Skills and motivations underlying children's cumulative cultural learning: case not closed
Skills and motivations underlying children's cumulative cultural learning: case not closed
复制标题
儿童累积文化学习背后的技能和动机：案例尚未结束
DOI：
10.1057/s41599-020-0483-7
复制
发表时间：
2020-05-28
影响因子：
4
通讯作者：
Tennie, C.
中科院分区：
文献类型：
--
作者：
Reindl, E.;Gwilliams, A. L.;Tennie, C.
Dean等人的突破性研究（Science 335：1114-1118，2012）声称，模仿、教学和亲社会性对于累积的文化学习至关重要。没有一个孩子在没有社会支持的情况下解决了最后阶段的难题，但没有直接测试解决方案是否超出了单个孩子的能力。我们提供了这种缺失的反社会控制条件，表明儿童可以在没有社会支持的情况下达到拼图盒的最后阶段。我们解释这些发现的累积文化的理解：目前有相互冲突的累积文化的定义，我们认为这可能会导致（这些）实验结果的截然不同的解释。我们得出的结论是，Dean等人（Science 335：1114-1118，2012）的谜题盒满足以过程为中心的定义，但不满足（常用的）以产品为中心的定义。因此，社会支持的累积文化及其个体发育的表观分类学分布的确切作用值得进一步测试。
The breakthrough study of Dean et al. (Science 335:1114-1118, 2012) claimed that imitation, teaching, and prosociality were crucial for cumulative cultural learning. None of their child participants solved the final stage of their puzzlebox without social support, but it was not directly tested whether the solution was beyond the reach of individual children. We provide this missing asocial control condition, showing that children can reach the final stage of the puzzlebox without social support. We interpret these findings in the light of current understanding of cumulative culture: there are currently conflicting definitions of cumulative culture, which we argue can lead to drastically different interpretations of (these) experimental results. We conclude that the Dean et al. (Science 335:1114-1118, 2012) puzzlebox fulfils aprocess-focused definition, but does not fulfil the (frequently used)product-focused definition. Accordingly, the precise role of social support for the apparent taxonomic distribution of cumulative culture and its ontogeny warrants further testing.