2025-03-24 トロント大学(U of T)
<関連情報>
- https://www.utoronto.ca/news/gender-differences-problem-solving-may-be-linked-people-pleasing-behaviour-study
- https://psycnet.apa.org/record/2025-19900-001
女子は男子に比べ、非効果的な指導に固執するが、それを切り捨てることは少ない。 Girls persist more but divest less from ineffective teaching than boys.
Radovanovic, Mia Yucer, Ece Sommerville, Jessica A.
Journal of Experimental Psychology Published:2024
DOI:https://psycnet.apa.org/doi/10.1037/xge0001646
Abstract
Teaching is the primary way children learn about the world. However, successful learning involves recognizing when teaching is ineffective, even in the absence of overt cues, and divesting from ineffective teaching to explore novel solutions. Across three experiments, we investigated 7- to 10-year-old children’s ability to recognize ineffective teaching; we tested the hypothesis that girls may be less likely than boys to divest by exploring new solutions, given documented gender differences in socialization toward conformity and obedience. Overall, we demonstrate that children independently tested taught solutions and, upon learning that the solutions were ineffective, rationally traded off between instruction and exploration. Simultaneously, gender differences in divestment emerged. On average, girls demonstrated greater persistence in applying the taught solution, while boys tended to explore their own ideas, leading to differences in solving and learning. Importantly, these differences were observable across both masculine- and feminine-stereotyped tasks. These results have important implications for children’s learning and the development of leadership. (PsycInfo Database Record (c) 2024 APA, all rights reserved)
