Show simple item record

Files in this item

Thumbnail

Item metadata

dc.contributor.authorReindl, E.
dc.contributor.authorGwilliams, A. L.
dc.contributor.authorDean, L. G.
dc.contributor.authorKendal, R. L.
dc.contributor.authorTennie, C.
dc.date.accessioned2020-06-03T15:30:02Z
dc.date.available2020-06-03T15:30:02Z
dc.date.issued2020-05-28
dc.identifier268316311
dc.identifier59df30c5-3720-4866-9901-194427313fde
dc.identifier85085703628
dc.identifier000539661200001
dc.identifier.citationReindl , E , Gwilliams , A L , Dean , L G , Kendal , R L & Tennie , C 2020 , ' Skills and motivations underlying children’s cumulative cultural learning: case not closed ' , Palgrave Communications , vol. 6 , 106 . https://doi.org/10.1057/s41599-020-0483-7en
dc.identifier.issn2055-1045
dc.identifier.otherRIS: urn:14116F0E82ADA348B20E47ADC4EA24B3
dc.identifier.otherRIS: Reindl2020
dc.identifier.urihttps://hdl.handle.net/10023/20045
dc.descriptionDuring study design and data collection, the research of CT was supported by a grant from the Economic and Social Research Council (ESRC) (ES/K008625/1). At the time of writing, CT was supported by a grant from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme (grant agreement n° 714658; STONECULT project). During his work on the Dean et al. (2012) study, LGD was supported by the CULTAPTATION project (European Commission contract FP6-2004-NESTPATH-043434) and a European Research Council Advanced Grant (EVOCULTURE, 232823) awarded to Kevin Laland.en
dc.description.abstractThe breakthrough study of Dean et al. (Science 335:1114–1118, 2012) claimed that imitation, teaching, and prosociality were crucial for cumulative cultural learning. None of their child participants solved the final stage of their puzzlebox without social support, but it was not directly tested whether the solution was beyond the reach of individual children. We provide this missing asocial control condition, showing that children can reach the final stage of the puzzlebox without social support. We interpret these findings in the light of current understanding of cumulative culture: there are currently conflicting definitions of cumulative culture, which we argue can lead to drastically different interpretations of (these) experimental results. We conclude that the Dean et al. (Science 335:1114–1118, 2012) puzzlebox fulfils a process-focused definition, but does not fulfil the (frequently used) product-focused definition. Accordingly, the precise role of social support for the apparent taxonomic distribution of cumulative culture and its ontogeny warrants further testing.
dc.format.extent9
dc.format.extent849991
dc.language.isoeng
dc.relation.ispartofPalgrave Communicationsen
dc.subjectBF Psychologyen
dc.subjectDASen
dc.subject.lccBFen
dc.titleSkills and motivations underlying children’s cumulative cultural learning: case not closeden
dc.typeJournal articleen
dc.contributor.sponsorEuropean Research Councilen
dc.contributor.sponsorEuropean Commissionen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.identifier.doi10.1057/s41599-020-0483-7
dc.description.statusPeer revieweden
dc.identifier.grantnumberen
dc.identifier.grantnumber043434en


This item appears in the following Collection(s)

Show simple item record