Cognitive Task and Task-Outcome Evaluations in Preschoolers' Achievement-Striving.

Autor/in	Schneider, Klaus
Titel	Cognitive Task and Task-Outcome Evaluations in Preschoolers' Achievement-Striving.
Quelle	(1987), (25 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Bias; Cognitive Ability; Difficulty Level; Expectation; Failure; Foreign Countries; Intuition; Models; Nonverbal Communication; Preschool Children; Preschool Education; Research Design; Success; Toddlers; West Germany + Suchen Sie Ihr Suchwort? Denkfähigkeit; Schwierigkeitsgrad; Expectancy; Erwartung; Ausland; Analogiemodell; Non-verbal communication; Nonverbale Kommunikation; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Forschungsdesign; Erfolg; Infant; Infants; Toddler; Kleinkind
Abstract	A series of studies demonstrates that preschool, preoperational children deal effectively with tasks by anticipating the likelihood of their success and failure. They manifest these expectations in their behavior: in their decision time for making predictions, in the distributions of these predictions, and in their approach to particular tasks. They are also able to make explicit certainty or expectancy statements when they are allowed to express what they know behaviorally. Preschool children use other information in a way similar to that used by school-age children and adults. Furthermore, they are influenced by a kind of motivational bias, anticipating more successes than seem warranted, especially for high levels of difficulty. Similar biases, however, have been observed in adults, especially when a response mode was used for which reality constraints were not strong. In general, results suggest a more positive view of young children's abilities to anticipate their future performance than that which has been held by other investigators of achievement behavior in children. Accounting for this outcome is the fact that tasks were used which enabled children to capitalize on their experience outside the laboratory and which tried to tap children's understanding by nonverbal methods. Nineteen references and 10 figures are provided. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC