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首页> 外文期刊>Cognitive science >'I Want to Know More!': Children Are Sensitive to Explanation Quality When Exploring New Information
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'I Want to Know More!': Children Are Sensitive to Explanation Quality When Exploring New Information

机译：“我想知道更多！”：儿童在探索新信息时会敏感地解释质量

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摘要

When someone encounters an explanation perceived as weak, this may lead to a feeling of deprivation or tension that can be resolved by engaging in additional learning. This study examined to what extent children respond to weak explanations by seeking additional learning opportunities. Seven- to ten-year-olds (N = 81) explored questions and explanations (circular or mechanistic) about 12 animals using a novel Android tablet application. After rating the quality of an initial explanation, children could request and receive additional information or return to the main menu to choose a new animal to explore. Consistent with past research, there were both developmental and IQ-related differences in how children evaluated explanation quality. But across development, children were more likely to request additional information in response to circular explanations than mechanistic explanations. Importantly, children were also more likely to request additional information in direct response to explanations that they themselves had assigned low ratings, regardless of explanation type. In addition, there was significant variability in both children's explanation evaluation and their exploration, suggesting important directions for future research. The findings support the deprivation theory of curiosity and offer implications for education.
机译：当某人遇到被认为是虚弱的解释时，这可能导致被剥夺或紧张的感觉，可以通过参与其他学习来解决。这项研究调查了儿童在多大程度上通过寻求更多的学习机会来应对弱小的解释。七至十岁的孩子（N = 81）使用新颖的Android平板电脑应用程序探索了有关12种动物的问题和解释（圆形或机械性）。在对初步解释的质量进行评分之后，孩子们可以请求并接收其他信息，或者返回主菜单选择要探索的新动物。与过去的研究一致，儿童在评估解释质量方面存在发育和智商相关的差异。但是，在整个发展过程中，与机械性解释相比，儿童更有可能要求提供其他信息来回应循环性解释。重要的是，无论解释类型如何，孩子也更有可能直接要求他们提供自己的低评分的解释的其他信息。此外，儿童的解释性评价和探索都有很大的差异，为未来的研究提供了重要的方向。研究结果支持了好奇心剥夺理论，并为教育提供了启示。

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