This is how we do it:Interpreting sub-efficient means actions of groupmembers in infancy and childhood
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- Tez No: 720989
- Danışmanlar: PROF. GYÖRGY GERGELY
- Tez Türü: Doktora
- Konular: Bilgisayar Mühendisliği Bilimleri-Bilgisayar ve Kontrol, Computer Engineering and Computer Science and Control
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2020
- Dil: İngilizce
- Üniversite: Central European Unıversıty
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: Belirtilmemiş.
Özet
Özet yok.
Özet (Çeviri)
Human children must acquire culture-specific conventional practices of their social groups to be competent members of their own communities. Given that such conventional knowledge forms are often cognitively opaque to be learned through individual exploration alone, in order to acquire cultural knowledge of their communities, young children must largely rely on the evidence provided by knowledgeable others and be ready to faithfully imitate seemingly inefficient and arbitrary means actions. The present work addresses whether representing social groups facilitates how infants and young children interpret, acquire and maintain sub-efficient means actions. The first study investigated whether 18-month-old infants selectively imitate cognitively opaque actions from models who speak the same language as their own language community in ostensive demonstration contexts. The main finding was that infants showed selective imitation of sub-efficient action demonstrations as a function of the language the demonstrators spoke. The second study explored whether 14- and 18-month old infants expect a particular opaque action form to be shared only among the members of the same social group. Neither 14-month-olds nor 18-month-olds were found to form expectations about how other group-members ought to act on a novel apparatus based on the prior ostensive demonstration of the sub-efficient action manner by a model who belonged to the same linguistic group as the infants and as the other agents in the scene. The third study probed pre-verbal infants' expectation of shared movement repertoire between animated characters belonging to the same social group and how this shared-movement expectation interacts with their efficiency expectation. The findings showed that expectation of a shared movement repertoire between agents acting in social groups influences 11-month-old infants' expectations of efficiency of goal directed actions. The final study explored whether preschoolers, in three age groups (4-, 5- and 6-year-olds), can treat sub-efficient action forms and their efficient alternatives in a CEU eTD Collection iii context-sensitive selective manner, depending on the social group membership of the demonstrator. Four-year-olds employed the cue of shared language to optimize acquiring and maintaining culturally shared sub-efficient action routines by selectively updating their action repertoire relying on their language-based evaluation of the demonstrator's culture-specific competence. In contrast, 5- and 6-year-olds adopted the efficient alternative independently of the demonstrator's language. The work presented in this thesis has built on different methodologies across different age groups to investigate how sub-efficient action routines are represented, acquired or maintained. Beginning from the age of 11-months infants show sensitivity to the sharedmovement repertoires of social groups. Before their second birthday they readily acquire subefficient routines from the informants speaking the same language as them. Around the age of 4 years they also rely on the informants' language as a cue of shared cultural ground and incorporate efficient alternatives into their knowledge repertoire depending on whether the informant speaks the same language as them. Taken together, this work extends previous research on children's social learning and early action understanding and provides evidence for how we use social categories from an early age on in order to make sense of the behaviors of others.
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