Selectivity in social and asocial learning: investigating the prevalence, effect and development of young children's learning preferences.
Selectivity in social and asocial learning: investigating the prevalence, effect and development of young children's learning preferences.
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DOI：
10.1098/rstb.2015.0189
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发表时间：
2016-03-19
期刊：
影响因子：
--
通讯作者：
Giraldeau LA
中科院分区：
文献类型：
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作者：
Flynn E;Turner C;Giraldeau LA
文化进化需要行为的修改和忠实的复制，因此，了解个人如何在社会学习和反社会学习之间做出选择是至关重要的。在准实验设计中，3岁和5岁的儿童（176）和成人（52）分别与两种新型人造水果，并告诉该设备的相对难度（容易与困难）。参与者被问到他们是想自己尝试这个任务，还是想先看实验者尝试;然后他们的偏好要么得到满足，要么被违背。很大一部分儿童和成人（74%）选择了社交学习。对孩子们来说，这种要求是有效的，因为观察演示使他们在任务中的学习速度明显快于社会学习。然而，对于5岁的孩子来说，选择社交学习的孩子也被发现在任务中效率很高，这表明5岁的孩子在选择对他们有效的学习策略时是有选择性的。成年人进一步证明了这一趋势，也表现出基于任务难度的选择性。这是第一项研究，以检查率，绩效结果和发展轨迹的偏好，在社会和社会学习，最终告知我们的理解创新。
Culture evolution requires both modification and faithful replication of behaviour, thus it is essential to understand how individuals choose between social and asocial learning. In a quasi-experimental design, 3- and 5-year-olds (176), and adults (52) were presented individually with two novel artificial fruits, and told of the apparatus' relative difficulty (easy versus hard). Participants were asked if they wanted to attempt the task themselves or watch an experimenter attempt it first; and then had their preference either met or violated. A significant proportion of children and adults (74%) chose to learn socially. For children, this request was efficient, as observing a demonstration made them significantly quicker at the task than learning asocially. However, for 5-year-olds, children who selected asocial learning were also found to be highly efficient at the task, showing that by 5 years children are selective in choosing a learning strategy that is effective for them. Adults further evidenced this trend, and also showed selectivity based on task difficulty. This is the first study to examine the rates, performance outcomes and developmental trajectory of preferences in asocial and social learning, ultimately informing our understanding of innovation.