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dc.contributor.authorvan Leeuwen, Edwin J. C.
dc.contributor.authorCohen, Emma
dc.contributor.authorCollier-Baker, Emma
dc.contributor.authorRapold, Christian J.
dc.contributor.authorSchäfer, Marie
dc.contributor.authorSchütte, Sebastian
dc.contributor.authorHaun, Daniel B. M.
dc.date.accessioned2019-05-10T08:30:05Z
dc.date.available2019-05-10T08:30:05Z
dc.date.issued2018-12-01
dc.identifier.citationvan Leeuwen , E J C , Cohen , E , Collier-Baker , E , Rapold , C J , Schäfer , M , Schütte , S & Haun , D B M 2018 , ' The development of human social learning across seven societies ' , Nature Communications , vol. 9 , no. 1 , 2076 . https://doi.org/10.1038/s41467-018-04468-2en
dc.identifier.issn2041-1723
dc.identifier.otherPURE: 258910110
dc.identifier.otherPURE UUID: 3bdb84c6-5e89-473f-a487-698300d6e309
dc.identifier.otherRIS: urn:F4F72C756EF184160A2CE2FF26BED726
dc.identifier.otherRIS: van Leeuwen2018
dc.identifier.otherScopus: 85047650468
dc.identifier.otherWOS: 000433067900001
dc.identifier.urihttp://hdl.handle.net/10023/17680
dc.descriptionD.B.M.H., E.C., M.S., S.S. and E.J.C.v.L. were supported by the Max Planck Society for the Advancement of Science. E.J.C.v.L. was furthermore supported in part by the ERC (grant agreement no. 609819, project SOMICS) and the Research Foundation Flanders (FWO).en
dc.description.abstractSocial information use is a pivotal characteristic of the human species. Avoiding the cost of individual exploration, social learning confers substantial fitness benefits under a wide variety of environmental conditions, especially when the process is governed by biases toward relative superiority (e.g., experts, the majority). Here, we examine the development of social information use in children aged 4–14 years (n = 605) across seven societies in a standardised social learning task. We measured two key aspects of social information use: general reliance on social information and majority preference. We show that the extent to which children rely on social information depends on children’s cultural background. The extent of children’s majority preference also varies cross-culturally, but in contrast to social information use, the ontogeny of majority preference follows a U-shaped trajectory across all societies. Our results demonstrate both cultural continuity and diversity in the realm of human social learning.
dc.language.isoeng
dc.relation.ispartofNature Communicationsen
dc.rightsCopyright 2018 The Authors. This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/.en
dc.subjectBF Psychologyen
dc.subjectDASen
dc.subject.lccBFen
dc.titleThe development of human social learning across seven societiesen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.identifier.doihttps://doi.org/10.1038/s41467-018-04468-2
dc.description.statusPeer revieweden


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