The process of learning the designed actions of toys.
The process of learning the designed actions of toys.
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DOI：
10.1016/j.jecp.2022.105442
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发表时间：
2022-09
影响因子：
2.6
通讯作者：
Adolph, Karen E.
中科院分区：
文献类型：
--
作者：
Kaplan, Brianna E.;Rachwani, Jaya;Tamis-LeMonda, Catherine S.;Adolph, Karen E.
许多日常物品需要“隐藏的”示能表示来按设计使用（例如，打开一个水瓶）。以前的工作发现了一个可靠的发展进程，在儿童的学习设计的行动与成人对象，如容器和拉链-从非设计的探索性行动，设计的行动的基本知识，成功的实施。许多为儿童设计的物品（例如，玩具）也需要设计动作（例如，联锁砖），但可能不需要长时间的发现和实施。我们鼓励12至60个月大的儿童（n = 91）和20名成年人的比较样本玩6个Duplo砖，以测试儿童学习具有隐藏启示的成人物体的发展进程是否适用于专为儿童设计的流行玩具。我们还研究了儿童与Duplo砖块的即时行为是否告知发现和实施隐藏的启示的一般过程。随着年龄的增长，孩子们从非设计的探索性行动，尝试联锁，成功，这表明与日常成人对象揭示的三步发展进程广泛适用于学习隐藏的启示，无论对象类型。详细的学习过程（儿童的非设计的行动和尝试联锁的类型和时间）显示，进展的步骤之间的滞后程度取决于所需的行动的透明度，感知反馈的可用性，以及感知运动要求的难度。研究结果提供了深入了解的因素，帮助或阻碍学习隐藏的启示。
Many everyday objects require “hidden” affordances to use as designed (e.g., twist open a water bottle). Previous work found a reliable developmental progression in children’s learning of designed actions with adult objects such as containers and zippers––from non-designed exploratory actions, to the basics of the designed action, to successful implementation. Many objects designed for children (e.g., toys) also entail designed actions (e.g., interlocking bricks), but may not require a protracted period of discovery and implementation. We encouraged 12- to 60-month-old children (n = 91) and a comparative sample of 20 adults to play with six Duplo bricks to test whether the developmental progression identified for children’s learning of adult objects with hidden affordances holds for a popular toy expressly designed for children. We also examined whether children’s moment-to-moment behaviors with Duplo bricks inform on general processes involved in discovery and implementation of hidden affordances. With age, children progressed from non-designed exploratory actions, to attempts to interlock, to success, suggesting that the three-step developmental progression revealed with everyday adult objects broadly applies to learning hidden affordances, regardless of object type. Detailing the process of learning (the type and timing of children’s non-designed actions and attempts to interlock) revealed that the degree of lag between steps of the progression depends on the transparency of the required actions, the availability of perceptual feedback, and the difficulty of the perceptual-motor requirements. Findings provide insights into factors that help or hinder learning of hidden affordances.
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影响因子：
2.2
作者：
Rachwani J;Kaplan BE;Tamis-LeMonda CS;Adolph KE
通讯作者：
Adolph KE
影响因子：
4
作者：
Gopnik, A;Sobel, DM;Glymour, C
通讯作者：
Glymour, C
影响因子：
3.8
作者：
Sobel, David M.;Sommerville, Jessica A.
通讯作者：
Sommerville, Jessica A.
影响因子：
2.1
作者：
Stiles, Joan;Stern, Catherine
通讯作者：
Stern, Catherine
影响因子：
4.6
作者：
Verdine BN;Golinkoff RM;Hirsh-Pasek K;Newcombe NS;Filipowicz AT;Chang A
通讯作者：
Chang A