@masterthesis{Pelikan2020, type = {Bachelor Thesis}, author = {Pelikan, Lilli}, title = {Einfluss des p{\"a}dagogischen Interaktionsstils auf initiale Imitation oder Exploration bei 3-J{\"a}hrigen}, doi = {10.25932/publishup-48125}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-481250}, school = {Universit{\"a}t Potsdam}, pages = {56}, year = {2020}, abstract = {Die vorliegende Bachelor-Arbeit befasst sich mit der Frage, welchen Einfluss der p{\"a}dagogische Interaktionsstil auf eine initiale Handlung (Imitation vs. Exploration) bei 3-J{\"a}hrigen hat. An dieser experimentellen Studie in Kinderg{\"a}rten nahmen N = 39 Kinder teil, die verschiedene Handlungen mit neuartigen Objekten an einem Spielzeug (der Unusual-Box) demonstriert bekommen haben. Der Untersuchungsgegenstand war, ob Kinder bei einer p{\"a}dagogischen Instruktion mehr imitieren und demnach weniger explorieren als bei einer Fragen-Instruktion und ob die Latenz der initialen Handlungen mit dem p{\"a}dagogischen Interaktionsstil zusammenh{\"a}ngt. Es wurden zudem Alterseffekte untersucht, ob {\"a}ltere Kinder mehr imitieren als J{\"u}ngere. Die Ergebnisse zeigen, dass p{\"a}dagogisch instruierte Kinder h{\"a}ufiger als erste Reaktion eine Imitation produzieren, als Kinder, denen p{\"a}dagogische Fragen w{\"a}hrend der Demonstration gestellt werden. Unterschiede in der Latenz der beiden Handlungstypen und Alterseffekte ließen sich aus den vorliegenden Daten nicht finden. Aus den Ergebnissen dieser Studie k{\"o}nnte abgeleitet werden, dass die Art der Instruktion in der p{\"a}dagogischen Praxis induziert, welcher Handlungstyp bei den Kindern hervorgerufen wird. Aufgabenabh{\"a}ngig k{\"o}nnte dadurch gezielt der Weg geebnet werden f{\"u}r soziales Lernen in Form von Imitation und individuelles Lernen in Form von Exploration.}, language = {de} } @article{PatzwaldElsner2019, author = {Patzwald, Christiane and Elsner, Birgit}, title = {Do as I say - or as I do?!}, series = {Infant behavior \& development : an international and interdisciplinary journal}, volume = {55}, journal = {Infant behavior \& development : an international and interdisciplinary journal}, publisher = {Elsevier}, address = {New York}, issn = {0163-6383}, doi = {10.1016/j.infbeh.2019.03.004}, pages = {46 -- 57}, year = {2019}, abstract = {Infants use behavioral and verbal cues to infer another person's action intention. However, it is still unclear how infants integrate these often co-occurring cues depending on the cues' coherence (i.e., the degree to which the cues provide coherent information about another's intention). This study investigated how 18- and 24-month-olds' (N = 88 per age group) action selection was influenced by varying the coherence of a model's verbal and behavioral cues. Using a between-subjects design, infants received six trials with different stimulus objects. In the conditions Congruent, Incongruent, and Failed-attempt, the model uttered a telic verb particle that was followed by a matching or contradicting goal-directed action demonstration, or by a non goal-directed slipping motion, respectively. In the condition Pseudo-word, a nonsense word was combined with a goal-directed action demonstration. Infants' action selection indicated an adherence to the verbal cue in Congruent, Incongruent, and Failed-attempt, and this was stronger in 24- than 18-month-olds. Additionally, in Incongruent and Failed-attempt, patterns of cue integration across the six trials varied in the two age groups. Regarding the behavioral cue, infants in Congruent and Pseudo-word preferentially followed this cue in both age groups, which also suggested a rather unspecific effect of the verbal cue in Congruent. Relatively longer first action-latencies in Incongruent and Failed-attempt implied that these types of coherence elicited higher cognitive demands than in Congruent and Pseudo-word. Results are discussed in light of infants' flexibility in using social cues, depending on the cue's coherence and on age-related social-cognitive differences.}, language = {en} } @article{ElsnerPfeifer2012, author = {Elsner, Birgit and Pfeifer, Caroline}, title = {Movement or goal Goal salience and verbal cues affect preschoolers' imitation of action components}, series = {Journal of experimental child psychology}, volume = {112}, journal = {Journal of experimental child psychology}, number = {3}, publisher = {Elsevier}, address = {San Diego}, issn = {0022-0965}, doi = {10.1016/j.jecp.2012.02.010}, pages = {283 -- 295}, year = {2012}, abstract = {The impact of goal salience and verbal cues given by the model on 3- to 5-year-olds' reproduction of action components (movement or goal) was investigated in an imitation choice task. Preschoolers watched an experimenter moving a puppet up or down a ramp, terminating at one of two target objects. The target objects were either differently colored plastic bowls (low-salient group) or sociofunctionally relevant objects (high-salient group). While demonstrating the action in several trials, the model verbalized either the movement, the goal, both the movement and the goal, or none of the components. Children imitated the action on a second ramp with reversed positions of the target objects, so they needed to decide whether to reproduce the observed movement or the observed end state. In the high-salient group, preschoolers preferentially imitated the goal component, whereas in the low-salient group, they did not show a preference for one of the components. Across trials, preschoolers preferentially imitated the goal when this component or both components were verbalized, whereas they showed no preference when the movement or none of the components was emphasized. Yet, verbal cues seemed to have stronger effects in the low-salient condition. We conclude that sociofunctional salience of action goals and communicative cues of the model affect young children's representation of observed actions, leading to a selective reproduction of those action components that are relevant to the child.}, language = {en} }