CAJ | 학술논문

模仿非任务相关动作的行为被称为过度模仿。研究以94名4~6岁儿童为被试,通过操纵无关动作与结果之间的关系,考察了儿童遵守规范的动机对过度模仿的影响。结果发现,当遵守规范导致不能得到想要的结果时,儿童没有表现出明显的过度模仿;而当遵守规范与得到结果不冲突时,儿童过度模仿的比例显著增加。这些结果说明遵守规范的动机影响儿童的过度模行为,当遵守规范的动机降低时,过度模仿行为减少。
모방비임무상관동작적행위피칭위과도모방。연구이94명4~6세인동위피시,통과조종무관동작여결과지간적관계,고찰료인동준수규범적동궤대과도모방적영향。결과발현,당준수규범도치불능득도상요적결과시,인동몰유표현출명현적과도모방;이당준수규범여득도결과불충돌시,인동과도모방적비례현저증가。저사결과설명준수규범적동궤영향인동적과도모행위,당준수규범적동궤강저시,과도모방행위감소。
Over-imitation refers to the phenomenon that people meticulously imitate all the actions done by the demonstrator, including those irrelevant to the objective of the task. The underlying mechanism of children＇s engagement in over-imitation has always been a heated topic in the field. The Automatic Causal Encoding （ACE） theory suggested that the reason why children copy irrelevant actions is that they automatically code them as causally relevant to the expected outcomes. That is, they think the irrelevant actions are necessary to finish the task. By contrast, the ＂norm learning＂ explanation of over-imitation goes against ACE. Evidence is that when researchers asked the children why they copied the irrelevant actions, the children＇s answers showed that they didn＇t treat them as outcome-relevant. Otherwise, children gave normative protecting words when others didn＇t copy irrelevant actions. This result revealed that children might copy irrelevant actions out of obeying norms. However, it remains unclear whether children would copy irrelevant actions in the condition where they do not want to obey norms. Thus, the present study aims to fill the gap by assessing the children＇s reaction when the motivation of obeying norms is low. Ninety-four 4- to 6-year-old children participated in the current research. Simple materials and actions were used to assure that children can distinguish between relevant and irrelevant actions. At first, children were asked to watch the experimenter perform the irrelevant action （lock the box） followed by the relevant action （lift up the lid and take out the sticker）. Then, they were allowed to get a sticker inside a box almost the same way as the experimenter did. Children were randomly assigned into one of the two experimental conditions. In the high-motivation condition, copying irrelevant actions led to successful reaching for the sticker. Whereas in the low-motivation condition, copying irrelevant actions would get the box locked, thus children would fail in getting the stickers. Therefore, children would not want to obey the norm of copying all the actions in the low- motivation condition. A Chi-square test of independence revealed that children were significantly more likely to over-imitate irrelevant actions in the high-motivation condition than in low-motivation condition, Z z（2, N = 94） = 26.38, p 〈 .001, Cramer＇s V = .53, with no age differences having been detected, High- motivation condition： Z ~ （2, N = 45） = 4.89, p = .087, Cramer＇s V = .33; low-motivation condition： Z 2（4, N = 49） = 5.60, p = .231, Cramer＇s V = .24. Especially in the low-motivation condition, only 28.60% children copied irrelevant actions （the ＂over-imitators＂）, whereas 44.90% omitted them （＂selective imitators＂）, and 26.50% were ＂hesitators＂ who stopped copying in the halfway and got the sticker successfully. On the contrary, in the high- motivation condition, 77.80% children copied the irrelevant actions, and only 22.20% children omitted them. It is obvious that children in the high- motivation condition showed strong tendency of copying irrelevant actions, but when they were confronted with the low-motivation condition, they turned out to omit irrelevant actions and get the stickers. The current study suggested that children in the experiment ha＇~e a tendency of obeying norms, and that is why they copied irrelevant actions in high-motivation conditions. Children were able to identify the irrelevant actions and omit them in the low-motivation condition when copying irrelevant actions would keep the expected outcomes away, so were the children in the high-motivation condition. The reason why they still copied these redundant actions was that they wanted to behave normatively like the experimenter. There was a trade-off between norms and outcomes when children were going to imitate.