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Proactive help-seeking: Preschoolers know when they need help, but do not always ask for it
| Content Provider | Semantic Scholar |
|---|---|
| Author | Was, Alexandra M. Warneken, Felix |
| Copyright Year | 2017 |
| Abstract | Abstract Help-seeking can be costly, particularly when help is not truly needed. Children typically seek help after encountering difficulty with a problem, but little is known about whether children can accurately judge whether they will need help with a problem prior to attempting it. Anticipation of a need for help requires children to assess both the problem and their existing knowledge of it; if an existing skill applies to a new problem, they should not need to seek help from a teacher. In four experiments, 151 3- to 5-year-olds were taught the solution to a puzzle box and decided how to approach subsequent boxes that were identical to (in perceptual appearance and name) or different from the initial box. Children successfully predicted that they would need help with different, but not identical, boxes. Other factors that may affect children's willingness to seek help are discussed. |
| Starting Page | 91 |
| Ending Page | 105 |
| Page Count | 15 |
| File Format | PDF HTM / HTML |
| DOI | 10.1016/j.cogdev.2017.02.010 |
| Volume Number | 43 |
| Alternate Webpage(s) | https://scholar.harvard.edu/files/was/files/was_warneken_2017.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
