第二人称人际互动中的婴儿学习:自然教育学假说评析  

Infants’Learning in Second-person Interpersonal Interaction:The Natural Pedagogy Hypothesis

作　　者：徐慧艳 王小英[1] 陈巍 XU Huiyan;WANG Xiaoying;CHEN Wei(Faculty of Education,Northeast Normal University,Changchun 130024;Department of Psychology,Tongji University,Shanghai 200092;Centre for Brain,Mind and Education,Shaoxing University,Shaoxing 312000)

机构地区：[1]东北师范大学教育学部,长春130024 [2]同济大学心理学系,上海200092 [3]绍兴文理学院大脑、心智与教育研究中心,绍兴312000

出　　处：《心理发展与教育》2025年第2期284-291,共8页Psychological Development and Education

基　　金：国家社会科学基金教育学重点课题(AHA200010)。

摘　　要：社会认知理论越来越突出第二人称动态互动对学习的重要性。认知发展心理学家Csibra和Gergely等人提出的自然教育学假说认为,婴儿在与成人面对面互动中基于对行为的目的论表征,能快速地理解“你”(成人)的教并且有效地完成“我”(婴儿)的学。自然教育学的发生机制由交流、示范与共享所构成,具体表现为婴儿敏感地接收到明示信号并识别出交际意图,产生指向性期望,并倾向于将“此时此地”的信息泛化为具有概括性的通用知识。自然教育学假说引领的第二人称互动方法在社会认知发展领域产生了深远影响,对儿童早期社会性学习具有重要意义,未来需要加强相关实证研究。Social cognition theories have increasingly highlighted the importance of second-person dynamic interactions on learning.The Natural Pedagogy hypothesis proposed by cognitive developmental psychologists Csibra and Gergely suggests that infants are able to quickly understand what“you”(the adult)are teaching and effectively complete“my”(the infant’s)knowledge learning based on teleological representations of behavior during face-to-face interactions.It occurs during communication,modeling,and generalization.Specifically,human infants are sensitive to ostensive signals,tend to develop referential expectations and interpret information as generalized knowledge.The second-person interaction approach led by the Natural Pedagogy hypothesis has a profound impact in social cognition and can be essential in children’s early social learning.In the future,relevant empirical research should be strengthened.

关 键 词：自然教育学 目的论 第二人称人际互动 

分 类 号：B844[哲学宗教—发展与教育心理学]