Knowing before doing: Review and mega-analysis of action understanding in prereaching infants.
Knowing before doing: Review and mega-analysis of action understanding in prereaching infants.
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先知后行：对学前婴儿的行为理解进行回顾和大型分析。
DOI：
10.1037/bul0000393
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发表时间：
2023
影响因子：
22.4
通讯作者：
Almeida,Melyssa
中科院分区：
文献类型：
--
作者：
Liu,Shari;Almeida,Melyssa
经验和知识之间的关系是心理学中最古老、最深奥的问题之一。在发展科学中，对这个问题的研究集中在对那些还不能通过伸手和抓握来检索物体的婴儿进行预教。在过去的20年里，对这一人群的行为研究产生了两个看似矛盾的发现：通过“粘手套”训练的第一人称体验后，(a)婴儿开始期望人们有效地达到目标物体，但(b)在某些条件下，他们可以在没有训练的情况下表达这些期望。我们假设，预先教育婴儿对他人行为的理解是由用于测试他们能力的任务的表征要求驱动的，而不是由第一人称运动体验本身驱动的。我们对过去工作的原始数据（即对N= 650名婴儿、30种情况和8篇文章的观察反应的分析）进行了定性回顾和定量预登记的“大型分析”。我们发现，在控制婴儿年龄的情况下，对婴儿对他人目标和身体约束的理解具有最强影响（通过效应大小和贝叶斯因子测量）的操作是动作的抽象特征：动作是否在接触的世界中产生可观察到的效果，并为行为人的目标提供明确的证据。最后，我们提出了一个关于幼儿如何学习他人思想和行为的广泛假设，以早期行动计划的直觉理论为中心，将在未来的工作中进行测试。（PsycInfo数据库记录(c) 2023 APA，版权所有）
The relationship between experience and knowledge is one of the oldest and deepest questions in psychology. In developmental science, research on this question has focused on prereaching infants who cannot yet retrieve objects by reaching for and grasping them. Over the past 2 decades, behavioral research in this population has produced two seemingly contradictory findings: After first-person experience with reaching via “sticky mittens” training,(a) infants come to expect that people reach efficiently, toward goal objects, but (b) under some conditions, they can express these expectations without training. We hypothesize that prereaching infants’ understanding of other people’s actions is driven by the representational demands of the tasks used to test their abilities, rather than by first-person motor experience per se. We conducted a qualitative review and a quantitative, preregistered “mega-analysis” of the original data from this past work (ie, an analysis of looking responses from N= 650 infants, 30 conditions, and 8 articles). We found that the manipulations with the strongest effects (measured via effect sizes and Bayes factors) on infants’ understanding of other people’s goals and physical constraints, controlling for infant age, were abstract features of action: Whether the action produced an observable effect in the world on contact and provided unambiguous evidence for the actor’s goal. We end by presenting a broad hypothesis about how young infants learn about other people’s minds and actions, centered on an early intuitive theory of action planning, to be tested with future work.(PsycInfo Database Record (c) 2023 APA, all rights reserved)