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Despite the importance of persistence in early learning, we know little about how children reason about outcomes that result from their efforts. Here we examined the role of effort type (i.e., physical vs. cognitive) and intensity (i.e., high vs. low effort) in shaping children's decision making about effort-based rewards. Five- to 7-year-olds (N = 133) were assigned to one of four conditions (High Physical Effort, Low Physical Effort, High Cognitive Effort, Low Cognitive Effort) and completed a series of tasks to construct a toy. Tasks varied in the type (physical/cognitive) and intensity (high/low) of effort required to complete them. After constructing their toy, children completed a series of tasks to probe how much they valued that toy. Across conditions, children preferred their toy and gave it a higher monetary value, relative to a stranger's. However, when choosing their toy came at a cost, children no longer preferred it. Only children who built their toy through either cognitive or low effort were willing to incur a cost for their toy. Older children, across conditions, were also more likely to incur a cost for their toy. These findings demonstrate that by age five, children are sensitive to variations in effort type and intensity, and these factors shape how they evaluate effort-based rewards. 相似文献
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Rodger Beehler 《Studies in Philosophy and Education》1990,10(4):315-335
The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise. 相似文献