Whom do children copy? Model-based biases in learning

Wood, L.A.; Kendal, R.; Flynn, E.G.

doi:10.1016/j.dr.2013.08.002

Whom do children copy? Model-based biases in learning

Wood, L.A.; Kendal, R.; Flynn, E.G.

Authors

L.A. Wood

Professor Rachel Kendal rachel.kendal@durham.ac.uk
Professor

E.G. Flynn

Abstract

This review investigates the presence of young children’s model-based cultural transmission biases in social learning, arguing that such biases are adaptive and flexible. Section 1 offers five propositions regarding the presence and direction of model-based transmission biases in young children’s copying of a model. Section 2 discusses the cognitive abilities required for differing model-based biases and tracks their development in early childhood. Section 3 suggests future areas of research including considering the social aspect of model-based biases and understanding their use within a comparative perspective.

Citation

Wood, L., Kendal, R., & Flynn, E. (2013). Whom do children copy? Model-based biases in learning. Developmental Review, 33(4), 341-356. https://doi.org/10.1016/j.dr.2013.08.002

Journal Article Type	Article
Publication Date	Dec 1, 2013
Deposit Date	Aug 27, 2013
Publicly Available Date	Apr 27, 2016
Journal	Developmental Review
Print ISSN	0273-2297
Electronic ISSN	1090-2406
Publisher	Elsevier
Peer Reviewed	Peer Reviewed
Volume	33
Issue	4
Pages	341-356
DOI	https://doi.org/10.1016/j.dr.2013.08.002
Keywords	Social learning, Model-based biases, Cultural transmission, Social cognition, Trust.
Public URL	https://durham-repository.worktribe.com/output/1479345

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Copyright Statement
NOTICE: this is the author’s version of a work that was accepted for publication in Developmental Review. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Developmental Review, 33, 4, December 2013, 10.1016/j.dr.2013.08.002.