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  Young children use pedagogical cues to modulate the strength of normative inferences

Butler, L. P., Schmidt, M. F. H., Bürgel, J., & Tomasello, M. (2015). Young children use pedagogical cues to modulate the strength of normative inferences. British Journal of Developmental Psychology, 33(4), 476-488. doi:10.1111/bjdp.12108.

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 Creators:
Butler, Lucas P., Author
Schmidt, Marco F. H.1, Author           
Bürgel, Jessica1, Author           
Tomasello, Michael1, Author                 
Affiliations:
1Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Max Planck Society, ou_1497671              

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Free keywords: pedagogy, social norms, social learning, social cognition
 Abstract: Young children understand pedagogical demonstrations as conveying generic, kind-relevant information. But, in some contexts, they also see almost any confident, intentional action on a novel artefact as normative and thus generic, regardless of whether this action was pedagogically demonstrated for them. Thus, although pedagogy may not be necessary for inferences to the generic, it may nevertheless be sufficient to produce inductive inferences on which the child relies more strongly. This study addresses this tension by bridging the literature on normative reasoning with that on social learning and inductive inference. Three-year-old children learned about a novel artefact from either a pedagogical or non-pedagogical demonstration, and then, a series of new actors acted on that artefact in novel ways. Although children protested normatively in both conditions (e.g., ‘No, not like that’), they persisted longer in enforcing the learned norms in the face of repeated non-conformity by the new actors. This finding suggests that not all generic, normative inferences are created equal, but rather they depend – at least for their strength – on the nature of the acquisition process.

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Language(s): eng - English
 Dates: 2015-08-042015-11
 Publication Status: Issued
 Pages: 13
 Publishing info: -
 Table of Contents: -
 Rev. Type: Peer
 Identifiers: DOI: 10.1111/bjdp.12108
 Degree: -

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Title: British Journal of Developmental Psychology
Source Genre: Journal
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Publ. Info: Leicester [Leicestershire] : British Psychological Society
Pages: - Volume / Issue: 33 (4) Sequence Number: - Start / End Page: 476 - 488 Identifier: ISSN: 0261-510X
CoNE: https://pure.mpg.de/cone/journals/resource/954925267284_1