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The interaction of social and perceivable causal factors in shaping ‘over-imitation’
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dc.contributor.author | Burdett, Emily R. R. | |
dc.contributor.author | McGuigan, Nicola | |
dc.contributor.author | Harrison, Rachel | |
dc.contributor.author | Whiten, Andrew | |
dc.date.accessioned | 2020-02-24T00:34:39Z | |
dc.date.available | 2020-02-24T00:34:39Z | |
dc.date.issued | 2018-07 | |
dc.identifier.citation | Burdett , E R R , McGuigan , N , Harrison , R & Whiten , A 2018 , ' The interaction of social and perceivable causal factors in shaping ‘over-imitation’ ' , Cognitive Development , vol. 47 , pp. 8-18 . https://doi.org/10.1016/j.cogdev.2018.02.001 | en |
dc.identifier.issn | 0885-2014 | |
dc.identifier.other | PURE: 252203046 | |
dc.identifier.other | PURE UUID: f598cb82-0658-47b6-8b38-de8c2d6f8d23 | |
dc.identifier.other | Scopus: 85042352243 | |
dc.identifier.other | WOS: 000442978400002 | |
dc.identifier.other | ORCID: /0000-0003-2426-5890/work/65013984 | |
dc.identifier.uri | https://hdl.handle.net/10023/19519 | |
dc.description | This work was supported by a John Templeton Foundation grant ID 40128 to AW and K Laland. | en |
dc.description.abstract | Over-imitation has become a well-documented phenomenon. However there is evidence that both social and visible, physically causal factors can influence the occurrence of over-imitation in children. Here we explore the interplay between these two factors, manipulating both task opacity and social information. Four- to 7-year-old children were given either a causally opaque or transparent box, before which they experienced either (1) a condition where they witnessed a taught, knowledgeable person demonstrate an inefficient method and an untaught model demonstrate a more efficient method; or (2) a baseline condition where they witnessed efficient and inefficient methods performed by two untaught models. Results showed that the level of imitation increased with greater task opacity and when children received social information about knowledgeability consequent on teaching, but only for 6- to 7-year-olds. The findings show that children are selectively attuned to both causal and social factors when learning new cultural knowledge. | |
dc.format.extent | 11 | |
dc.language.iso | eng | |
dc.relation.ispartof | Cognitive Development | en |
dc.rights | © 2018 Elsevier Inc. This work has been made available online in accordance with the publisher’s policies. This is the author created accepted version manuscript following peer review and as such may differ slightly from the final published version. The final published version of this work is available at https://doi.org/10.1016/j.cogdev.2018.02.001 | en |
dc.subject | Over-imitation | en |
dc.subject | Selective learning | en |
dc.subject | Cultural learning | en |
dc.subject | Social learning | en |
dc.subject | BF Psychology | en |
dc.subject | NDAS | en |
dc.subject.lcc | BF | en |
dc.title | The interaction of social and perceivable causal factors in shaping ‘over-imitation’ | en |
dc.type | Journal article | en |
dc.contributor.sponsor | John Templeton Foundation | en |
dc.contributor.sponsor | John Templeton Foundation | en |
dc.description.version | Postprint | en |
dc.contributor.institution | University of St Andrews. School of Psychology and Neuroscience | en |
dc.identifier.doi | https://doi.org/10.1016/j.cogdev.2018.02.001 | |
dc.description.status | Peer reviewed | en |
dc.date.embargoedUntil | 2020-02-24 | |
dc.identifier.grantnumber | 40128 | en |
dc.identifier.grantnumber | 40128 | en |
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