ABSTRACT The sibling relationship represents a unique bond characterized by a high degree of closeness and intimacy, which fosters teaching and learning. Two studies investigated associations between sibling-directed teaching, imitation as a learning strategy, and learner involvement during a semi-structured, video-taped construction task. Study 1 also examined associations with the teacher’s Theory of Mind (ToM) abilities; Study 2 focused on associations with birth order and sibling relationship quality. In both studies, siblings ranged from preschool-age to the cusp of middle childhood (Study 1 n = 61; Study 2 n = 72). Findings across both studies indicated that learners engaged in significantly more nonverbal than verbal imitation and imitation was predominately immediate and not deferred. Teachers responded to both verbal and nonverbal learner imitation positively, corrected, or did not respond. In Study 1, learner task involvement was predicted by learner age and nonverbal imitation, while teaching strategies that were positively related to the teacher’s ToM abilities were associated with learner imitation. In Study 2, younger siblings’ reports of a positive sibling relationship were significantly associated with learner imitation. Birth order differences were only evident for younger (but not older) sibling learner imitation and task involvement. Findings are discussed in light of relationships and social constructivist theories of development.

中文翻译：

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在兄弟姐妹教学中模仿作为一种学习策略

摘要 手足关系代表了一种独特的纽带，其特点是高度的亲密和亲密，促进了教与学。两项研究调查了兄弟姐妹指导教学、模仿作为一种学习策略以及学习者在半结构化、录像施工任务中的参与之间的关联。研究 1 还检查了与教师心理理论 (ToM) 能力的关联；研究 2 侧重于与出生顺序和兄弟姐妹关系质量的关联。在这两项研究中，兄弟姐妹的范围从学龄前到童年中期（研究 1 n = 61；研究 2 n = 72）。两项研究的结果表明，学习者参与的非语言模仿明显多于语言模仿，而且模仿主要是即时的，而不是延迟的。教师对语言和非语言学习者的模仿做出积极、纠正或不回应。在研究 1 中，学习者的任务投入由学习者年龄和非语言模仿预测，而与教师 ToM 能力正相关的教学策略与学习者模仿相关。在研究 2 中，弟弟妹妹报告的积极的兄弟姐妹关系与学习者的模仿显着相关。出生顺序差异仅在较年轻（但不是较年长）的兄弟姐妹学习者模仿和任务参与中表现出来。研究结果根据关系和社会建构主义发展理论进行讨论。而与教师ToM能力正相关的教学策略与学习者的模仿相关。在研究 2 中，弟弟妹妹报告的积极的兄弟姐妹关系与学习者的模仿显着相关。出生顺序差异仅在较年轻（但不是较年长）的兄弟姐妹学习者模仿和任务参与中表现出来。研究结果根据关系和社会建构主义发展理论进行讨论。而与教师的 ToM 能力正相关的教学策略与学习者的模仿相关。在研究 2 中，弟弟妹妹报告的积极的兄弟姐妹关系与学习者的模仿显着相关。出生顺序差异仅在较年轻（但不是较年长）的兄弟姐妹学习者模仿和任务参与中表现出来。研究结果根据关系和社会建构主义发展理论进行讨论。