Selective Skepticism: American and Chinese Children's Reasoning about Evaluative Academic Feedback

Autor/inn/en	Heyman, Gail D.; Fu, Genyue; Lee, Kang
Titel	Selective Skepticism: American and Chinese Children's Reasoning about Evaluative Academic Feedback
Quelle	In: Developmental Psychology, 49 (2013) 3, S.543-553 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0031282
Schlagwörter	Foreign Countries; Elementary School Students; Credibility; Trust (Psychology); Thinking Skills; Positive Attitudes; Negative Attitudes; Criticism; Evidence; Evaluation Methods; Decision Making Skills; Feedback (Response); Information Literacy; Cross Cultural Studies; Context Effect; Cultural Differences; Children; China; United States + Suchen Sie Ihr Suchwort? Ausland; Glaubwürdigkeit; Denkfähigkeit; Negative Fixierung; Kritik; Evidenz; Informationskompetenz; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Child; Kind; Kinder; USA
Abstract	Children's reasoning about the credibility of positive and negative evaluations of academic performance was examined. Across 2 studies, 7- and 10-year-olds from the United States and China (N = 334) judged the credibility of academic evaluations that were directed toward an unfamiliar peer. In Study 1, participants from China responded that criticism should be accepted to a greater extent than did participants from the United States, and children from both countries demonstrated a selective skepticism effect by treating negative feedback more skeptically than positive feedback. Study 2 replicated the selective skepticism effect among children from both countries and ruled out the possibility that it can be explained as a rational analysis of perceived base rates. The results suggest that children are selective in their trust of evaluative feedback and that their credibility judgments may be influenced by the desirability of the information that is being conveyed or its anticipated consequences. (Contains 2 figures.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10