亲子

　　标题：Mindreadingkidsaremorediscriminatinglearners
　　source：medicalnewstoday
　　翻译请保留原文链接哦
　　欲翻译的小伙伴，可评论领稿，并把已完成的译文发在自己的心理圈or个人主页的日志内。请领稿的小伙伴，尽量在一个星期内完成翻译，谢谢！！
　　Tolearnabouttheworldaroundthem，youngchildrendependoninformationprovidedbyothers。Butthatsnotalwaysthebeststrategy：kidswillsometimestakeeverythinggrownupssayatfacevalue，eveniftheyreunreliable。
　　Newresearchshowsthatchildrenarenotasgullibleaswemightthinkandthatsespeciallytrueforthosewhohaveagoodunderstandingofwhatsgoingoninsidesomeoneelseshead。
　　InapaperrecentlypublishedintheBritishJournalofDevelopmentalPsychology，researchersfromConcordiaUniversityandtheUniversityofOttawashowthatevenyoungchildrencanbeselectiveinwhomtheyprefertolearnfrom。
　　Wealreadyknowthatsomepreschoolersaremorelikelytolearnfromindividualswithahistoryofmakingaccurateclaimsoverindividualswhohavebeeninaccurateorignorant，saysthestudysseniorauthorDianePoulinDubois，aprofessorwithConcordiasDepartmentofPsychologyandresearcherwiththeCentreforResearchinHumanDevelopment。
　　Kidshavealsobeenshowntopreferlearningfromnicer，moreconfidentormoreattractiveindividualsattributesthatdonthaveanythingtodowithintelligence。Wespeculatedthatcertainsocialcognitiveabilitiesmightexplainsomeoftheselearningdifferences，shesays。
　　Totestthehypothesis，PoulinDuboisworkedwithstudycoauthorDaniellePenneyandthestudysfirstauthor，PatriciaBrosseauLiard，whocompletedthestudywhilesheheldapostdoctoralresearchpositionatConcordia。BrosseauLiardisnowonfacultyattheUniversityofOttawasSchoolofPsychology。
　　Thethreeresearcherstook65childrenthroughaseriesoftasksthattestedtheirabilitytolearnnewwords，aswellastheirtheoryofmind（ToM）thatis，theintuitiveunderstandingofonesownandotherpeoplesmindsormentalstates。
　　Theresearcherstestedwhetherthepreschoolagedparticipantsweremorelikelytolearnnewwordsfromanaccurateorinaccurateindividual。Theyalsoexaminedwhetherthechildrenweremorelikelytolearnfromaphysicallystrongindividualoveraweakone。Inaddition，theresearchersembarkedonaseriesofquickToMteststhatrequiredthechildrentoempathizewithanotherindividual。
　　FortheToMtests，theparticipantswerefirstintroducedtoseveraldifferentfigurinesandgivensomebackgroundinformationabouteach：Mr。Joneslikescarrots，Lindathinkshercatishidinginthebushes，PollyandPeterhaveneverseenwhatsinsidethebox。
　　ThechildrenwerethenaskedtotheorizeaboutwhatkindofsnackMr。Joneswouldwant，whereLindawouldsearchforherdogandwhatPollyandPeterwouldthinkwasinsidethebox。
　　Aclearpatternemerged：thechildrenwhocouldaccuratelyintuitthefigurinesthoughtsanddesiresweremorelikelytobelievetheindividualswiththegreatestverbalaccuracy，ratherthanthosewhohaddemonstratedthegreateststrength。Thatis，thekidswithbetterToMskillswerelessgullible。
　　BrosseauLiardcautionsthattheoryofmindaccountsforonlyasmallvariance。
　　Eventhoughtheoryofminddoespredictchildrenstendencytoselectivelylearnfrommoreaccurateindividuals，itdoesnotcompletelyexplainthisability。Therearelikelymanyothervariablesinfluencingselectivelearning，includingimportantsocialandcognitiveattributes，shesays。