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dc.contributor.authorWood, L. A.
dc.contributor.authorKendal, Rachel L.
dc.contributor.authorFlynn, Emma G.
dc.date.accessioned2017-01-03T00:32:06Z
dc.date.available2017-01-03T00:32:06Z
dc.date.issued2015-11
dc.identifier.citationWood , L A , Kendal , R L & Flynn , E G 2015 , ' Does a peer model's task proficiency influence children's solution choice and innovation? ' Journal of Experimental Child Psychology , vol 139 , pp. 190-202 . DOI: 10.1016/j.jecp.2015.06.003en
dc.identifier.issn0022-0965
dc.identifier.otherPURE: 204849459
dc.identifier.otherPURE UUID: 7cf4e2ce-45ea-40ee-b3f6-a4971226c3f8
dc.identifier.otherScopus: 84934287840
dc.identifier.urihttp://hdl.handle.net/10023/10034
dc.identifier.urihttp://www.sciencedirect.com/science/article/pii/S0022096515001459#appd002en
dc.descriptionThis work was supported by a Durham Doctoral Fellowship to L.A.W.en
dc.description.abstractThe current study investigated whether 4- to 6-year-old children's task solution choice was influenced by the past proficiency of familiar peer models and the children's personal prior task experience. Peer past proficiency was established through behavioral assessments of interactions with novel tasks alongside peer and teacher predictions of each child's proficiency. Based on these assessments, one peer model with high past proficiency and one age-, sex-, dominance-, and popularity-matched peer model with lower past proficiency were trained to remove a capsule using alternative solutions from a three-solution artificial fruit task. Video demonstrations of the models were shown to children after they had either a personal successful interaction or no interaction with the task. In general, there was not a strong bias toward the high past-proficiency model, perhaps due to a motivation to acquire multiple methods and the salience of other transmission biases. However, there was some evidence of a model-based past-proficiency bias; when the high past-proficiency peer matched the participants' original solution, there was increased use of that solution, whereas if the high past-proficiency peer demonstrated an alternative solution, there was increased use of the alternative social solution and novel solutions. Thus, model proficiency influenced innovation.en
dc.format.extent13en
dc.language.isoeng
dc.relation.ispartofJournal of Experimental Child Psychologyen
dc.rights© 2015, Elsevier Inc. This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at www.sciencedirect.com / https://dx.doi.org/10.1016/j.jecp.2015.06.003en
dc.subjectTrusten
dc.subjectSocial learningen
dc.subjectProficiencyen
dc.subjectInnovationen
dc.subjectTransmission biasesen
dc.subjectCanalizationen
dc.subjectBF Psychologyen
dc.subject.lccBFen
dc.titleDoes a peer model's task proficiency influence children's solution choice and innovation?en
dc.typeJournal articleen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews. School of Biologyen
dc.identifier.doihttps://doi.org/10.1016/j.jecp.2015.06.003
dc.description.statusPeer revieweden
dc.date.embargoedUntil02-01-20


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