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Imitation in Chinese Preschool Children: Influence of Prior Self-Experience and Pedagogical Cues on the Imitation of Novel Acts in a Non-Western Culture

机译:中国学龄前儿童的模仿:事先自我经验和教学线索对非西方文化的模仿的影响

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Both prior experience and pedagogical cues modulate Western children’s imitation. However, these factors have not been systematically explored together within a single study. This paper explored how these factors individually and together influence imitation using 4-year-old children born and reared in mainland China ( N = 210)—a country that contains almost one-fifth of the world’s population, and in which childhood imitation is under-studied using experimental methodology. The behavior of children in this culture is of special interest to theory because traditional East Asian culture places high value on conformity and fitting in with the group. Thus, high-fidelity imitation is emphasized in the local culture. This value, practice, or norm may be recognized by children at a young age and influence their imitative performance. In this study, we crossed prior self-experience and pedagogical cues, yielding four demonstration groups in addition to a control group. This design allowed us to investigate the degree to which Chinese preschoolers’ imitation was modulated by the two experimental factors. High-fidelity imitation was significantly modulated by prior self-experience but not by pedagogical cues, as measured by the number of novel acts imitated and also the serial order of these acts. This study (i) expands our understanding of factors that modulate imitation of novel behaviors in preschoolers and (ii) contributes to efforts to broaden research beyond Western societies to enrich our theories, particularly regarding social learning and imitation. Imitation is a key mechanism in the acquisition of culturally appropriate behaviors, mannerisms, and norms but who, what, and when children imitate is malleable. This study points to both cross-cultural invariants and variations to provide a fuller picture of the scope and functions of childhood imitation.
机译:先前的经验和教学线索都调制西方儿童的模仿。但是,这些因素在一项研究中没有系统地探索。本文探讨了这些因素,使用4岁的儿童在中国大陆(n = 210)-a含有世界人口的五分之一的国家,以及童年模仿的国家 - 使用实验方法。这种文化中儿童的行为对理论有特别感兴趣,因为传统的东亚文化将高价值与集团的合作置于符合性。因此,在当地文化中强调了高保真仿制。这种价值,实践或规范可以被年幼的儿童识别,并影响他们的模仿性能。在这项研究中,我们跨过先前的自我体验和教学提示,除了对照组外还产生四个示范组。这种设计使我们能够调查中国学龄前儿童模仿的两种实验因素的程度。通过先前的自我体验而不是由教学意见来显着调节高保真仿制,这是通过模仿的新手行为的数量以及这些行为的序列顺序来衡量。本研究(i)扩大了我们对调查学龄前儿童新行为的模仿的因素的理解,(ii)有助于促进西方社会超越西方社会的研究,以丰富我们的理论,特别是社会学习和模仿。模仿是获取文化适当的行为,举动和规范的关键机制,但谁,什么,孩子们模仿是可延展的。本研究指出了跨文化不变性和变化,以提供童年模仿的富裕范围和功能的富勒。

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