Imitasi selektif menunjukkan anak-anak peserta didik sosial fleksibel--T-REC-komunitas reptil-semarang--KSE-komunitas satwa eksotik

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Imitasi selektif menunjukkan anak-anak peserta didik sosial fleksibel

Date:

July 27, 2015

Source:

University of Texas at Austin

Summary:

Anak-anak fleksibel memilih kapan untuk meniru dan kapan harus berinovasi perilaku orang lain , psikolog telah menemukan , menunjukkan bahwa anak-anak peserta didik sosial dewasa sebelum waktunya .

........... " Tidak ada anak-anak lebih tertarik daripada orang lain , " kata psikolog UT Austin Cristine Legare . " Mendapatkan keterampilan dan praktek kelompok sosial mereka adalah tugas mendasar masa kanak-kanak . "

Dalam rangka untuk berfungsi dalam kelompok sosial mereka , anak-anak harus belajar baik keterampilan teknis dengan tujuan instrumental, seperti menggunakan garpu dan pisau untuk memotong makanan , dan konvensi sosial dengan tujuan berdasarkan kesesuaian sosial , seperti bentuk ucapan ( misalnya : jabat tangan , mencium dan membungkuk ) .....more

Selective
imitation shows children are flexible social learners, study finds

Date:

July 27, 2015

Source:

University of Texas at Austin

Summary:

Children flexibly choose when to imitate and when to innovate the behavior
of others, psychologists have found, demonstrating that children are precocious
social learners.

..........................

Psychologists at The University of Texas at Austin found that children
flexibly choose when to imitate and when to innovate the behavior of others,
demonstrating that children are precocious social learners.

"There's nothing children are more interested in than other
people," said UT Austin psychologist Cristine Legare. "Acquiring the
skills and practices of their social groups is the fundamental task of
childhood."

In order to function within their social groups, children have to learn
both technical skills with instrumental goals, such as using a fork and knife
to cut food, and social conventions with goals based on social conformity, such
as forms of greeting (for example: handshakes, kissing and bowing).

This research demonstrates that children are sensitive to the distinction
between instrumental and conventional goals and flexibly adapt their behavior
accordingly.

"The more carefully you imitate a social convention, the better, more
reliable group member you are. Tasks with instrumental goals allow for more
innovation," Legare said. "Young children adjust how carefully they
imitate and when they innovate, depending on the perceived goal of the behavior
or reason for action."

Legare and her colleagues examined imitative and innovative behavior in
children between the ages of 4 and 6 after watching one of two videos that
illustrated conventional and instrumental uses of various geometric objects and
a box.

Both videos showed an experimenter performing a pattern of arbitrary but
intentional tasks with the objects. In the conventional video, the start- and
end-state of the objects was identical. But in the instrumental video, the
experimenter used the final object in the pattern to open the box and place the
object inside. After the video, children were given the same group of objects.

The children imitated the conventional behavior with higher fidelity. Those
who observed an instrumental behavior engaged in more innovative behavior.

In a second study, children were also more accurate in detecting variation
in conventional than instrumental behavior, suggesting that conventional
behavior is driven by expectations for social conformity.

"We are socially oriented in ways that other species are not, and we
are very well equipped to acquire and adapt to the culture and skills of
previous generations," Legare said.

"The core insight here is that children adapt their imitative and
innovative behavior to different goals, even at very young ages, demonstrating
that humans as a species are flexible, social learners," Legare said.
"Our research demonstrates that the early-developing distinction between
instrumental and conventional behavior is fundamental to cultural learning in
our species."







Story Source:

The above post is reprinted from materials provided byUniversity
of Texas at Austin. Note: Materials may be edited for content
and length.







Journal Reference:

1.   
Cristine H. Legare, Nicole J. Wen, Patricia A. Herrmann, Harvey
Whitehouse. Imitative flexibility and the development of cultural
learning. Cognition, 2015; 142: 351 DOI: 10.1016/j.cognition.2015.05.020

http://www.sciencedaily.com/releases/2015/07/150727130823.htm

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