Development differences in decoding the meanings of the appraisal actions of teachers.
Child Dev
; 61(1): 191-200, 1990 Feb.
Article
en En
| MEDLINE
| ID: mdl-2307039
ABSTRACT
Teachers convey evaluations through such "appraisal actions" as ability versus effort attributions for children's performance, spontaneous displays of warmth versus matter-of-fact acceptance, and attention versus inattention. Some appraisal actions (e.g., ability-effort) require an understanding of multiplicative relations to arrive at an "adult" interpretation. Others (e.g., attention-inattention) do not. First through sixth graders watched videotaped scenes in which teachers attributed one child's performance to ability but chided another for lack of effort even though he had given an equivalent performance, hugged one child but not another for equivalent performance, and paid attention to one child's oral report but not another's. Younger students (ages 5-9 to 7-10) rated the ability-attributed and hugged children as smarter; older students (ages 9-9 to 11-10) rated the effort-attributed and unhugged children as smarter. In contrast, no age differences were found in decoding attention versus inattention. The results suggest that younger children use a different strategy in decoding the meanings of complex appraisal actions.
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Base de datos:
MEDLINE
Asunto principal:
Percepción Social
/
Desarrollo Infantil
Idioma:
En
Revista:
Child Dev
Año:
1990
Tipo del documento:
Article