幼児の熱心な検索エラーは,実用的な誤った解釈によって引き起こされます
József Topál1, György Gergely, Adám Miklósi
1Research Institute for Psychology, Hungarian Academy of Sciences, Budapest H-1132, Hungary. topaljozsef@gmail.com
Science (New York, N.Y.)
|September 27, 2008
まとめ
赤ちゃんは,オブジェクトを隠すのにコミュニケーションのヒントが欠如しているときに,忍耐力のあるミスを少なくします. これは,記憶や抑制の問題だけでなく,解釈のバイアスが,幼児の検索行動に影響することを示唆しています.
科学分野:
- 発達心理学の心理学について
- 幼児における認知の発達
背景:
- 乳児は,以前報酬を受けた場所に繰り返し目を向けて,しばしば粘り強い検索エラーを発揮する.
- この行動は,通常,古い応答を抑制したり,新しいオブジェクトの位置を想起したりする難しさに起因する.
研究 の 目的:
- 幼児の粘り強い検索エラーにおけるコミュニケーションヒントの役割を調査する.
- 阻害や記憶の制限を超えた,継続的なエラーの代替説明を探求する.
主な方法:
- 10ヶ月の幼児は,物体を隠す作業に参加しました.
- このタスクは,実験者のコミュニケーションのヒントを伴って,または伴わずに,オブジェクトを隠すことでした.
- 幼児の検索行動が記録され,分析されました.
主要な成果:
- コミュニケーションのヒントが欠けていた場合,継続的な検索エラーが著しく減少した (81%から41%).
- 乳児は,No-Cue状態での忍耐力が低下したことを示した.
結論:
- オブジェクトを隠すタスクにおけるコミュニケーションのヒントは,幼児の解釈バイアスを生み出す可能性があります.
- このバイアスは,いくつかの文脈で学習を助ける一方で,隠れゲームで幼児を誤解することができます.
- 発見は,乳幼児の熱心な検索エラーの背後にあるメカニズムに関する新しい視点を提供します.
さらに関連する動画
関連する概念動画
01:14Piaget's Stage 1 of Cognitive Development
The sensorimotor stage, the initial phase of Jean Piaget's theory of cognitive development, spans the first two years of a child's life. During this period, infants actively engage with their surroundings, building cognitive awareness through direct interaction with the world. This interaction is primarily based on sensory perception and motor actions, allowing infants to gradually understand basic physical properties and predict how objects interact within their environment.
Exploration...
Exploration...
01:14Piaget's Stage 2 of Cognitive Development
The preoperational stage, the second of Jean Piaget's four stages of cognitive development, spans approximately ages 2 to 7 and is characterized by the emergence of symbolic thinking. During this stage, children use language, images, and symbols to represent objects and concepts, enabling them to engage in imaginative and pretend play. This symbolic thinking supports children's ability to perform make-believe actions, such as imagining a broom as a horse or their hand as a phone, blending...
01:21The Nativist Approach
The nativist approach to infant cognitive development proposes that infants are born with inherent knowledge structures that allow them to interpret the world almost immediately. This perspective contrasts with earlier developmental theories, such as those proposed by Jean Piaget, which emphasized a more gradual acquisition of cognitive abilities through interaction with the environment. One key concept in this approach is object permanence — the understanding that objects continue to exist...
01:22Purposive Learning
E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a bonus...
01:22Language Development
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
01:24Revisionist Views of Adolescent and Adult Cognition
A revisionist approach to Jean Piaget's theory of cognitive development has brought new insights that challenge and reinterpret his established ideas. Piaget proposed that the formal operational stage, emerging in adolescence, represents the culmination of cognitive maturity. During this stage, individuals are said to develop abstract thinking, engage in systematic problem-solving, and show a form of egocentrism, believing others are as preoccupied with their behavior as they are themselves.