Young children teach objective facts as opposed to subjective opinion.

IF 3.1 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL Developmental Psychology Pub Date : 2025-02-27 DOI:10.1037/dev0001946

Fanxiao Wani Qiu, Elizabeth Gottesman, Jeanie Cox, Henrike Moll

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Abstract

We examined an understudied aspect of children's pedagogical cognition and investigated whether children selectively transmit objective information. In three experiments (N = 168), 5- and 6-year-olds were asked to distinguish between objective and subjective statements (Experiment 1) and to choose objective or subjective information to pass on to others (Experiments 2 and 3). Children of both ages distinguished between the two types of statements, OR = 19.1, and preferentially transmitted more objective than subjective information when asked to teach, OR = 5.06. A control condition, in which participants were asked to share information with a peer, found that 5- and 6-year-olds also favored sharing objective information in a nonpedagogical context, OR = 1.96. Critically, children taught more objective information when placed in a pedagogical stance compared to a conversational context, OR = 2.31. These findings contribute to the growing body of work suggesting that children recognize teaching as a unique communicative mechanism, one that calls for the propagation of objective information, not subjective opinion. Our study furthers the understanding of how young children's pedagogical knowledge and competence develop. (PsycInfo Database Record (c) 2025 APA, all rights reserved).

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幼儿教的是客观事实，而不是主观意见。

我们研究了儿童教学认知中一个未被充分研究的方面，并调查了儿童是否有选择地传递客观信息。在三个实验中（实验人数 = 168），我们要求五六岁的儿童区分客观陈述和主观陈述（实验 1），并选择客观或主观信息传递给他人（实验 2 和 3）。这两个年龄段的儿童都能区分这两类陈述，OR=19.1；当被要求传授信息时，他们更倾向于传递客观信息而不是主观信息，OR=5.06。在要求参与者与同伴分享信息的对照条件下，发现 5-6 岁的儿童在非教学情境中也更倾向于分享客观信息，OR = 1.96。重要的是，与对话情境相比，儿童在教学情境中教授的客观信息更多，OR = 2.31。越来越多的研究表明，儿童认为教学是一种独特的交流机制，需要传播的是客观信息，而不是主观意见。我们的研究进一步加深了对幼儿教学知识和能力发展的理解。(PsycInfo Database Record (c) 2025 APA, 版权所有）。

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来源期刊

Developmental Psychology PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

5.80

自引率

2.50%

发文量

329

期刊介绍： Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.