文献类型：期刊文献

中文题名：婴儿如何认识他心:“似我”假说述评

英文题名：An Explanation for Infants’ Understanding of Other Minds:The “Like Me” Hypothesis

作者：孙洋洋[1];陈巍[1,2]

机构：[1]绍兴文理学院大脑、心智与教育研究中心,绍兴312000;[2]中国人民大学哲学与认知科学交叉平台,北京100080

年份：2022

卷号：45

期号：5

起止页码：1099

中文期刊名：心理科学

外文期刊名：Journal of Psychological Science

收录：CSTPCD、、国家哲学社会科学学术期刊数据库、社科基金资助期刊、北大核心、CSCD、CSSCI、北大核心2020、CSCD_E2021_2022、CSSCI2021_2022

基金：浙江省哲学社会科学规划青年项目(21NDQN281YB);浙江省哲学社会科学规划新兴交叉学科重大扶持项目(21XXJC05ZD)的资助。

语种：中文

中文关键词：婴儿;“似我”;模仿;第一人称体验;他心;社会认知

外文关键词：infants;“like me”hypothesis;imitation;first-person experience;other minds;social cognition

中文摘要：Meltzoff的“似我”假说认为,婴儿借助“我他对等”认识解读他人行为和心理状态,通过他人间的互动信息推断和调整自身行为。“似我”认识以动作表征为基础,借助第一人称体验建立双向映射,对“似我”之人进行因果推理,由此构成发展路径引导婴儿认识他心。注视追随与模仿两种初级社会学习机制进一步丰富了婴儿对社交关系的理解,使人类学习的渠道突破了自我体验的局限而变得更加多元。

外文摘要：How do infants in the initial state view the human behaviors similar to their own? How do they interpret the external behaviors and internal perceptions of others? Meltzoff and his colleagues conducted a series of studies and explained the above questions through the framework of “like me”.This hypothesis shows that infants already have a sense of “it is like me” at the very beginning of social interactions. Focusing on the experimental evidence of theoretical hypothesis and influencing factors on the “like me”, this review generalized the components and development approaches of the impressive hypothesis, and the inspiration it has given to our parenting and educational practices.The fundamental view of the “like me” hypothesis is that infants can interpret others as their own which have a similar mental state by means of the recognition of self-other equivalences. Thus, it provides infants with an interpretive framework for understanding the behaviors they observed.In this regard, infants are given rise to perceiving the structural congruence between the actions performed by others they see and by themselves,comprehending goal-directed actions of others, and guiding their own subsequent actions by “grabbing” the interactive information of others.Perceiving the same agent as “like me” is a social primitive. Importantly, these primordial experiences are accomplished by a combination of action representation, first-person experience and understanding of other minds. Under the interaction of these three components, infants can inspect their own acts-as-felts or acts-as-seen in others via observation and imitation, and thus to form a self-other mapping. Distinguishing the information from exteroception(perception of others) and proprioception(perception of self) can be achieved by the system of action representation. Moreover,infants can also interpret other people’s intentions, desires, or objectives according to their own actions and experiences. These three essential components compose the infant’s initial state and also become an intrinsic power propelling the human infants forward into an increasingly adultlike world. Concerning two social learning mechanisms that are based on the “like me” cognition, gaze-following and imitation illuminate meaningful functions of bidirectional learning, which involves the perception and production to the development of social cognition with human infancy.In recent years, although different researchers have come to different views on the initial state of social cognition, nearly all studies acknowledge the positive role of bidirectional learning in children’s development. First, based on the "like me" framework, we concluded that the same mental experiences play an important role in improving the social cognition of infants and young children. It is more likely to form a feeling of “likeness”among their partners, and their empathy ability in particular. Second, the framework provides only a partial story about understanding others as intentional agents. Children in developing also need to acquire the ability to distinguish between "my perspective", "your perspective" and "objective perspective" and coordinate their conflicts. Third, different researchers have different views on the causality between imitation and other minds, which still needs to be further proved. Finally, by constructing social interaction in understanding other minds, individuals need to use the second-person perspective. Therefore, it makes it possible for researchers to consider the interrelationship between the first-person, the third-person, and the secondperson more effectively in the future.