CHANGES IN COOPERATION AND SELF-OTHER DIFFERENTIATION DURING THE 2ND YEAR
CHANGES IN COOPERATION AND SELF-OTHER DIFFERENTIATION DURING THE 2ND YEAR
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DOI：
10.2307/1130884
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发表时间：
1990-08-01
影响因子：
4.6
通讯作者：
CARRIGER, MS
中科院分区：
文献类型：
--
作者：
BROWNELL, CA;CARRIGER, MS
同伴互动中的合作出现在第二年的下半年。对这些早期合作形式所包含的技能和知识的思考表明，幼儿将自我与他人区分开来的能力可能与他们为实现共同目标而与同龄伙伴协调行为的能力有关。12、18、24和30个月大的孩子在试图解决一个简单的合作问题时，被观察到处于相同年龄、相同性别的二人组（每个年龄8对二人组）。他们还单独管理一个引发的模仿任务，用于索引如此罕见，显然是偶然的，而24个月和30个月大的能够协调行为，在合作过程中，也代表了其他人在更高级，偏心水平的代理。
Cooperation in peer interaction emerges during the second half of the second year. A consideration of the skills and knowledge entailed in these early forms of cooperation suggests that young children''s emerging ability to differentiate self form other as causal agents may relate to their ability to coordinate behavior with age mates toward a common goal. Children at 12, 18, 24, and 30 months were observed in same-age, same-sex dyads (8 dyads per age) while attempting to solve a simple cooperation problem. They were also individually administered an elicited imitation task used to index so infrequently and apparently accidentally, whereas 24- and 30-month-old were able to coordinate behavior to one another during cooperation also represented the agency of others at a more advanced, decentered level.