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71.
Across the lifespan and across populations, humans ‘overimitate’ causally unnecessary behaviors. Such irrelevant‐action imitation facilitates faithful cultural transmission, but its immediate benefits to the imitator are controversial. Over short time scales, irrelevant‐action imitation may bootstrap artifact exploration or interpersonal affiliation, and over longer time scales it may facilitate acquisition of either causal models or social conventions. To investigate these putative functions, we recruited community samples from two under‐studied populations: Yasawa, Fiji, and Huatasani, Peru. We use a two‐action puzzle box: first after a video demonstration, and again one month later. Treating age as a continuous variable, we reveal divergent developmental trajectories across sites. Yasawans (44 adults, M = 39.9 years, 23 women; 42 children, M = 9.8 years, 26 girls) resemble documented patterns, with irrelevant‐action imitation increasing across childhood and plateauing in adulthood. In contrast, Huatasaneños (48 adults, M = 37.6 years, 33 women; 47 children, M = 9.3 years, 13 girls) evince a parabolic trajectory: adults at the site show the lowest irrelevant‐action imitation of any demographic set in our sample. In addition, all age sets in both populations reduce their irrelevant actions at Time 2, but do not reduce their relevant‐action imitation or goal attainment. Taken together, and considering the local cultural contexts, our results suggest that irrelevant‐action imitation serves a short‐term function and is sensitive to the social context of the demonstration. 相似文献
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Viridiana L. Benitez Federica Bulgarelli Krista Byers‐Heinlein Jenny R. Saffran Daniel J. Weiss 《Developmental science》2020,23(2)
Language acquisition depends on the ability to detect and track the distributional properties of speech. Successful acquisition also necessitates detecting changes in those properties, which can occur when the learner encounters different speakers, topics, dialects, or languages. When encountering multiple speech streams with different underlying statistics but overlapping features, how do infants keep track of the properties of each speech stream separately? In four experiments, we tested whether 8‐month‐old monolingual infants (N = 144) can track the underlying statistics of two artificial speech streams that share a portion of their syllables. We first presented each stream individually. We then presented the two speech streams in sequence, without contextual cues signaling the different speech streams, and subsequently added pitch and accent cues to help learners track each stream separately. The results reveal that monolingual infants experience difficulty tracking the statistical regularities in two speech streams presented sequentially, even when provided with contextual cues intended to facilitate separation of the speech streams. We discuss the implications of our findings for understanding how infants learn and separate the input when confronted with multiple statistical structures. 相似文献
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Gloria I‐Ling Chien 《Teaching Theology & Religion》2020,23(2):96-109
While scholarly discussions on Jesuit education are plentiful, inquiries related to Ignatian pedagogy are rare. This article examines the applications of Ignatian pedagogy by juxtaposing it with the analysis of a Buddhist‐inspired and interdisciplinary contemplation program, Cognitively‐Based Compassion Training® (CBCT®). Drawing from the author's experience in teaching CBCT® at a Jesuit University, this article explores how CBCT® aligns with the Ignatian Pedagogical Paradigm's five elements: context, experience, reflection, action, and evaluation. This study uses psychometrical measurements, such as the Compassionate Love for Humanity Scale, to document how my interdisciplinary approach may enhance participants' emotional well‐being and widen their ethical concerns. As these outcomes are inherently cross‐disciplinary and include intellectual and affective dimensions, they cannot be achieved through a single field. Building a bridge between the Ignatian Pedagogical Paradigm and CBCT® provides a successful strategy for the educational objectives of developing the whole person and forming a compassionate character. 相似文献
74.
ObjectiveGiven our limited understanding of mentoring in sport, reviewing research from other disciplines has the potential to advance knowledge in this context. Therefore, the purpose of this study was to synthesize and evaluate the mentoring literature across disciplines in order to bridge existing knowledge and to situate the mentoring in sport literature.DesignA citation network analysis.MethodA comprehensive literature search was conducted to locate influential career mentoring articles, books, and book chapters across all disciplines. Subsequently, this body of literature was evaluated using citation network to (a) identify the major career mentoring disciplines, (b) locate the most influential career mentoring texts, (c) evaluate the transfer of knowledge across disciplines, and (d) situate and evaluate the mentoring in sport literature.ResultsThe literature search resulted in a mentoring network of 1,819 texts and 10,951 citation links. Five major mentoring disciplines emerged: academic medicine, industrial and organizational psychology, education, nursing, and psychology. The industrial and organizational psychology and academic medicine disciplines were the most substantial mentoring disciplines. Further, the findings suggest the literature is relatively disconnected within and across disciplines. In regard to sport, the mentoring research represented 1.47% of the full-network (29 texts and 50 citation relations) and is interwoven into the industrial and organizational psychology literature.ConclusionGiven the limited sport texts uncovered in the citation network analysis, sport scholars can stand to benefit from the wealth of existing career mentoring literature in other disciplines. Accordingly, the identification of seminal career mentoring disciplines and texts serves to provide sport mentoring scholars with a roadmap to further promote the advancement and dissemination of mentoring knowledge and research. 相似文献
75.
ObjectivesGrounded in self-determination theory (SDT), the main aim of this study was to examine the longitudinal associations between teacher autonomy support, students’ basic psychological need satisfaction and life skills development in physical education (PE).DesignThis study employed a two-wave longitudinal research design.MethodStudents (N = 266, Mage = 12.94 years, SD = 0.70) completed measures assessing perceived autonomy-supportive teaching, need satisfaction (autonomy, competence, and relatedness), and life skills development in PE (teamwork, goal setting, social skills, problem solving and decision making, emotional skills, leadership, time management, and interpersonal communication). Data collections took place during week 6 (timepoint 1; T1) and week 15 (timepoint 2; T2) of the autumn school term.ResultsCross-lagged panel analyses showed that T1 teacher autonomy support did not significantly predict students’ three basic psychological needs, total need satisfaction or life skills development at T2. Students’ T1 total need satisfaction positively predicted their development of all eight life skills at T2. Additionally, students’ T1 autonomy satisfaction positively predicted their teamwork, social skills, emotional skills, leadership, and interpersonal communication skills at T2, T1 competence satisfaction positively predicted students’ teamwork skills at T2, and students’ T1 relatedness satisfaction positively predicted their social skills at T2.ConclusionsProviding partial support for SDT, the findings highlighted that satisfaction of students’ three basic psychological needs had some positive effects on students’ life skills development in PE. As such, a climate that satisfies students’ basic psychological needs should help to develop their life skills in PE. 相似文献
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