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dc.contributor.authorBurdett, Emily R. R.
dc.contributor.authorLucas, Amanda J.
dc.contributor.authorBuchsbaum, Daphna
dc.contributor.authorMcGuigan, Nicola
dc.contributor.authorWood, Lara A.
dc.contributor.authorWhiten, Andrew
dc.identifier.citationBurdett , E R R , Lucas , A J , Buchsbaum , D , McGuigan , N , Wood , L A & Whiten , A 2016 , ' Do children copy an expert or a majority? Examining selective learning in instrumental and normative contexts ' , PLoS One , vol. 11 , no. 10 , e0164698 .
dc.identifier.otherPURE: 247035848
dc.identifier.otherPURE UUID: 1ff66a1b-45ee-45ae-b1e9-e991e0974d9b
dc.identifier.otherRIS: urn:1926E8A26AA76E5053FCC3718C8081DB
dc.identifier.otherScopus: 84992413349
dc.identifier.otherWOS: 000386205400022
dc.identifier.otherORCID: /0000-0003-2426-5890/work/65014000
dc.descriptionThis work was supported by a John Templeton Foundation grant ID 40128 to AW, and by Economic and Social Research Council Future Research Leaders grant ES/K009540/1 to DB.en
dc.description.abstractThis study examined whether instrumental and normative learning contexts differentially influence 4- to 7-year-old children’s social learning strategies; specifically, their dispositions to copy an expert versus a majority consensus. Experiment 1 (N = 44) established that children copied a relatively competent “expert” individual over an incompetent individual in both kinds of learning context. In experiment 2 (N = 80) we then tested whether children would copy a competent individual versus a majority, in each of the two different learning contexts. Results showed that individual children differed in strategy, preferring with significant consistency across two different test trials to copy either the competent individual or the majority. This study is the first to show that children prefer to copy more competent individuals when shown competing methods of achieving an instrumental goal (Experiment 1) and provides new evidence that children, at least in our “individualist” culture, may consistently express either a competency or majority bias in learning both instrumental and normative information (Experiment 2). This effect was similar in the instrumental and normative learning contexts we applied.
dc.relation.ispartofPLoS Oneen
dc.rights© 2016 Burdett et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.en
dc.subjectBF Psychologyen
dc.titleDo children copy an expert or a majority? Examining selective learning in instrumental and normative contextsen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.contributor.institutionUniversity of St Andrews.Institute of Behavioural and Neural Sciencesen
dc.contributor.institutionUniversity of St Andrews.Centre for Social Learning & Cognitive Evolutionen
dc.description.statusPeer revieweden

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