Strouse Gabrielle A, Troseth Georgene L
Department of Psychology and Human Development, Vanderbilt University, Peabody College, Nashville, TN 37203-5721, USA.
J Exp Child Psychol. 2008 Dec;101(4):262-80. doi: 10.1016/j.jecp.2008.05.010.
Imitation of people on educational television is a potential way for very young children to learn new skills. Although toddlers in previous studies exhibited a "video deficit" in learning, 24-month-olds in Study 1 successfully reproduced behaviors modeled by a person who was on video as well as they did those modeled by a person who was present in the room (even after a 24-h delay). Neither displaced filming context nor cuts between actions affected toddlers' imitation from video. Shortening the demonstration in Study 2 affected imitation in the video condition but not in the live condition. In Study 3, 24-month-olds who viewed the original longer videos on their family TV screens (with which they had a viewing history) imitated significantly less than those who viewed the videos on the laboratory monitor. Imitation of a live modeler was the same across settings (home or lab). Implications for toddlers' judgments of reliable information sources and for the design of educational television programs are discussed.
模仿教育电视节目中的人物是幼儿学习新技能的一种潜在方式。尽管在之前的研究中，幼儿在学习时表现出“视频劣势”，但在研究1中，24个月大的幼儿能够像模仿现场人物示范的行为一样成功地再现视频中人物示范的行为（即使在24小时延迟之后）。拍摄场景的变换以及动作之间的切换都不会影响幼儿对视频的模仿。在研究2中，缩短示范时长对视频条件下的模仿有影响，但对现场条件下的模仿没有影响。在研究3中，24个月大的幼儿在家庭电视屏幕上观看他们之前看过的较长原始视频时，其模仿行为明显少于在实验室监视器上观看视频的幼儿。对现场示范者的模仿在不同场景（家中或实验室）中是相同的。文中还讨论了该研究结果对幼儿判断可靠信息来源以及教育电视节目设计的启示。
