Sep2023
              Type: published
              Y: 2023
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