Parental teaching behavior in diverse cultural contexts.
Parental teaching behavior in diverse cultural contexts.
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不同文化背景下的家长教学行为。
DOI：
10.1016/j.evolhumbehav.2022.07.002
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发表时间：
2022
期刊：
影响因子：
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通讯作者：
Patricia Kanngiesser
中科院分区：
文献类型：
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作者：
Moritz K¨oster;Marta Giner Torr´ens;Joscha K¨artner;Shoji Itakura;Lilia Cavalcante;Patricia Kanngiesser
与其他物种不同，人类由于文化知识、技能和实践而适应了地球仪的各种环境。在幼儿期，亲子互动在文化学习中起着关键作用，但关于什么构成教学的争议阻碍了对不同文化中父母教学的差异和相似性的系统评估。我们使用了一个功能性的定义，教学的行为，演变为促进他人的学习和观察父母和他们的两岁的孩子（N= 106）在一个标准化的设置（吃饭时间）在五个不同的文化背景（农村：巴西，厄瓜多尔;城市：阿根廷，德国，日本）。详细编码的父母教学（8520教学事件在1898分钟的互动）显示，六个教学行为（提示做，提示停止，抽象的知识交流，示范，提供选择，负反馈）经常发生（> 5%）的上下文。与此同时，我们发现这些行为的相对频率在不同的环境中有所不同：农村环境中的父母经常对他们的孩子使用提示。城市环境中的父母经常使用抽象的沟通，演示和提供选择。我们还发现了城市样本之间的细微差别，父母的示威（日本）和提供的选择（德国）。我们的研究结果表明，所有背景下的父母主要依赖于一套六个教学行为，但有跨文化的行为发生的频率变化。我们的研究提供了儿童早期学习经验的文化地图，为人类文化多样性奠定了个体发生学基础。
Humans, unlike any other species, have adapted to diverse environments across the globe due to cultural knowledge, skills, and practices. In early childhood, parent–child interactions play a pivotal role in cultural learning, but controversies about what constitutes teaching have stymied the systematic assessment of variation and similarities in parental teaching across cultures. We used a functional definition of teaching as behavior that evolved to facilitate learning in others and observed parents and their two-year-old child (N= 106) in a standardized setting (mealtime) in five diverse cultural contexts (rural: Brazil, Ecuador; urban: Argentina, Germany, Japan). Detailed coding of parental teaching (8520 teaching events in 1898 min of interactions) revealed that six teaching behaviors (prompts to do, prompts to stop, abstract communication of knowledge, demonstrations, providing choices, negative feedback) occurred frequently (> 5%) across contexts. At the same time, we found that the relative frequencies of these behaviors varied between contexts: Parents in rural contexts frequently used prompts towards their children. Parents in urban contexts often used abstract communication, demonstrations, and the provision of choices. We also identified nuanced differences between the urban samples regarding parental demonstrations (Japan) and the provision of choices (Germany). Our findings suggest that parents from all contexts mainly relied on a set of six teaching behaviors but that there was cross-cultural variation in how frequently behaviors occurred. Our study provides a cultural map of children's early learning experiences which lay the ontogenetic foundation for human cultural diversity.