Children Use Nonverbal Cues from an Adult to Evaluate Peers

Autor/inn/en	Brey, Elizabeth; Shutts, Kristin
Titel	Children Use Nonverbal Cues from an Adult to Evaluate Peers
Quelle	In: Journal of Cognition and Development, 19 (2018) 2, S.121-136 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brey, Elizabeth) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1524-8372
DOI	10.1080/15248372.2018.1449749
Schlagwörter	Young Children; Cues; Nonverbal Communication; Inferences; Adults; Video Technology; Interaction; Teacher Student Relationship; Teacher Behavior; Student Characteristics; Academic Ability; Teacher Influence; Kindergarten; Preschool Children; Preschool Education; Grade 1; Statistical Analysis + Suchen Sie Ihr Suchwort? Frühe Kindheit; Stichwort; Non-verbal communication; Nonverbale Kommunikation; Inference; Inferenz; Interaktion; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher behaviour; Lehrerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; School year 01; 1. Schuljahr; Schuljahr 01; Statistische Analyse
Abstract	What factors contribute to children's tendency to view individuals as having different traits and abilities? The present research tested whether young children are influenced by adults' nonverbal behaviors when making inferences about peers. In Study 1, participants (aged 5-6 years) viewed multiple videos of interactions between a "teacher" and two "students"; all individuals were unfamiliar to participants. In each clip, the students behaved similarly, but the teacher did not: She either smiled, nodded, touched, or shook her head at one student, and she looked at the other student with a neutral expression. In Study 1, children tended to infer that students who received more positive behaviors from the teacher were smarter, nicer, and stronger. Study 2 pitted differences in the teacher's behavior against differences in the students' performance. When asked who was smarter, children selected lower-performing students who received more positive nonverbal cues from the teacher rather than higher-performing students who received less positive cues. These findings indicate that an authority figure's nonverbal behaviors can influence children's inferences about others and shed light on one mechanism guiding young children's evaluations of people in their social world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01