Cooperative problem-solving and teaching in preschoolers
Cooperative problem-solving and teaching in preschoolers
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DOI：
10.1111/1467-9507.00059
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发表时间：
1998-01-01
影响因子：
2
通讯作者：
Tomasello, M
中科院分区：
文献类型：
--
作者：
Ashley, J;Tomasello, M
本研究探讨了儿童在两个互补角色任务中合作解决问题技能的个体发生学起源。最初的二元体都是用工具问题来解决的，这些工具问题的解决需要它们通过协调两个互补的动作来合作。为了进一步调查他们对任务的理解，这些相同的二人组被提出了同样的问题，但角色互换。最后，在这些主要参与者中的每一个都表现出对这两个角色的熟练程度后，每个人都分别与一个天真的同伴配对，并有机会教天真的伙伴完成任务。即使在成人的帮助下，24个月大的孩子也无法独立完成这项任务。30个月和36个月大的孩子大多独立地变得熟练，但只是相对缓慢，没有表现出大量的行为协调或使用明确的指令性语言来促进协调。虽然他们确实有证据表明，当一个同伴是新的任务，这个年龄的孩子从事天真的果皮很少明确的教学。相比之下，42个月大的孩子比其他孩子更快地掌握了任务，当他们的角色被颠倒时，他们的反应更快，更准确，在任务中更大程度地协调他们的行动和语言，并参与更明确的教学。结果进行了讨论，在发展中的社会认知技能，使2至4岁的儿童了解其他人的心理代理人，他们可能会分享心理观点。
The cur rent study investigated the ontogenetic origins of children's skills of cooperative problem-solving in a task involving two complementary roles Participants were peer dyads of 24, 30, 36, and 42 months of age. Primary dyads were initially presented with ail instrumental problem whose solution required them to cooperate by coordinating two complementary actions. To further investigate their understanding of the task, these same dyads were then presented with the same problem but with roles reversed. Finally, after each of these primary participants had demonstrated proficiency in both roles, each was separately paired with a naive peer and given the opportunity to teach the naive partner the task A clear ontogenetic trend emerged. Even with adult assistance, 24-month-old children never became independently proficient at the task. Thirty-and 36-month-old children became proficient mostly independently, bur only relatively slowly and without demonstrating extensive amounts of behavioral coordination ol the use of explicitly directive language to facilitate coordination. Although they did show evidence of recognizing when a peer was new to the task, children of this age engaged in little explicit teaching of naive peels. In contrast, 42-month-old children master ed the task much more quickly than the other children, responded much more quickly and accurately when their roles were reversed, coordinated both their actions and language in the task to a much greater extent, and engaged in more explicit teaching of naive peers. Results are discussed in terms of the developing social cognitive skills that enable children from 2 to 4 years of age to understand other persons as mental agents with whom they may share mental perspectives.