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dc.contributor.authorBurdett, Emily R. R.
dc.contributor.authorMcGuigan, Nicola
dc.contributor.authorHarrison, Rachel
dc.contributor.authorWhiten, Andrew
dc.date.accessioned2020-02-24T00:34:39Z
dc.date.available2020-02-24T00:34:39Z
dc.date.issued2018-07
dc.identifier.citationBurdett , 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.2018.02.001en
dc.identifier.issn0885-2014
dc.identifier.otherPURE: 252203046
dc.identifier.otherPURE UUID: f598cb82-0658-47b6-8b38-de8c2d6f8d23
dc.identifier.otherScopus: 85042352243
dc.identifier.otherWOS: 000442978400002
dc.identifier.otherORCID: /0000-0003-2426-5890/work/65013984
dc.identifier.urihttp://hdl.handle.net/10023/19519
dc.descriptionThis work was supported by a John Templeton Foundation grant ID 40128 to AW and K Laland.en
dc.description.abstractOver-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.extent11
dc.language.isoeng
dc.relation.ispartofCognitive Developmenten
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.2018.02.001en
dc.subjectOver-imitationen
dc.subjectSelective learningen
dc.subjectCultural learningen
dc.subjectSocial learningen
dc.subjectBF Psychologyen
dc.subjectNDASen
dc.subject.lccBFen
dc.titleThe interaction of social and perceivable causal factors in shaping ‘over-imitation’en
dc.typeJournal articleen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.identifier.doihttps://doi.org/10.1016/j.cogdev.2018.02.001
dc.description.statusPeer revieweden
dc.date.embargoedUntil2020-02-24


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