Experimental "Microcultures" in Young Children: Identifying Biographic, Cognitive, and Social Predictors of Information Transmission

Autor/inn/en	Flynn, Emma; Whiten, Andrew
Titel	Experimental "Microcultures" in Young Children: Identifying Biographic, Cognitive, and Social Predictors of Information Transmission
Quelle	In: Child Development, 83 (2012) 3, S.911-925 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-3920
DOI	10.1111/j.1467-8624.2012.01747.x
Schlagwörter	Theory of Mind; Socialization; Young Children; Verbal Ability; Rewards; Emergent Literacy; Predictor Variables; Task Analysis; Child Development; Success; Personality Traits; Age Differences; Peer Acceptance; Conceptual Tempo; Shyness; Correlation; Gender Differences; Cognitive Processes; Play; Learning Processes + Suchen Sie Ihr Suchwort? Socialisation; Sozialisation; Frühe Kindheit; Mündliche Leistung; Reward; Belohnung; Frühleseunterricht; Prädiktor; Aufgabenanalyse; Kindesentwicklung; Erfolg; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Age; Difference; Age difference; Altersunterschied; Schüchternheit; Korrelation; Geschlechterkonflikt; Cognitive process; Kognitiver Prozess; Spiel; Learning process; Lernprozess
Abstract	In one of the first open diffusion experiments with young children, a tool-use task that afforded multiple methods to extract an enclosed reward and a child model habitually using one of these methods were introduced into different playgroups. Eighty-eight children, ranging in age from 2 years 8 months to 4 years 5 months, participated. Measures were taken of how alternative methods and success in extracting rewards spread across the different groups. Additionally, the biographic, social, cognitive, and temperamental predictors of social learning were investigated. Variations in social learning were related to age, popularity, dominance, impulsivity, and shyness, while other factors such as sex, theory of mind, verbal ability, and even imitativeness showed little association with variance in children's information acquisition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10