PEER IMITATION BY TODDLERS IN LABORATORY, HOME, AND DAY-CARE CONTEXTS - IMPLICATIONS FOR SOCIAL-LEARNING AND MEMORY
PEER IMITATION BY TODDLERS IN LABORATORY, HOME, AND DAY-CARE CONTEXTS - IMPLICATIONS FOR SOCIAL-LEARNING AND MEMORY
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DOI：
10.1037/0012-1649.29.4.701
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发表时间：
1993-07-01
影响因子：
4
通讯作者：
MELTZOFF, AN
中科院分区：
文献类型：
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作者：
HANNA, E;MELTZOFF, AN
三个实验考察了14到18个月大的婴儿的同伴模仿。在实验1中，婴儿们看到一个经过训练的14个月大的婴儿（“专家同伴”）在5个物体上执行特定的动作。延迟5分钟后测试记忆模仿。在实验2中，婴儿在实验室观察一位专家同伴，并在延迟2天后在家中（改变环境）测试保留和模仿。在实验3中，一名同伴在日托中心演示目标行为，两天后，婴儿在他们的家中进行测试。与对照组相比，三个实验的结果都显示出明显的模仿。这些实验证明了婴儿时期同伴的社会学习能力，也为婴儿在环境变化中通过记忆模仿提供了第一个证据。
Three experiments examined peer imitation with 14- to 18-month-old infants. In Experiment 1, infants saw a trained 14-month-old (''expert peer'') perform specific actions on 5 objects. Imitation from memory was tested after a 5-min delay. In Experiment 2, the infants observed an expert peer in the laboratory, and retention and imitation were tested in the home (change of context) after a 2-day delay. In Experiment 3, a peer demonstrated target acts at a day care, and after a 2-day delay infants were tested in their homes. Results from all 3 experiments showed significant imitation compared with controls. The experiments demonstrate social learning from peers during infancy and also provide the first evidence for infant imitation from memory across a change in context.