The relation between temperament and imitation in the second year of life.

人生第二年气质与模仿的关系。

• 批准号: 350964017
• 负责人: Professor Dr. Norbert Zmyj
• 金额: --
• 依托单位: Institut für Psychologie (IFP)
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2017
• 资助国家: 德国
• 起止时间: 2016-12-31 至 2021-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/350964017?language=en
• 关键词: relation; between; temperament; imitation; second

Imitation is a fundamental human ability that allows the transmission of a large range of cultural knowledge. Acquiring knowledge via imitation is an important learning mechanism because it is faster and less risky than acquiring knowledge via trial and error. Furthermore, imitation allows a non-verbal way of interacting and communicating with others. Investigating the development of imitation has become a hot topic in developmental psychology. The performance in imitation tasks has been predominantly interpreted in the context of a cognitive development which suggests that the probability of imitation is equal in infants with the same level of cognitive development. In contrast, empirical findings show substantial interindividual differences in imitative abilities in infants with the same level of cognitive development. Previous research on imitation has paid little attention to the role of social interaction and communication in imitation. In young children, temperament describes the disposition to engage in social interaction. The temperament dimensions attention and distractibility which are the foundation of perceiving and encoding target action in imitation tasks. Approach and avoidance are influenced by temperament dimension like sociability, shyness and behavioral inhibition that have obvious consequences for imitative behavior. In this longitudinal project, we will investigate the relation between temperament and imitation in the second year of life. Therefore, we will assess temperament, the level of cognitive development, and imitation with standardized tests. Temperament will be assessed by observing the behavior in the laboratory as well as by questionnaires for parents. The level of cognitive development will be measured by the Bayley Scales of Infant and Toddler Development. Imitation will be assessed via the Frankfurt Imitation Test. Furthermore, we will use eye tracking in order to follow the young children*s looking behavior when observing the target action in the imitation test. In order to detect the stability and plasticity of the relation between temperament and imitation, we will conduct a longitudinal study in which one cohort of children aged 12, 18, and 24 months are tested. These results expand our knowledge about young children*s imitation by focusing on various aspects of the cognitive as well as of the social development and, thus, by explaining differences in imitation beyond the general level of cognitive development.

模仿是一种基本的人类能力，可以传播大量的文化知识。通过模仿获得知识是一种重要的学习机制，因为它比通过反复试验和错误获得知识更快且风险较小。此外，模仿允许一种非语言方式与他人互动和交流。研究模仿的发展已成为发展心理学的热门话题。模仿任务的表现主要在认知发展的背景下进行了解释，这表明在具有相同认知发展水平的婴儿中模仿的可能性相等。相比之下，经验发现显示出具有相同认知发展水平的婴儿的模仿能力差异。对模仿的先前研究很少关注社会互动和沟通在模仿中的作用。在幼儿中，气质描述了进行社会互动的倾向。气质尺寸的注意力和分散性是在模仿任务中感知和编码目标动作的基础。方法和回避受到气质维度的影响，例如社交性，害羞和行为抑制，这对模仿行为产生了明显的后果。在这个纵向项目中，我们将研究生命第二年的气质与模仿之间的关系。因此，我们将通过标准化测试评估气质，认知发展水平和模仿。气质将通过观察实验室的行为以及父母的问卷来评估。认知发展的水平将通过婴儿和幼儿发育的Bayley量表来衡量。模仿将通过法兰克福模仿测试进行评估。此外，在仿制测试中观察目标动作时，我们将使用眼球跟踪来跟随年幼的孩子的行为。为了检测气质和模仿之间关系的稳定性和可塑性，我们将进行一项纵向研究，其中一组12、18和24个月的儿童进行了研究。这些结果通过专注于认知和社会发展的各个方面，从而扩展了我们对幼儿模仿的知识，从而通过解释超出认知发展的一般水平的模仿差异。