Lyytinen P
Scand J Psychol. 1989;30(3):177-84. doi: 10.1111/j.1467-9450.1989.tb01081.x.
The effects of modelling on pretend play were studied in children between 2.6 and 3.6 years of age by examining changes both in the action and language-based expressions of pretending. Three modelled scenes were demonstrated with the same realistic toys used by the child in the pre-modelling phase. The results gave support to the idea of the effectiveness of modelling. The effects of the modelled scenes were clearest among children whose pre-modelling play consisted of object-centred actions including few of pretending. The post-modelling play of this subgroup showed better quality of action and language categories and integration measures. Among the decentred players no significant action benefit could be achieved. This might have been an outcome of the contextual limits of the toy material and of the drop of play motivation caused by the model interruption. However, these children expressed verbal pretending revealing significant pre-post effects for inventive utterances.
通过研究2.6至3.6岁儿童在假装游戏中基于动作和语言表达的变化，探讨了模仿对假装游戏的影响。使用与儿童在模仿前阶段相同的逼真玩具展示了三个模仿场景。结果支持了模仿具有有效性的观点。模仿场景的效果在那些模仿前游戏以物体为中心的动作且几乎没有假装行为的儿童中最为明显。这个亚组在模仿后的游戏表现出更好的动作和语言类别质量以及整合度。在去中心化的游戏者中，没有显著的动作收益。这可能是玩具材料的情境限制以及模仿中断导致游戏动机下降的结果。然而，这些儿童表现出言语假装，在创造性话语方面显示出显著的前后效果。
