Department of Cognitive Science, Informatics Institute, Middle East Technical University, 06800 Ankara, Turkey.
Department of Cognitive Science, Informatics Institute, Middle East Technical University, 06800 Ankara, Turkey.
J Exp Child Psychol. 2018 Sep;173:222-238. doi: 10.1016/j.jecp.2018.03.017. Epub 2018 May 7.
During the last decade, the ontogeny of tool making has received growing attention in the literature on tool-related behaviors. However, the cognitive demands underlying tool making are still not clearly understood. In this cross-sectional study of 52 Turkish preschool children from 3 to 6 years of age, the roles of executive function (response inhibition), ability to form hierarchical representations (hierarchical structuring), and social learning were investigated with the hook task previously used with children and animals. In this task, children needed to bend a pipe cleaner to fetch a small bucket with a sticker out of a tall jar. This study replicated earlier findings that preschoolers have great difficulty in tool innovation. However, social learning facilitates tool making, especially after 5 years of age. Capacities to form hierarchical representations and to inhibit prepotent responses were significant positive predictors of tool making after social learning.
在过去的十年中，工具制造的个体发生在与工具相关的行为文献中受到越来越多的关注。然而，工具制造所涉及的认知需求仍未得到清晰的理解。在这项对 52 名 3 至 6 岁土耳其学龄前儿童的横断面研究中，我们用钩任务（之前曾用于儿童和动物）研究了执行功能（反应抑制）、形成层次结构表示的能力（层次结构构建）和社会学习的作用。在这个任务中，孩子们需要弯曲一个金属丝清洁器，将一个带有贴纸的小桶从一个高罐中取出。这项研究复制了先前的发现，即学龄前儿童在工具创新方面有很大的困难。然而，社会学习促进了工具的制造，特别是在 5 岁之后。形成层次结构表示和抑制优势反应的能力是社会学习后进行工具制造的显著积极预测因素。
