Imitation- modelisation : modalites sociales des acquisitions
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Abstract EN:
The imitation by children has been considered here within an integrating perspective it has a double function - as instrument of acquisition and means or relationships- communication - and brings into play interpersonal situations. The survey proposed focuses on the function of acquisition as a complementary factor of other procedures. The place of the imitation as instrument of acquisition has been ewamined in three fields of behaviour : linguistic and communication behaviour, abilities relating to social situations (have been successively considered : peer relationships, acquisitions relating to social roles, the set up of prosocial behaviour and tentatives to remedy the isolation and aggressive behaviour), and finally, the field of behaviour concer- ned with the acquisition of logical-mathematical concepts and problem solving. The imitation has been considered within its interpersonal dimension. In some cases, imitation can form an interactive system where the behaviour of both the imitator and the imitated is subject to modifications. We have put forward an analysis of the imitation-modelisation functioning in an interactive situation. Finally, the relation- ship between the observer and the model, whose effects on the acquisition is of par- particular importance, has given ground to a study of certain specific relations set in everyday situations : we have ewamined the role of parental models, siblings, peers as well as that of the media models interacting together. We have suppoted a social conception of cognitive development which grants the status of developmental factor to the social interaction. We hold the position that cognitive conflict and social marking are the driving-force of progress. Similarly, we have shown that imitation-mo- delisation is also a factor of progress within the framework of asymmetrical rela- tions which characterize mother-child dyades and, more generally, adult-child dyades typical of many educative relationships. Acting as an instrument, the imitation sets into action cognitive activities of the subject. As such, it cannot possible be confu- sed with a passive impregnation which characterizes social influence. The imitation makes up an active process of taking, selecting and processing of information. In sup- port of our thesis, we have proposed a critical analysis fo the literature concerned and also presented a number of publ
Abstract FR:
L'imitation est consideree chez l'enfant dans une perspective integree : elle exerce une double fonction - instrument d'acquisition et moyen de relations-communi- cations-et elle met en jeu des situations interpersonnelles. L'etude proposee se centre sur la fonction d'acquisition, complementaire d'autres procedures. La place de l'imitation comme instrument d'acquisition est examinee dans trois champs de con- duites : les conduites langagieres et de communication, les savoir-faire lies aux situations sociales (relations entre pairs, acquisitions relatives aux roles sociaux mise en place des conduites prosociales et remediation a l'isolement et aux condui- tes agressives), acquisition des concepts et resolution de problemes. L'imitation est consideree dans sa dimension interpersonnelle. Elle peut consti- tuer une modalite interactive ou sont modifiees les conduites de l'imitateur comme celles de l'imite. Nous proposons une analyse du fonctionnement de l'imitation -mo- delisation en situation interactive. Enfin, la relation observateur-modele -particu- lierement importante dans ses effets sur les acquisitions- donne lieu a l'examen de certaines relations dans les situations quotidiennes : le role des modeles parentaux, de la fratrie, des pairs, des modeles mediatiques, envisages dans leurs interactions. Nous adherons a une conception sociale du developpement cognitif, conception qui accorde a l'interaction sociale un statut de facteur de developpement. Nous re- tenons le conflit cognitif et le marquage social comme moteurs de progres. Dans les relations asymetriques propres aux dyades adulte-enfant caracteristiques de nombreu- ses relations educatives, nous montrons que l'imitation modelisation est un facteur de progres au meme titre. Dans sa fonction instrumentale l'imitation met en oeuvre les activites cogni- tives du sujet. Elle ne saurait etre confondue avec l'impregnation passive qui carac- terise l'influence sociale. Elle constitue un processus actif de prise, de selection et de traitement des informations. A l'appui de cette these nous proposons une analyse critique de la litterature. Nous presentons egalement quelques recherches empiriques personnelles, publiees ou inedites.