24-Month-Olds Use Conceptual Similarity to Solve New Problems after a Delay

Autor/inn/en	Hayne, Harlene; Gross, Julien
Titel	24-Month-Olds Use Conceptual Similarity to Solve New Problems after a Delay
Quelle	In: International Journal of Behavioral Development, 39 (2015) 4, S.339-345 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025415579227
Schlagwörter	Infants; Verbal Communication; Problem Solving; Cognitive Ability; Novelty (Stimulus Dimension); Task Analysis; Cues; Experimental Groups; Imitation; Control Groups; Transfer of Training + Suchen Sie Ihr Suchwort? Infant; Toddler; Toddlers; Kleinkind; Problemlösen; Denkfähigkeit; Aufgabenanalyse; Stichwort; Training; Transfer; Ausbildung
Abstract	In this experiment, we used the deferred imitation paradigm to assess 24-month-olds' ability to use conceptual similarity to solve new problems after a delay. Infants in the experimental condition participated in four sessions that were each separated by 24 h. In Session 1, the experimenter modeled three target actions using one set of stimuli and in Session 2, infants were tested with a novel set of stimuli that could be used to perform the same target actions. To emphasize the functional similarity of the two sets of stimuli, the experimenter provided the same unique verbal label for them during the demonstration (Session 1) and the test (Session 2). In Session 3, the experimenter modeled three new target actions with another new set of stimuli, and in Session 4, infants were tested with a novel set of stimuli that could be used to perform these same target actions. No verbal cues were provided during Sessions 3 and 4. Infants in the experimental condition exhibited excellent imitation during Session 4 even though they were tested with completely different stimuli in the absence of verbal cues. The performance of the control groups illustrated that imitation in Session 4 was not based on prior successful imitation alone or on exposure to multiple stimuli across successive sessions. Instead, we conclude that infants used the conceptual relation between the imitation problems as a basis of knowledge transfer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01