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A counting intervention promotes fair sharing in preschoolers
Child Development ( IF 5.661 ) Pub Date : 2022-04-27 , DOI: 10.1111/cdev.13775
Nadia Chernyak 1 , Paul L Harris 2 , Sara Cordes 3
Affiliation  

Recent work has probed the developmental mechanisms that promote fair sharing. This work investigated 2.5- to 5.5-year-olds’ (N = 316; 52% female; 79% White; data collected 2016–2018) sharing behavior in relation to three cognitive correlates: number knowledge, working memory, and cognitive control. In contrast to working memory and cognitive control, number knowledge was uniquely associated with fair sharing even after controlling for the other correlates and for age. Results also showed a causal effect: After a 5-min counting intervention (vs. a control), children improved their fair sharing behavior from pre-test to post-test. Findings are discussed in light of how social, cognitive, and motivational factors impact sharing behavior.

中文翻译:

计数干预促进了学龄前儿童的公平分享

最近的工作探讨了促进公平共享的发展机制。这项工作调查了 2.5 至 5.5 岁儿童(N  = 316;52% 女性;79% 白人;2016-2018 年收集的数据)与三个认知相关因素相关的分享行为:数字知识、工作记忆和认知控制。与工作记忆和认知控制相比,即使在控制了其他相关因素和年龄之后,数字知识也与公平分享有着独特的联系。结果还显示出因果效应:经过 5 分钟的计数干预(与对照组相比),儿童从前测到后测改善了他们的公平分享行为。根据社会、认知和动机因素如何影响分享行为来讨论调查结果。
更新日期:2022-04-27
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