مقاله انگلیسی استدلال کودکان در مورد کارایی اقدامات دیگران
ترجمه نشده

مقاله انگلیسی استدلال کودکان در مورد کارایی اقدامات دیگران

عنوان فارسی مقاله: استدلال کودکان در مورد کارایی اقدامات دیگران: توسعه پیش بینی عقلانی
عنوان انگلیسی مقاله: Children’s reasoning about the efficiency of others’ actions: The development of rational action prediction
مجله/کنفرانس: مجله روانشناسی تجربی کودک - Journal of Experimental Child Psychology
رشته های تحصیلی مرتبط: روانشناسی
گرایش های تحصیلی مرتبط: روانشناسی بالینی کودک و نوجوان
کلمات کلیدی فارسی: پیش بینی کنش منطقی، کارایی، درک هدف، استدلال، پیش بینی اقدام، موضع غایت شناختی
کلمات کلیدی انگلیسی: Rational action prediction - Efficiency - Goal understanding - Reasoning - Action anticipation - Teleological stance
نوع نگارش مقاله: مقاله پژوهشی (Research Article)
نمایه: Scopus - Master Journals List - JCR
شناسه دیجیتال (DOI): https://doi.org/10.1016/j.jecp.2020.105035
دانشگاه: Universität München, Munich, Germany
صفحات مقاله انگلیسی: 25
ناشر: الزویر - Elsevier
نوع ارائه مقاله: ژورنال
نوع مقاله: ISI
سال انتشار مقاله: 2021
ایمپکت فاکتور: 2.301 در سال 2020
شاخص H_index: 110 در سال 2021
شاخص SJR: 1.841 در سال 2020
شناسه ISSN: 0022-0965
شاخص Quartile (چارک): Q1 در سال 2020
فرمت مقاله انگلیسی: PDF
وضعیت ترجمه: ترجمه نشده است
قیمت مقاله انگلیسی: رایگان
آیا این مقاله بیس است: بله
آیا این مقاله مدل مفهومی دارد: دارد
آیا این مقاله پرسشنامه دارد: ندارد
آیا این مقاله متغیر دارد: دارد
کد محصول: E15303
رفرنس: دارای رفرنس در داخل متن و انتهای مقاله
فهرست مطالب (انگلیسی)

Highlights

Abstract

Keywords

Introduction

Study 1a

Study 1b

Study 2

Study 3

Study 4: Integrative analysis

General discussion

Acknowledgments

Appendix A. Supplementary material

References

بخشی از مقاله (انگلیسی)

Abstract

The relative efficiency of an action is a central criterion in action control and can be used to predict others’ behavior. Yet, it is unclear when the ability to predict on and reason about the efficiency of others’ actions develops. In three main and two follow-up studies, 3- to 6-year-old children (n = 242) were confronted with vignettes in which protagonists could take a short (efficient) path or a long path. Children predicted which path the protagonist would take and why the protagonist would take a specific path. The 3-year-olds did not take efficiency into account when making decisions even when there was an explicit goal, the task was simplified and made more salient, and children were questioned after exposure to the agent’s action. Four years is a transition age for rational action prediction, and the 5-year-olds reasoned on the efficiency of actions before relying on them to predict others’ behavior. Results are discussed within a representational redescription account.

Introduction

Humans are not merely passive perceivers of other people’s behavior but rather have active expectations about how others’ actions unfold over time. Importantly, this is not only true for adults (Clark, 2013; Falck-Ytter, 2012; Fogassi et al., 2005); even young children predict other people’s future behavior (e.g., Boseovski, Chiu, & Marcovitch, 2013; Clement, Bernard, & Kaufmann, 2011; Grant & Mills, 2011; Poulin-Dubois, Brooker, & Chow, 2009). Infants attend to various characteristics of others’ actions (for a review, see Gredebäck & Daum, 2015), segment the stream of others’ actions into meaningful events (Friend & Pace, 2011; Pace, Carver, & Friend, 2013), and detect the failure of others’ behavior (Brandone & Wellman, 2009). Besides this, more complex abilities and a more differentiated understanding of human behavior seem to develop, based on these earlier competences, through the preschool years (Clement et al., 2011). Children’s perception and prediction of others’ behavior is related to their social competence (Slaughter, Imuta, Peterson, & Henry, 2015), and their capacity to predict others’ actions develops profoundly over the preschool years (Monroy, Gerson, & Hunnius, 2017; Schuwerk & Paulus, 2016). Consequently, the ontogenetic origins and early development of action prediction is a topic of vivid discussion in developmental psychology.