관찰 학습에서 나타나는 아동의 모방특성: 인과적 이해를 중심으로
Scoping Toddlers’ imitational characteristics through observational learning: Causal Understanding
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아동은 다른 사람의 행동을 모방함으로써 문제를 해결하는 방법을 학습할 수 있다. 아동은 종종 이러한 과정에서 불필요한 부분까지 모방하는 과잉모방을 보이는 경우가 있다. 하지만 영아 또한 조건이 적절히 제공된다면, 관찰 대상의 의도를 알아차리고 합리적으로 필요한 부분을 선택하여 모방하는 것이 가능하다. 본 연구는 관찰을 통해 만 3-5세 아동이 도구사용능력을 학습하는 과정에서 관찰이 주어지는 조건에 따라 모방특성이 다른지에 대해 알아보고자 하였다. 문제해결과 관련된 정보가 제공된 아동은 제공되지 않은 아동보다 문제해결의 성공률이 높았다. 또, 불필요한 부분까지 관찰한 아동은 그렇지 않은 아동보다 과잉모방을 보이는 빈도가 높았다. 이와 더불어 전화를 받으면서 불필요한 행동을 보여준 집단은 같은 행동을 의도적으로 보여준 집단보다 불필요한 행동의 모방이 줄어들었고, 필요한 부분만 따라하는 선택적 모방이 증가하였다. 이는 아동이 타인의 의도를 고려하여 목적에 알맞게 합리적으로 모방할 수 있음을 보여준다.
Abstract
Children are naïve scientists with the ability to imitate and learn new skills. Children learn about the world and become efficient problem solvers through observation. Even though children's capacity to be imitative problem solvers is evident, there seems to be a unique aspect that remains overlooked. When children observe an adult’s unfamiliar behavior, children seem to be inclined to produce irrelevant and superfluous actions, and this phenomenon (referred to as “overimitation”), increases with age. However, when given a cue regarding the situational context, young children are able to show selective imitation, or emulation, that results in the same goal without reproducing an identical action performed by the model. These varied understanding of children’s imitative strategies and social learning are crucial issues that should be further addressed. Hence, the present study examines whether 3 to 5-year-old children can learn to use new tools through observation, and whether children's imitational characteristics vary across different observational contexts. The study included 174 children aged 3 to 5. Results indicate that toddlers provided with a relevant solution to the problem showed higher rates of success than did those who were provided an irrelevant solution. Also, toddlers who observed solutions that were first irrelevant, and then relevant, demonstrated higher rates of overimitation. In addition, the present results substantiated the idea that 3 to 5-year-old children show different imitative responses according to the context. In the accidental context, where children observed irrelevant actions while the person was on the phone, toddlers demonstrated selective imitation; or emulation. The results suggest that toddlers have the ability to consider other’s intentions and show rational imitation accordingly. This study not only provides an analysis of children’s imitational characteristics as a social learner (i.e. by showing overimitation), but also shows that children are rational emulators when given a cue based on a situational context.
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