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Sebastian Grueneisen Georgina Török Anushari Wathiyage Don Azzurra Ruggeri 《Child development》2024,95(3):1023-1031
Choosing adequate partners is essential for cooperation, but how children calibrate their partner choice to specific social challenges is unknown. In two experiments, 4- to 7-year-olds (N = 189, 49% girls, mostly White, data collection: 03.2021–09.2022) were presented with partners in possession of different positive qualities. Children then recruited partners for hypothetical tasks that differed with respect to the quality necessary for success. Children and the selected partner either worked together toward a common goal or competed against each other. From age 5, children selectively chose individuals in possession of task-relevant qualities as cooperative partners while avoiding them as competitors. Younger children chose partners indiscriminately. Children thus learn to strategically adjust their partner choice depending on context-specific task demands and different social goals. 相似文献
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Karen Medsker Patty Hunter Don Stepich Gordon Rowland Kanchan Basnet 《Performance Improvement Quarterly》1995,8(4):6-21
The purpose of this research was to determine to what extent human performance technology (HPT) is being taught in academic programs that traditionally emphasized training—programs such as instructional systems, training and development, human resource development, and adult learning. A written survey was used to collect data from 82 academic programs. Results indicate that while training (and the related areas of needs assessment and evaluation) continues to dominate curricula at these institutions, non-training performance improvement strategies (and the broader performance analysis that leads to their selection) are frequently taught as well. No correlations were found between the extent of teaching HPT topics and the variables of program size, program type, location, degrees offered, or faculty membership in NSPI (now called the International Society for Performance Improvement). Future research could investigate the driving and restraining forces that determine HPT's impact on the curriculum and the effects that current curricula have on program graduates. 相似文献
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