Social-Cognitive Processes in Preschoolers' Selective Trust: Three Cultures Compared

Autor/inn/en	Lucas, Amanda J.; Lewis, Charlie; Pala, F. Cansu; Wong, Katie; Berridge, Damon
Titel	Social-Cognitive Processes in Preschoolers' Selective Trust: Three Cultures Compared
Quelle	In: Developmental Psychology, 49 (2013) 3, S.579-590 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0029864
Schlagwörter	Foreign Countries; Preschool Children; Executive Function; Comparative Analysis; Social Cognition; Evidence; Reliability; Decision Making Skills; Verbs; Change; Grammar; Language Role; Models; Trust (Psychology); Accuracy; Cultural Differences; Context Effect; Evaluation Methods; Selection; Information Sources; Cross Cultural Studies; China; Turkey; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Soziale Kognition; Evidenz; Reliabilität; Wandel; Grammatik; Analogiemodell; Kultureller Unterschied; Auslese; Information source; Informationsquelle; Cultural comparison; Kulturvergleich; Türkei
Abstract	Research on preschoolers' selective learning has mostly been conducted in English-speaking countries. We compared the performance of Turkish preschoolers (who are exposed to a language with evidential markers), Chinese preschoolers (known to be advanced in executive skills), and English preschoolers on an extended selective trust task (N = 144). We also measured children's executive function skills and their ability to attribute false belief. Overall we found a Turkish (rather than a Chinese) advantage in selective trust and a relationship between selective trust and false belief (rather than executive function). This is the 1st evidence that exposure to a language that obliges speakers to state the sources of their knowledge may sensitize preschoolers to informant reliability. It is also the first demonstration of an association between false belief and selective trust. Together these findings suggest that effective selective learning may progress alongside children's developing capacity to assess the knowledge of others. (Contains 3 figures, 2 tables and 4 footnotes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10