Ishikawa Mitsuhiko, Itakura Shoji
Hitotsubashi Institute for Advanced Study, Hitotsubashi University, Kunitachi, Japan.
Research Organization of Open Innovation and Collaboration, Ritsumeikan University, Osaka, Japan.
Front Psychol. 2024 Oct 9;15:1466618. doi: 10.3389/fpsyg.2024.1466618. eCollection 2024.
Learning new information from others, called social learning, is one of the most fundamental types of learning from infancy. Developmental studies show that infants likely engage in social learning situations selectively and that social learning facilitates infant information processing. In this paper, we summarize how social learning functions support human learning from infancy focusing on two aspects of social learning; pedagogical learning and selective learning. We also provide an overview of the developmental process of social learning based on the findings of developmental research. This review suggests that the learning facilitation effects of pedagogical learning decrease with development, while the facilitation effects of selective learning are observed even in older ages. The differences in these learning facilitation effects are considered to be due to the differences in the utility of learning in uncertain environments. The findings of the studies imply the unique nature of human social learning and the critical role of social interactions in cognitive development. Understanding the development of social learning provides valuable insights into how infants learn and adapt in complex social environments.
从他人那里学习新信息，即社会学习，是从婴儿期起最基本的学习类型之一。发展研究表明，婴儿可能会有选择地参与社会学习情境，并且社会学习有助于婴儿的信息处理。在本文中，我们从社会学习的两个方面——教学学习和选择性学习，总结社会学习功能如何支持人类从婴儿期起的学习。我们还基于发展研究的结果概述了社会学习的发展过程。这篇综述表明，教学学习的学习促进效果会随着发展而降低，而选择性学习的促进效果即使在年龄较大时也能观察到。这些学习促进效果的差异被认为是由于在不确定环境中学习效用的差异。这些研究结果暗示了人类社会学习的独特性质以及社会互动在认知发展中的关键作用。理解社会学习的发展为了解婴儿如何在复杂社会环境中学习和适应提供了有价值的见解。
