Pérez-Granados D R, Callanan M A
Psychology Department, University of California, Santa Cruz, USA.
Dev Psychol. 1997 Jan;33(1):120-34. doi: 10.1037//0012-1649.33.1.120.
This study compared teaching and learning measures of 16 mother-child and sibling dyads playing a picture categorization game. Target children (mean age = 3 years 11 months) participated in 2 separate sessions, 1 with their mother and 1 with their older sibling (mean age = 6 years 11 months). Although siblings' teaching styles directed target children to make the correct choices, mothers provided information to help target children make choices on their own. Mothers labeled objects and categories more than siblings. Although target children scored higher with siblings than with mothers, this was because siblings categorized about half of the pictures themselves. Target children labeled objects and categories more with mothers than with siblings. These findings suggest important differences in how mothers and siblings interpreted the goals of the task, offering target children different teaching styles from which to learn.
本研究比较了16对母婴和兄弟姐妹二元组玩图片分类游戏时的教学与学习方式。目标儿童（平均年龄 = 3岁11个月）参加了2次单独的课程，一次是和母亲一起，一次是和哥哥姐姐（平均年龄 = 6岁11个月）一起。尽管兄弟姐妹的教学方式引导目标儿童做出正确选择，但母亲们提供信息帮助目标儿童自己做出选择。母亲比兄弟姐妹更多地对物体和类别进行标注。尽管目标儿童与兄弟姐妹一起时的得分高于与母亲一起时，但这是因为兄弟姐妹自己对大约一半的图片进行了分类。目标儿童与母亲一起时比与兄弟姐妹一起时更多地对物体和类别进行标注。这些发现表明，母亲和兄弟姐妹在如何理解任务目标方面存在重要差异，为目标儿童提供了不同的教学方式以供学习。
