With a second group of children, the experimenter acted differently. She interrupted herself after demonstrating the squeak by saying she had to go and write something down, thus suggesting that she might not have finished the demonstration. With a third group, she activated the squeak as if by accident. To a fourth, the toy was simply presented with the comment, Wow, see this toy? Look at this!
After these varied introductions, the children were left with the toy and allowed to play. They might discover that, as well as the squeaker, the toy had a button inside one tube which activated a light, a keypad that played musical notes, and an inverting mirror inside one of the tubes. All the children were told to let the experimenter know when they had finished playing and were asked by the instructor if they were done if they stopped playing for more than five consecutive seconds. The entire interaction was recorded on video.
Footage of each child playing was passed to a research assistant who was ignorant of the purpose of the study. The assistant was asked to record the total playing time, the number of different actions the child performed, the time spent playing with the squeak, and the number of other functions the child discovered.
The upshot was that children in the first group spent less time playing than those in the second , the third or the fourth . Those in the first group also tried out four different actions, on average. The others tried 5.3, 5.9 and 6.2, respectively. A similar pattern pertained to the number of functions other than the squeak that the children found.
【雅思阅读:Now you know】相关文章:
最新
2016-02-26
2016-02-26
2016-02-26
2016-02-26
2016-02-26
2016-02-26