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Understanding "prior intentions" enables two-year-olds to imitatively learn a complex task

Research output: Contribution to journalArticlepeer-review

DOI

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Understanding "prior intentions" enables two-year-olds to imitatively learn a complex task. / Carpenter, Malinda; Call, Josep; Tomasello, Michael.

In: Child Development, Vol. 73, No. 5, 09.2002, p. 1431-1441.

Research output: Contribution to journalArticlepeer-review

Harvard

Carpenter, M, Call, J & Tomasello, M 2002, 'Understanding "prior intentions" enables two-year-olds to imitatively learn a complex task', Child Development, vol. 73, no. 5, pp. 1431-1441. https://doi.org/10.1111/1467-8624.00481

APA

Carpenter, M., Call, J., & Tomasello, M. (2002). Understanding "prior intentions" enables two-year-olds to imitatively learn a complex task. Child Development, 73(5), 1431-1441. https://doi.org/10.1111/1467-8624.00481

Vancouver

Carpenter M, Call J, Tomasello M. Understanding "prior intentions" enables two-year-olds to imitatively learn a complex task. Child Development. 2002 Sep;73(5):1431-1441. https://doi.org/10.1111/1467-8624.00481

Author

Carpenter, Malinda ; Call, Josep ; Tomasello, Michael. / Understanding "prior intentions" enables two-year-olds to imitatively learn a complex task. In: Child Development. 2002 ; Vol. 73, No. 5. pp. 1431-1441.

Bibtex - Download

@article{061534b0c74f4f61b2e7897da9788ec2,
title = "Understanding {"}prior intentions{"} enables two-year-olds to imitatively learn a complex task",
abstract = "This study investigated children's understanding of others' intentions in a social learning context. Specifically, it investigated whether knowing an adult's prior intention before the adult gives a demonstration influences what children learn from the demonstration. In the five main experimental conditions, ninety-six 2-year-old children watched as an experimenter (E) pulled out a pin and opened the door of a box. Children in two No Prior Intention conditions saw this demonstration alone or paired with an irrelevant action. Children in three Prior Intention conditions knew what E was trying to do before the demonstration: they first saw E either attempt unsuccessfully to open the door, or visit and open several other containers, or they first saw that the door opened. Children opened the box themselves more often in each of these three conditions than in the two No Prior Intention conditions, even though children in all five conditions saw the exact same demonstration of how to open the box.",
keywords = "Child, Preschool, Cognition, Female, Humans, Imitative Behavior, Intention, Learning, Male, Photic Stimulation, Videotape Recording",
author = "Malinda Carpenter and Josep Call and Michael Tomasello",
year = "2002",
month = sep,
doi = "10.1111/1467-8624.00481",
language = "English",
volume = "73",
pages = "1431--1441",
journal = "Child Development",
issn = "0009-3920",
publisher = "Wiley-Blackwell",
number = "5",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Understanding "prior intentions" enables two-year-olds to imitatively learn a complex task

AU - Carpenter, Malinda

AU - Call, Josep

AU - Tomasello, Michael

PY - 2002/9

Y1 - 2002/9

N2 - This study investigated children's understanding of others' intentions in a social learning context. Specifically, it investigated whether knowing an adult's prior intention before the adult gives a demonstration influences what children learn from the demonstration. In the five main experimental conditions, ninety-six 2-year-old children watched as an experimenter (E) pulled out a pin and opened the door of a box. Children in two No Prior Intention conditions saw this demonstration alone or paired with an irrelevant action. Children in three Prior Intention conditions knew what E was trying to do before the demonstration: they first saw E either attempt unsuccessfully to open the door, or visit and open several other containers, or they first saw that the door opened. Children opened the box themselves more often in each of these three conditions than in the two No Prior Intention conditions, even though children in all five conditions saw the exact same demonstration of how to open the box.

AB - This study investigated children's understanding of others' intentions in a social learning context. Specifically, it investigated whether knowing an adult's prior intention before the adult gives a demonstration influences what children learn from the demonstration. In the five main experimental conditions, ninety-six 2-year-old children watched as an experimenter (E) pulled out a pin and opened the door of a box. Children in two No Prior Intention conditions saw this demonstration alone or paired with an irrelevant action. Children in three Prior Intention conditions knew what E was trying to do before the demonstration: they first saw E either attempt unsuccessfully to open the door, or visit and open several other containers, or they first saw that the door opened. Children opened the box themselves more often in each of these three conditions than in the two No Prior Intention conditions, even though children in all five conditions saw the exact same demonstration of how to open the box.

KW - Child, Preschool

KW - Cognition

KW - Female

KW - Humans

KW - Imitative Behavior

KW - Intention

KW - Learning

KW - Male

KW - Photic Stimulation

KW - Videotape Recording

U2 - 10.1111/1467-8624.00481

DO - 10.1111/1467-8624.00481

M3 - Article

C2 - 12361310

VL - 73

SP - 1431

EP - 1441

JO - Child Development

JF - Child Development

SN - 0009-3920

IS - 5

ER -

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