Infants' and young children's imitation of linguistic in-group and out-group informants.
Infants' and young children's imitation of linguistic in-group and out-group informants.
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DOI：
10.1111/cdev.12299
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发表时间：
2015-01
影响因子：
4.6
通讯作者：
Woodward AL
中科院分区：
文献类型：
--
作者：
Howard LH;Henderson AM;Carrazza C;Woodward AL
尽管儿童可以利用社会类别来明智地选择线人，但儿童对群体内线人的偏好并未在不同年龄和背景下得到一致证明。这项研究通过向参与者展示语言内群体和/或外群体模型的现场或视频录制的动作演示，阐明了儿童使用社会类别来指导学习的程度。评估了参与者 (N = 104) 模仿这些行为的倾向。尽管在观看视频演示后发现了群体内偏好，但十九个月大的孩子并没有在现场环境中选择性地模仿群体内模型的行为。无论背景如何，三岁的孩子都会有选择地模仿群体内成员所表现出的行为。这些结果表明，群体内偏好对社会学习的影响比之前的研究更加微妙。
Although children can use social categories to intelligently select informants, children’s preference for in-group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video-recorded action demonstration by a linguistic in-group and/or out-group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen-month-olds did not selectively imitate the actions of the in-group model in live contexts, though in-group preferences were found after watching the demonstration on video. Three-year-olds selectively imitated the actions demonstrated by the in-group member regardless of context. These results indicate that in-group preferences have a more nuanced effect on social learning than previous research has indicated.
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