Mechanisms Leading to Misattribution Errors and Cooperative Knowledge Acquisition

Autor/inn/en	Nada, Tetsuya; Maruno, Shun'ichi
Titel	Mechanisms Leading to Misattribution Errors and Cooperative Knowledge Acquisition
Quelle	In: Infant and Child Development, 26 (2017) 6, (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nada, Tetsuya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1522-7227
DOI	10.1002/icd.2037
Schlagwörter	Learning Processes; Preschool Children; Friendship; Peer Relationship; Intimacy; Task Analysis; Adults; Interpersonal Relationship; Interaction Process Analysis; Attribution Theory; Role; Child Development + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Freundschaft; Peer-Beziehungen; Intimität; Aufgabenanalyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Prozessanalyse; Rollen; Kindesentwicklung
Abstract	This study sought to clarify the process of knowledge acquisition by examining why people tend to misattribute others' activities as their own after having interacted with them. In Study 1, an experiment was conducted with 4-year-old children allocated to 2 groups: one group of children interacted with an adult, and the other group interacted with a peer. The latter group was further divided into 2 subgroups on the basis of the strength of children's friendships (high intimacy vs. low intimacy). Children in the low intimacy condition demonstrated more misattributions and greater knowledge acquisition. Study 2 focused on interactions and revealed that knowledge acquisition was influenced by the nature of children's interactions, which depended on the strength of their friendships. Those in the low intimacy condition (i.e., weaker friendships) provided their peers with appropriate support sufficient to complete a task but did not unilaterally complete tasks for their peers. These results suggest that misattribution occurs when individuals actively participate in interactions with others, and that new knowledge is acquired as they internalize the knowledge of others. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01