Décaillet Marion, Frick Aurélien, Lince Xavier, Gruber Thibaud, Denervaud Solange
Laboratory for Investigative Neurophysiology (LINE), Department of Radiology, Lausanne University Hospital and University of Lausanne, 1011 Lausanne, Switzerland.
School of Psychology and Neuroscience, University of St Andrews, St Andrews KY16 9JP, UK.
J Exp Child Psychol. 2024 May;241:105862. doi: 10.1016/j.jecp.2024.105862. Epub 2024 Feb 5.
Children are strong imitators, which sometimes leads to overimitation of causally unnecessary actions. Here, we tested whether learning from a peer decreases this tendency. First, 65 7- to 10-year-old children performed the Hook task (i.e., retrieve a reward from a jar with tools) with child or adult demonstrators. The overimitation rate was lower after watching a peer versus an adult. Second, we tested whether experiencing peer-to-peer learning versus adult-driven learning (i.e., Montessori or traditional pedagogy) affected overimitation. Here, 66 4- to 18-year-old children and adolescents performed the Hook task with adult demonstrators only. Montessori-schooled children had a lower propensity to overimitate. These findings emphasize the importance of the teaching model across the school years. Whereas peer models favor selective imitation, adult models encourage overimitation.
儿童具有很强的模仿能力，这有时会导致对因果关系上不必要的行为进行过度模仿。在此，我们测试了向同伴学习是否会减少这种倾向。首先，65名7至10岁的儿童与儿童示范者或成人示范者一起完成了挂钩任务（即使用工具从罐子里取出奖励）。观看同伴示范后，过度模仿率低于观看成人示范。其次，我们测试了体验同伴间学习与成人主导学习（即蒙台梭利教育法或传统教学法）是否会影响过度模仿。在此，66名4至18岁的儿童和青少年仅与成人示范者一起完成了挂钩任务。接受蒙台梭利教育的儿童过度模仿的倾向较低。这些发现强调了整个学年教学模式的重要性。同伴示范有利于选择性模仿，而成人示范则鼓励过度模仿。
