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591.
Patricia Brosseau‐Liard Danielle Penney Diane Poulin‐Dubois 《The British journal of developmental psychology》2015,33(4):464-475
Children can selectively attend to various attributes of a model, such as past accuracy or physical strength, to guide their social learning. There is a debate regarding whether a relation exists between theory‐of‐mind skills and selective learning. We hypothesized that high performance on theory‐of‐mind tasks would predict preference for learning new words from accurate informants (an epistemic attribute), but not from physically strong informants (a non‐epistemic attribute). Three‐ and 4‐year‐olds (N = 65) completed two selective learning tasks, and their theory‐of‐mind abilities were assessed. As expected, performance on a theory‐of‐mind battery predicted children's preference to learn from more accurate informants but not from physically stronger informants. Results thus suggest that preschoolers with more advanced theory of mind have a better understanding of knowledge and apply that understanding to guide their selection of informants. This work has important implications for research on children's developing social cognition and early learning. 相似文献
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Jones Maria S. Womack Veronica Jérémie-Brink Gihane Dickens Danielle D. 《Sex roles》2021,85(3-4):221-231
Sex Roles - Black women are uniquely located at the intersection of two marginalized identities which puts them at risk of experiencing a combined discrimination known as gendered racism. Among... 相似文献
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Kim Kyungmi Johnson Jenne D. Rothschild Danielle J. Johnson Marcia K. 《Psychonomic bulletin & review》2019,26(1):360-366
Psychonomic Bulletin & Review - Using the self as a reference point at encoding produces a memory advantage over other types of encoding activities. Even simply co-presenting a target item with... 相似文献
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