THE DEVELOPMENT OF ABILITY CONCEPTIONS

能力概念的发展

• 批准号: 6521296
• 负责人: Gail D Heyman
• 金额: $ 8.51万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN DIEGO
• 依托单位国家: 美国
• 财政年份: 2000
• 资助国家: 美国
• 起止时间: 2000-03-15 至 2005-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/6521296
• 关键词: age difference; child (0-11); child psychology; clinical research; cognition; human subject; learning; motivation; self concept; sociology /anthropology

Researchers studying achievement motivation have shown that the way individuals think about ability can have important implications for learning and motivation. However, many unanswered questions about the nature, development, and consequences of ability conceptions remain. The proposed research examines these and related issues among children ages 4 through 10. I describe three sets of studies designed to address the following questions: l) What is the nature of young children's conceptions of ability and how do these conceptions change with development? 2) What factors serve to systematically shape ability conceptions? 3) What individual differences in ability conceptions are evident, and what are their antecedents and consequences? The proposed research looks at these questions using theories and methodologies from within psychology, including cognitive and social development, and from disciplines outside of psychology, such as anthropology and sociology, which focus on larger social systems. Together, these studies should provide a nuanced picture of the way in which children of different ages reason about ability, the factors affecting their reasoning, and the motivational consequences.

研究成就动机的研究人员表明，个人思考能力的方式可以对学习和动机具有重要意义。但是，仍然存在有关能力概念的性质，发展和后果的许多未解决的问题。拟议的研究研究了4至10岁儿童之间的这些和相关问题。我描述了三套旨在解决以下问题的研究：l）幼儿的能力概念的性质以及这些概念随发展的变化是什么？ 2）哪些因素可以系统地塑造能力概念？ 3）能力概念上有哪些个体差异是显而易见的，他们的先例和后果是什么？拟议的研究使用心理学内部的理论和方法来研究这些问题，包括认知和社会发展，以及心理学以外的学科，例如人类学和社会学，重点是更大的社会系统。这些研究共同提供了一些细微的了解，以了解不同年龄的孩子关于能力的原因，影响其推理的因素以及动机后果的方式。

项目成果

Preschoolers Use Trait-Relevant Information to Evaluate the Appropriateness of an Aggressive Response.

学龄前儿童使用特质相关信息来评估攻击性反应的适当性。

• DOI: 10.1002/ab.20086
• 发表时间: 2005
• 期刊: Aggressive behavior
• 影响因子: 2.9
• 作者: Giles,JessicaW;Heyman,GailD
• 通讯作者: Heyman,GailD

Preschool children's reasoning about ability.

学龄前儿童关于能力的推理。

• DOI: 10.1111/1467-8624.7402013
• 发表时间: 2003
• 期刊: Child development
• 影响因子: 4.6
• 作者: Heyman,GailD;Gee,CarolineL;Giles,JessicaW
• 通讯作者: Giles,JessicaW

The Spanish ser/estar distinction in bilingual children's reasoning about human psychological characteristics.

双语儿童对人类心理特征的推理中西班牙语 ser/estar 的区别。

• DOI: 10.1037//0012-1649.38.3.407
• 发表时间: 2002
• 期刊: Developmental psychology
• 影响因子: 4
• 作者: Heyman,GailD;Diesendruck,Gil
• 通讯作者: Diesendruck,Gil

Context sensitivity in children's reasoning about ability across the elementary school years.

小学阶段儿童对能力的推理中的情境敏感性。

• DOI: 10.1111/j.1467-7687.2006.00540.x
• 发表时间: 2006
• 期刊: Developmental science
• 影响因子: 3.7
• 作者: Heyman,GailD;Compton,BrianJ
• 通讯作者: Compton,BrianJ