a.whiten@st-andrews.ac.uk 2 The experimental study of cumulative culture and the innovations essential to it is a young science, with child studies so rare that the scope of cumulative cultural capacities in childhood remains largely unknown. Here we report a new experimental approach to the inherent complexity of these phenomena. Groups of 3-4 year old children were presented with an elaborate array of challenges affording the potential cumulative development of a variety of techniques to gain increasingly attractive rewards. In contrast to a prior study, we found evidence for elementary forms of cumulative cultural progress, with inventions of solutions at lower levels spreading to become shared innovations, and some children then building on these to create more advanced but more rewarding innovations. This contrasted with markedly more constrained progress

This study tested the prediction that, with age, children should rely less on familiarity and more on expertise in their selective social learning. Experiment 1 (N = 50) found that 5- to 6-year-olds copied the technique their mother used to extract a prize from a novel puzzle box, in preference to both a stranger and an established expert. This bias occurred despite children acknowledging the expert model's superior capability. Experiment 2 (N = 50) demonstrated a shift in 7- to 8-year-olds toward copying the expert. Children aged 9-10 years did not copy according to a model bias. The findings of a follow-up study (N = 30) confirmed that, instead, they prioritized their own-partially flawed-causal understanding of the puzzle box.

No abstract

No abstract

Adult humans frequently engage in the reciprocal exchange of resources with other individuals. However, despite the important role that reciprocity plays in maintaining co-operative exchange we know relatively little of when, and how, reciprocity develops. We first asked whether pairs of young children (M = 74 months) would engage in direct reciprocity in a ‘prosocial choice test’ where a donor could select either a higher, or a lower, value reward (1v 2) for a partner at no cost to themselves (1v 1). In a subsequent retest we asked, for the first time, whether young children increase their level of prosocial donating in response to an upwards shift in generosity from an initially selfish partner. In order to determine whether interacting with another child was fundamental to the development of reciprocity we included a novel yoked non-agent condition. The results suggest that the children were engaging in a calculated form of reciprocity where the prior behavior of their child partner influenced their subsequent level of donation days after the initial exchange. Crucially we show that the children were not influenced by the value of the rewards received per se, rather selection by a human agent was key to reciprocity.