Department of Psychology, Occidental College, Los Angeles, CA 90041, USA.
Department of Psychology, University of Wisconsin-Madison, Madison, WI 53706, USA.
J Exp Child Psychol. 2019 Jan;177:166-186. doi: 10.1016/j.jecp.2018.08.001. Epub 2018 Sep 8.
This study investigated whether early school-aged children's causal learning from collaborative joint action differs from their learning from their own individual action or observation. Children in a joint condition performed causal interventions with an adult on two causal systems. Children in an independent condition took turns and observed an adult perform the same interventions on one system and performed the same interventions themselves on the other system. Joint action improved first graders' (n = 60) causal inference compared with individual action and observation. However, joint action impaired kindergartners' (n = 60) inference relative to individual action and observation. These findings demonstrate that joint action, as a component of collaborative activity, can help or hinder inductive causal learning depending on features of the learner. Children's abilities to learn from collaborative joint action undergo a developmental shift during the early school years.
本研究旨在探讨儿童在合作性联合动作中进行因果学习的能力是否与他们在自身个体动作或观察中进行因果学习的能力有所不同。在联合条件下，孩子们与一名成年人一起在两个因果系统中进行因果干预。在独立条件下，孩子们轮流观察一名成年人在一个系统上进行相同的干预，并在另一个系统上自己进行相同的干预。与个体动作和观察相比，联合动作提高了一年级学生（n=60）的因果推理能力。然而，与个体动作和观察相比，联合动作却损害了幼儿园学生（n=60）的推理能力。这些发现表明，联合动作作为合作活动的一个组成部分，可能会根据学习者的特点，帮助或阻碍归纳性因果学习。儿童从合作性联合动作中学习的能力在整个学校教育阶段会发生发展性转变。
