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dc.contributor.authorWood, Lara A.
dc.contributor.authorHarrison, Rachel A.
dc.contributor.authorLucas, Amanda J.
dc.contributor.authorMcGuigan, Nicola
dc.contributor.authorBurdett, Emily R. R.
dc.contributor.authorWhiten, Andrew
dc.date.accessioned2016-06-30T10:30:09Z
dc.date.available2016-06-30T10:30:09Z
dc.date.issued2016-10
dc.identifier.citationWood , L A , Harrison , R A , Lucas , A J , McGuigan , N , Burdett , E R R & Whiten , A 2016 , ' “Model age-based” and “copy when uncertain” biases in children’s social learning of a novel task ' Journal of Experimental Child Psychology , vol. 150 , pp. 272-284 . https://doi.org/10.1016/j.jecp.2016.06.005en
dc.identifier.issn0022-0965
dc.identifier.otherPURE: 243749464
dc.identifier.otherPURE UUID: 57efeed0-d9af-4b3b-b7df-b0630b0097c1
dc.identifier.otherRIS: urn:F1296C1E74BB1CA953D66589F5A3381F
dc.identifier.otherScopus: 84976599107
dc.identifier.urihttp://hdl.handle.net/10023/9066
dc.descriptionThis work was supported by a John Templeton Foundation grant (40128).en
dc.description.abstractTheoretical models of social learning predict that individuals can benefit from using strategies that specify when and whom to copy. Here the interaction of two social learning strategies, model age-based biased copying and copy when uncertain, was investigated. Uncertainty was created via a systematic manipulation of demonstration efficacy (completeness) and efficiency (causal relevance of some actions). The participants, 4- to 6-year-old children (N = 140), viewed both an adult model and a child model, each of whom used a different tool on a novel task. They did so in a complete condition, a near-complete condition, a partial demonstration condition, or a no-demonstration condition. Half of the demonstrations in each condition incorporated causally irrelevant actions by the models. Social transmission was assessed by first responses but also through children’s continued fidelity, the hallmark of social traditions. Results revealed a bias to copy the child model both on first response and in continued interactions. Demonstration efficacy and efficiency did not affect choice of model at first response but did influence solution exploration across trials, with demonstrations containing causally irrelevant actions decreasing exploration of alternative methods. These results imply that uncertain environments can result in canalized social learning from specific classes of model.en
dc.format.extent13en
dc.language.isoeng
dc.relation.ispartofJournal of Experimental Child Psychologyen
dc.rights© 2016 The Authors. Published by Elsevier Inc. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/).en
dc.subjectSocial learningen
dc.subjectModel-based biasen
dc.subjectUncertainty biasen
dc.subjectTrusten
dc.subjectImitationen
dc.subjectExplorationen
dc.subjectNDASen
dc.title“Model age-based” and “copy when uncertain” biases in children’s social learning of a novel tasken
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews. School of Biologyen
dc.contributor.institutionUniversity of St Andrews. Centre for Social Learning & Cognitive Evolutionen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.contributor.institutionUniversity of St Andrews. Institute of Behavioural and Neural Sciencesen
dc.identifier.doihttps://doi.org/10.1016/j.jecp.2016.06.005
dc.description.statusPeer revieweden


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