社会性沟通影响学前儿童模仿学习的实验研究

An Experimental Study of the Effect of Social Communication on Preschoolers' Learning by Imitation

本研究采用目标定向任务探讨社会性沟通、年龄和目标情境三因素对学前儿童模仿学习的影响。108名3至5岁学前儿童被随机分配到有社会性沟通和无社会性沟通两个实验组,每个实验组中儿童分别在有目标和无目标两种情境中接受测试。研究结果发现:(1)有目标情境下,社会性沟通提高了儿童对实验人员演示行为方式的模仿;(2)随着年龄增长,儿童对实验人员演示方式模仿的忠实程度显著增加;(3)当实验人员与儿童无正常社会性沟通时,儿童在无目标情境中比在有目标情境中模仿了更多的行为方式。

Based on a goal-directed task, this study aims to explore how such factors as social commtmication, age and the goal-directed context affect preschoolers＇ learning by imitation, by testing 108 preschoolers aged 3-5, who were divided into the group with social communication and the group without social communication, with both the groups tested in a goal-directed context and a non-goal-directed context. The results indicate the following： （1） In the goal-directed context, social communication promoted the children＇s imitation of the demonstrations by the experimenters; （2） as the children grew up, their fidelity to their imitation of the demonstrations significantly increased; and （3） when they had no normal social communication with the experimenters, the children imitated more demonstrations in the non-goal-directed context than in the goal-directed context.