Causal Inferences and the Positivity Bias in Children: The Role of the Covariation Principle  

Oleh:

Weinert, Franz E. ; Schuster, Beate ; Ruble, Diane N.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Child Development vol. 69 no. 06 (Dec. 1998), page 1577-1596.
Topik: Positivity Bias; Covariation Principle; Self-Evaluations; Covariation Principles
Fulltext: 1132133.pdf (704.2KB)

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Perpustakaan PKPM Nomor Panggil: C49 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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It is argued that developmental studies regarding Kelley's covariation principle had provided children with incomplete covariation information, and that the assessment of attributions differed conceptually from Kelley's model and pertinent adult studies. It is further proposed that younger children's tendency for positive self evaluations ("positivity bias") is due to their inferences not yet being based on the mechanism described by the covariation principle. In 2 studies, conducted in the United States and Germany, participants of different ages received complete covariation information and were asked for attributions, ability estimations, and expectations of success. Children from grade 2 on selected the correct cause(s) when the effect covaried only with one cause, but only at a later age when covariation with 2 causes was presented. Ability estimations and expectation of success were more positive in younger than in older participants, replicating the "positivity bias." However, children did not simply become more negative ("pessimistic") with age but rather more realistic: Estimations of ability decreased when failure covaried with the person but not when there was covariation with the entity; expectation of success decreased when failure covaried with a stable cause (person or entity) but not when no covariation information was provided, and even increased when failure covaried with the circumstances (a variable cause).

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