視線接触なしの社会的なつながり:観察学習中に第三者の共同注意を推断するために,近接触りを用いるのは18ヶ月ではない
Maleen Thiele1, Gustaf Gredebäck2, Daniel B M Haun1
1Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology.
Developmental psychology
|September 2, 2025
まとめ
赤ちゃんは 共同の注意のシグナルに基づいて 異なる方法で学習します 高齢の乳児は視覚的,身体的触覚を使いますが 幼い乳児は主に物体の記憶に 目の接触に頼ります
科学分野:
- 発達心理学
- 認知科学
- 幼児の社会的認知能力
背景:
- 早期の文化学習には 共同の注意が不可欠です
- 以前の研究では 視覚関節の注意を第一人称で調べていました
- 幼児期における様々な社会的つながりの 限られた理解
研究 の 目的:
- 幼児のオブジェクトメモリを新しい関節注意コンテキストで調査します.
- 観察された相互作用と物理的なヒントの役割を探求する.
- 共同注意信号の処理における発達変化を理解する.
主な方法:
- ドイツの9歳と18ヶ月の赤ん坊のオブジェクトコーディング作業
- 視覚刺激は 互いに目で見たり 身体的に触れたりします
- 新しいオブジェクトの検索時間優先度によるオブジェクトのエンコーディングの測定.
主要な成果:
- 18ヶ月の赤ちゃんは 目の接触,触覚,またはその両方を 強化したオブジェクトエンコーディングを示しました
- 9ヶ月の赤ちゃんのエンコーディングは 触覚とは関係なく 目の接触だけで改善しました
- 視覚のみから複数キューの共同注意処理への発達的シフトが観察されました.
結論:
- 幼児の関節の注意処理は 年齢とともに洗練され より多くのシグナルを取り入れます
- 共同注意は様々な社会状況に適応できる 柔軟な仕組みです
- 早期の社会学習は 人と人とのつながりの理解を 発展させることに依存しています
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