Cultural Learning Redux.
Cultural Learning Redux.
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文化学习终极版。
DOI：
10.1111/cdev.12499
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发表时间：
2016
影响因子：
4.6
通讯作者：
M. Tomasello
中科院分区：
文献类型：
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作者：
M. Tomasello
M. Tomasello、A. Kruger 和 H. Ratner (1993) 提出了文化学习理论，包括模仿学习、指导学习和协作学习。过去 20 年的经验和理论进展表明对理论的修改；例如，为了认同并融入其文化群体中的其他人，儿童不仅会模仿，而且会过度模仿；儿童从教学中不仅学习情景事实，而且学习其文化世界的一般结构；儿童与文化中的人共同构建做事的规范规则。总而言之，人类儿童不仅仅在文化上学习有用的工具性活动和信息，他们符合文化群体的规范期望，甚至为这种规范期望的创造做出贡献。
M. Tomasello, A. Kruger, and H. Ratner (1993) proposed a theory of cultural learning comprising imitative learning, instructed learning, and collaborative learning. Empirical and theoretical advances in the past 20 years suggest modifications to the theory; for example, children do not just imitate but overimitate in order to identify and affiliate with others in their cultural group, children learn from pedagogy not just episodic facts but the generic structure of their cultural worlds, and children collaboratively co-construct with those in their culture normative rules for doing things. In all, human children do not just culturally learn useful instrumental activities and information, they conform to the normative expectations of the cultural group and even contribute themselves to the creation of such normative expectations.
婴儿记忆告诉我们关于婴儿失忆症的信息：长期回忆和延迟模仿。
影响因子：
2.6
作者：
Meltzoff,AN
通讯作者：
Meltzoff,AN