社会学习促进对物理世界的理解：学龄前儿童对重量分类的模仿。
Social learning promotes understanding of the physical world: Preschool children's imitation of weight sorting.
作者信息
Wang Zhidan, Meltzoff Andrew N, Williamson Rebecca A
机构信息
Department of Psychology, Georgia State University, Atlanta, GA 30302, USA.
Institute for Learning and Brain Sciences, University of Washington, Seattle, WA 98195, USA.
出版信息
J Exp Child Psychol. 2015 Aug;136:82-91. doi: 10.1016/j.jecp.2015.02.010. Epub 2015 Apr 9.
We investigated whether social learning, specifically imitation, can advance preschoolers' understanding of weight. Preschoolers were randomly assigned to experimental and control groups. The experimental group saw an adult intentionally categorize an array of four visually identical objects based on weight. Then, children's weight-based sorting of the objects was evaluated. To test generalization, children were presented with novel objects (differing in shape, color, and weight from the original ones) and not shown what to do with them. Results indicate that 48-month-olds learned to sort by weight via observing the adult's demonstration of categorization and that children generalized weight sorting to novel objects. This shows that children imitate at a more abstract level than merely motor actions. They learn and imitate generalizable rules. 36-month-olds did not succeed on this weight sorting task. Children's cognitive development constrains what children learn through social observation and imitation.
我们研究了社会学习，特别是模仿，是否能促进学龄前儿童对重量的理解。学龄前儿童被随机分为实验组和对照组。实验组的儿童看到一名成年人根据重量对一组四个视觉上相同的物体进行有意分类。然后，对儿童基于重量的物体分类能力进行了评估。为了测试泛化能力，向儿童展示了新的物体（形状、颜色和重量与原来的物体不同），且没有向他们展示如何处理这些物体。结果表明，48个月大的儿童通过观察成年人的分类示范学会了按重量分类，并且儿童将重量分类推广到了新的物体上。这表明儿童的模仿不仅仅停留在运动动作层面，而是在更抽象的层面上。他们学习并模仿可推广的规则。36个月大的儿童在这项重量分类任务中没有成功。儿童的认知发展限制了他们通过社会观察和模仿所学的内容。
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