 |
English
|
正體中文
|
简体中文
|
Post-Print筆數 : 27 |
Items with full text/Total items : 115790/146835 (79%)
Visitors : 56946083
Online Users : 393
|
|
|
Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/156950
|
| Title: | 教學線索與語言線索對嬰兒概括化模仿的影響
The Influence of Pedagogical and Linguistic Cues on Generalized Imitation in Infancy |
| Authors: | 黃啟泰 |
| Contributors: | 心理系 |
| Keywords: | 社會學習;模仿;意圖;自然教育學;概括化
Social learning;Imitation;Intention;Natural pedagogy;Generalization |
| Date: | 2022-05 |
| Issue Date: | 2025-05-13 |
| Abstract: | 模仿是幼兒從他人身上學習行為和技能的重要途徑。根據自然教育學理論，在模仿過程中，溝通線索不僅指引幼兒解讀大人意圖他們學習的訊息，且有助於做出概括性推斷。本計畫使用延宕模仿派典，修訂Gergely、Bekkering及Király（2002）的光盒作業，探討教學線索與語言線索對嬰兒習得概括性知識的影響。實驗1以視線接觸和口語互動（教學示範）或鈴聲（意圖示範）提示嬰兒觀看示範，探討溝通線索對概括化模仿的影響。如果溝通線索有助於嬰兒將示範解讀為向他們傳達概括性訊息，教學示範應該比意圖示範更能在大小改變的光盒上引發模仿。實驗2比較提供示範與施予測試的實驗者為同一人或不同一人對模仿的影響，探討溝通線索是否有助於嬰兒將示範解讀為可與他人分享的概括性訊息。以實驗1的發現為基礎，實驗3進一步改變燈盒的大小和顏色，評估概括化模仿的可能限制。實驗4比較新字提示和一般性口語線索對概括化模仿的影響。除了探討嬰兒是否將新字視為比情境限制線索更能傳達大人的溝通意圖，基於語言是文化傳承的溝通系統，實驗4的另一個假設是：如果嬰兒透過新字解讀示範者向他們溝通文化中所使用的傳統方式，新字應比一般性口語線索更能引發概括化模仿。實驗5進一步比較用新字命名動作與用新字命名物體對概括化模仿的影響。如果新字的增進效果是因為在句子中指涉動作，命名動作應比命名物體和一般性口語線索更能引發概括化模仿；反之，如果新字的作用在於提供文化關聯性，指引嬰兒注意光盒的種類、功能及使用規範等傳統特性，命名動作和命名物體應引發相似的概括化模仿，兩者皆顯著高於一般性口語線索。
Imitation is a powerful tool for infants to acquire behaviors and skills from other people. According to a prominent theory of natural pedagogy, when infants engage in imitative learning, they use ostensive communication to interpret the information an adult intends them to learn and to make generic inferences. In the present project, we modify the Gergely, Bekkering and Király (2002) task to examine the influence of pedagogical and linguistic cues on generalization in a deferred imitation paradigm. In Experiment 1, the experimenter guides infants to watch the demonstration through eye contacts and verbal cues (pedagogical demonstration) or using a buzzer (intentional demonstration), investigating whether generalized imitation is modulated by ostensive communication. If communicative cues promote inferred generalizability, pedagogical demonstration should be more likely than intentional demonstration to induce imitation even with object size change. The influence of change in interactional partner is assessed in Experiment 2. We explore the question of whether communicative cues guide infants to interpret observed information as generalizable to a person who is not present during demonstration. On the basis of Experiment 1 findings, Experiment 3 investigates the extent to which imitation is generalizable with changes in both object size and color. Experiment 4 compares the influence of novel word and general verbal cues on generalized imitation. We address the question of whether infants consider novel words more important than situational constraints in their interpretation of an adult's communicative intent. As language is an inherent communicative system of a culture, we hypothesize that if infants interpret the use of novel words as indication of conventional means actions to be learned, generalized imitation should occur more often following novel word prompts than following general verbal cues. In Experiment 5, we pose the question of whether a novel word prompts infants to imitate and generalize because it refers to the action verb in the sentence. The experimenter directs infants to watch the demonstration by providing a novel word that labels either the object or the action. If the tendency to generalize from imitation as hypothesized in Experiment 4 is due to infants’ insight into actions as referents of novel words, labeling actions should be more likely than labeling objects or general verbal cues to induce generalized imitation. By contrast, if infants simply treat novel words as conventional labels, guiding them to interpret both the object (artifact kind) and demonstration (conventional means to achieve artefact function) as culturally relevant, infants should benefit equally from labeling actions and labeling objects compared to general verbal cues. |
| Relation: | 科技部, MOST108-2410-H004-089-MY2, 108.08-110.07 |
| Data Type: | report |
| Appears in Collections: | [心理學系] 國科會研究計畫
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| index.html | | 0Kb | HTML | 13 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
著作權政策宣告 Copyright Announcement1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.
2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(
nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(
nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
