The inherence bias in preschoolers’ explanations for achievement differences: replication and extension
| dc.rights.license | open | en_US |
| hal.structure.identifier | Centre de recherches sur la cognition et l'apprentissage [UMR 7295] [CeRCA [Poitiers, Tours]] | |
| dc.contributor.author | RENOUX, Margaux | |
| hal.structure.identifier | Centre de recherches sur la cognition et l'apprentissage [UMR 7295] [CeRCA [Poitiers, Tours]] | |
| dc.contributor.author | GOUDEAU, Sébastien | |
| hal.structure.identifier | Laboratoire de psychologie [LabPsy] | |
| dc.contributor.author | ALEXOPOULOS, Theodore
ORCID: 0000-0001-8281-6449 | |
| hal.structure.identifier | Laboratoire de Psychologie Sociale et Cognitive [LAPSCO] | |
| dc.contributor.author | BOUQUET, Cédric | |
| hal.structure.identifier | NYU Department of Psychology [New-York University] | |
| dc.contributor.author | CIMPIAN, Andrei | |
| dc.date.accessioned | 2024-12-13T14:15:38Z | |
| dc.date.available | 2024-12-13T14:15:38Z | |
| dc.date.issued | 2024-02-20 | |
| dc.identifier.issn | 2056-7936 | en_US |
| dc.identifier.uri | https://oskar-bordeaux.fr/handle/20.500.12278/203939 | |
| dc.description.abstractEn | Two studies examined how preschoolers (N = 610; French) explain differences in achievement. Replicating and extending previous research, the results revealed that children invoke more inherent factors (e.g., intelligence) than extrinsic factors (e.g., access to educational resources) when explaining why some children do better in school than others. This inherence bias in explanation can contribute to inequalities in education (e.g., the early-emerging disparities based on social class) by portraying them as fair and legitimate even when they are not. | |
| dc.language.iso | EN | en_US |
| dc.rights | Attribution 3.0 United States | * |
| dc.rights.uri | http://creativecommons.org/licenses/by/3.0/us/ | * |
| dc.title.en | The inherence bias in preschoolers’ explanations for achievement differences: replication and extension | |
| dc.title.alternative | NPJ Sci Learn | en_US |
| dc.type | Article de revue | en_US |
| dc.identifier.doi | 10.1038/s41539-024-00218-w | en_US |
| dc.subject.hal | Sciences de l'Homme et Société/Psychologie | en_US |
| dc.identifier.pubmed | 38378746 | en_US |
| bordeaux.journal | npj Science of Learning | en_US |
| bordeaux.page | 1-9 | en_US |
| bordeaux.volume | 9 | en_US |
| bordeaux.hal.laboratories | Laboratoire de psychologie (LabPsy) - UR 4139 | en_US |
| bordeaux.issue | 1 | en_US |
| bordeaux.institution | Université de Bordeaux | en_US |
| bordeaux.peerReviewed | oui | en_US |
| bordeaux.inpress | non | en_US |
| hal.popular | non | en_US |
| hal.audience | Internationale | en_US |
| hal.export | false | |
| workflow.import.source | dissemin | |
| dc.rights.cc | CC BY | en_US |
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