Department of Psychology, Durham University, Durham DH1 3LE, UK.
J Exp Child Psychol. 2013 Oct;116(2):247-63. doi: 10.1016/j.jecp.2013.06.001. Epub 2013 Jul 19.
Children can learn how to use complex objects by watching others, yet the relative importance of different elements they may observe, such as the interactions of the individual parts of the apparatus, a model's movements, and desirable outcomes, remains unclear. In total, 140 3-year-olds and 140 5-year-olds participated in a study where they observed a video showing tools being used to extract a reward item from a complex puzzle box. Conditions varied according to the elements that could be seen in the video: (a) the whole display, including the model's hands, the tools, and the box; (b) the tools and the box but not the model's hands; (c) the model's hands and the tools but not the box; (d) only the end state with the box opened; and (e) no demonstration. Children's later attempts at the task were coded to establish whether they imitated the hierarchically organized sequence of the model's actions, the action details, and/or the outcome. Children's successful retrieval of the reward from the box and the replication of hierarchical sequence information were reduced in all but the whole display condition. Only once children had attempted the task and witnessed a second demonstration did the display focused on the tools and box prove to be better for hierarchical sequence information than the display focused on the tools and hands only.
儿童可以通过观察他人来学习如何使用复杂的物体，但他们观察到的不同元素的相对重要性，例如仪器各部分的相互作用、模型的动作和理想的结果，仍然不清楚。总共有 140 名 3 岁儿童和 140 名 5 岁儿童参加了一项研究，他们观看了一段视频，视频中展示了工具如何从复杂的拼图盒中取出奖励物品。条件根据视频中可以看到的元素而有所不同：(a) 整个展示，包括模型的手、工具和盒子；(b) 工具和盒子，但没有模型的手；(c) 模型的手和工具，但没有盒子；(d) 只有盒子打开的最终状态；(e) 没有演示。对儿童后来尝试任务的情况进行了编码，以确定他们是否模仿了模型动作的层次化顺序、动作细节和/或结果。除了整个显示条件外，在所有条件下，儿童从盒子中成功取出奖励物并复制层次化序列信息的情况都减少了。只有当儿童尝试过任务并看到第二次演示后，只关注工具和盒子的显示才比只关注工具和手的显示更有利于层次化序列信息。
