Copying actions and copying outcomes: Social learning through the second year
Copying actions and copying outcomes: Social learning through the second year
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DOI：
10.1037/0012-1649.42.3.555
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发表时间：
2006-05-01
影响因子：
4
通讯作者：
Nielsen, Mark
中科院分区：
文献类型：
--
作者：
Nielsen, Mark
这项工作记录了模型演示的逻辑和模型提供的交流线索如何与年龄相互作用，以影响儿童参与社会学习的方式。年龄分别为12个月、18个月和24个月的儿童(n=204)观看模特打开一系列盒子。12个月大的受试者只有在被给予逻辑理由时才会模仿模型的具体动作--否则，他们会专注于重现示范动作的结果。18个月大的受试者在模型冷漠时专注于复制结果。当模型采取社交行为时，无论模型行为的明显逻辑如何，受试者都会像关注结果一样专注于模仿行为。最后，24个月大的受试者主要专注于模仿模特的具体动作。然而，当模型发挥非社会作用时，他们不太可能产生建模的结果。
The present work documents how the logic of a model's demonstration and the communicative cues that the model provides interact with age to influence how children engage in social learning. Children at ages 12, 18, and 24 months (n = 204) watched a model open a series of boxes. Twelve-month-old subjects only copied the specific actions of the model when they were given a logical reason to do so- otherwise, they focused on reproducing the outcome of the demonstrated actions. Eighteen-month-old subjects focused on copying the outcome when the model was aloof. When the model acted socially, the subjects were as likely to focus on copying actions as outcomes, irrespective of the apparent logic of the model's behavior. Finally, 24-month-old subjects predominantly focused on copying the model's specific actions. However, they were less likely to produce the modeled outcome when the model acted nonsocially.