Décaillet M, Frick A, Lince X, Gruber T, Denervaud S. Variation in pedagogy affects overimitation in children and adolescents.
J Exp Child Psychol 2024;
241:105862. [PMID:
38320357 DOI:
10.1016/j.jecp.2024.105862]
[Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Revised: 12/01/2023] [Accepted: 01/07/2024] [Indexed: 02/08/2024]
Abstract
Children are strong imitators, which sometimes leads to overimitation of causally unnecessary actions. Here, we tested whether learning from a peer decreases this tendency. First, 65 7- to 10-year-old children performed the Hook task (i.e., retrieve a reward from a jar with tools) with child or adult demonstrators. The overimitation rate was lower after watching a peer versus an adult. Second, we tested whether experiencing peer-to-peer learning versus adult-driven learning (i.e., Montessori or traditional pedagogy) affected overimitation. Here, 66 4- to 18-year-old children and adolescents performed the Hook task with adult demonstrators only. Montessori-schooled children had a lower propensity to overimitate. These findings emphasize the importance of the teaching model across the school years. Whereas peer models favor selective imitation, adult models encourage overimitation.
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