Observational Learning of Tool Use in Children: Investigating Cultural Spread through Diffusion Chains and Learning Mechanisms through Ghost Displays

Autor/inn/en	Hopper, Lydia M.; Flynn, Emma G.; Wood, Lara A. N.; Whiten, Andrew
Titel	Observational Learning of Tool Use in Children: Investigating Cultural Spread through Diffusion Chains and Learning Mechanisms through Ghost Displays
Quelle	In: Journal of Experimental Child Psychology, 106 (2010) 1, S.82-97 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0965
DOI	10.1016/j.jecp.2009.12.001
Schlagwörter	Socialization; Population Distribution; Imitation; Observational Learning; Learning Processes; Experiments; Evaluation Methods; Children; Task Analysis; Models; Comparative Analysis; Animals; Science Education + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Demographical distribution; Bevölkerungsverteilung; Imitationslernen; Learning process; Lernprozess; Erprobung; Child; Kind; Kinder; Aufgabenanalyse; Analogiemodell; Animal; Tier; Tiere; Naturwissenschaftliche Bildung
Abstract	In the first of two experiments, we demonstrate the spread of a novel form of tool use across 20 "cultural generations" of child-to-child transmission. An experimentally seeded technique spread with 100% fidelity along twice as many "generations" as has been investigated in recent exploratory "diffusion" experiments of this type. This contrasted with only a single child discovering the technique spontaneously in a comparable group tested individually without any model. This study accordingly documents children's social learning of tool use on a new, population-level scale that characterizes real-world cultural phenomena. In a second experiment, underlying social learning processes were investigated with a focus on the contrast between imitation (defined as copying actions) and emulation (defined as learning from the results of actions only). In two different "ghost" conditions, children were presented with the task used in the first experiment but now operated without sight of an agent performing the task, thereby presenting only the information used in emulation. Children in ghost conditions were less successful than those who had watched a model in action and showed variable matching to what they had seen. These findings suggest the importance of observational learning of complex tool use through imitation rather than only through emulation. Results of the two experiments are compared with those of similar experiments conducted previously with chimpanzees and are discussed in relation to the wider perspective of human culture and the influence of task complexity on social learning. (Contains 1 table and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10