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Imitation situations: Learning to USE others as a resource for further activity

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  1. Tez No: 770576
  2. Yazar: JEDEDİAH WİLFRED PAPAS ALLEN
  3. Danışmanlar: Belirtilmemiş.
  4. Tez Türü: Doktora
  5. Konular: Psikoloji, Psychology
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2012
  8. Dil: İngilizce
  9. Üniversite: Lehigh University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 265

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Özet (Çeviri)

Developmental social-cognition research is dominated by the presumed ubiquity of Folk Psychology (FP). Folk psychology is the assumption that people typically navigate and coordinate their social environment through the ascription of mental states to others. The current paper offers Interactivism (Bickhard, 2011) as alternative perspective on developmental social-cognition in general and on imitation research in particular. Mentalism researchers assume that FP is an essential aspect of imitation activity. In contrast, from the interactivist perspective, imitation activity is understood as a heuristic form of problem-solving in which children are learning how to make use of others as a resource for further functioning. In this general sense, imitation can be characterized as a form of“self-scaffolding”(learning to learn) that is always a product of both the cognitive and motivational aspects of the child that are themselves relative to the broader social situation. A single study was used to explore three implications of the interactivist perspective. The first implication challenged the adequacy of“active-action”paradigms to explore children's understanding of others' mental states in general and their falsebeliefs in particular. The primary conclusion being that they are not diagnostically adequate for demonstrating the presence of false-beliefs in particular nor mental states of any kind in general. The second implication challenged existing interpretations of the recently coined phenomenon of“over-imitation”(imitation of causally irrelevant steps on artifacts). The main conclusion from this study was that children make presumptions of relevance on the basis of previous learning, current motivational processes and always with respect to the broader social context. The third implication tested an empirical prediction unique to the interactivist perspective. The relevant conclusion from this prediction is that children are not able to explicitly reason about the mental states of self or other until age 3.5-4

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