Preschool's children's learning proclivities: when the ritual stance trumps the instrumental stance

Wilks, Matti, Kapitany, Rohan and Nielsen, Mark (2016) Preschool's children's learning proclivities: when the ritual stance trumps the instrumental stance. British Journal of Developmental Psychology, 34 3: 402-414. doi:10.1111/bjdp.12139


Author Wilks, Matti
Kapitany, Rohan
Nielsen, Mark
Title Preschool's children's learning proclivities: when the ritual stance trumps the instrumental stance
Journal name British Journal of Developmental Psychology   Check publisher's open access policy
ISSN 2044-835X
0261-510X
Publication date 2016-02-26
Year available 2016
Sub-type Article (original research)
DOI 10.1111/bjdp.12139
Open Access Status Not Open Access
Volume 34
Issue 3
Start page 402
End page 414
Total pages 13
Place of publication Chichester, West Sussex, United Kingdom
Publisher John Wiley & Sons
Collection year 2017
Language eng
Abstract Previous research has demonstrated an efficiency bias in social learning whereby young children preferentially imitate the functional actions of a successful individual over an unsuccessful group member. Our aim in the current research was to examine whether this bias remains when actions are presented as conventional rather than instrumental. Preschool children watched videos of an individual and a group member. The individual always demonstrated a successful instrumental action and the group member an unsuccessful action that was either causally transparent or opaque. Highlighting the selective nature of social learning, children copied the group at higher rates when the demonstrated actions were causally opaque than when they were causally transparent. This research draws attention to the influence of conventional/ritual-like actions on young children's learning choices and emphasizes the role of this orientation in the development of human-specific cumulative culture.
Keyword Conformity
Cumulative culture
Imitation
Ritual
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: HERDC Pre-Audit
School of Psychology Publications
 
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