运动同步,社交学习和团队游戏环境中的亲密关系
Trinh Nguyen1,2,3, Bahar Tunçgenç4,5, Lauren Marsh6
1Department of Developmental and Educational Psychology, University of Vienna, Vienna, Austria.
Frontiers in psychology
|September 22, 2025
概括
游戏活动中的运动同步并没有增强学龄前儿童的社交亲密性,模仿或分享. 在群体环境中低同步水平可能解释了对社会学习缺乏观察到的影响.
科学领域:
- 发展心理学 发展心理学
- 社会神经科学是一种社会神经科学.
- 幼儿教育 儿童早期教育
背景情况:
- 游戏中的节奏互动对于早期的社会和认知发展至关重要.
- 运动同步与增加亲密性和亲社会行为有关,但其在群体社会学习中的作用未得到充分研究.
研究的目的:
- 为了调查拍手游戏中的运动同步是否影响学龄前儿童的归属,模仿,过度模仿和分享.
- 为了检查诱导运动同步与异步在小组环境中的影响.
主要方法:
- 幼儿园的孩子们参加了一个鼓掌游戏与实验者在一个小组的设置.
- 在儿童和成人伴侣之间实验性地操纵了运动同步和异步.
- 用贝叶斯分析来评估社会行为的差异.
主要成果:
- 没有找到可信的证据表明同步和异步伴侣之间的关联,模仿,超模仿或共享的差异.
- 操纵检查显示,尽管坚持刺激,总体运动同步性很低.
结论:
- 在有趣的群体环境中诱导足够的运动同步,以产生社会影响,具有挑战性.
- 需要进一步的研究来确定影响幼儿社会归属和学习所需的同步水平.
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