Group conquers efficacy: Preschoolers’ imitation under conflict between minimal group membership and behavior efficacy

Li, Yuanyuan; Liao, Yifan; Cheng, Yuan; He, Jun-Hua

doi:10.1371/journal.pone.0223101

Cited by 8 publications

(10 citation statements)

References 42 publications

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“…For example, many human developmental studies use the word 'imitation' when referring to tasks that may not be considered 'imitation' in the animal literature (e.g. Li, Liao, Cheng, & He, 2019). Thus, the impression that there is widespread presence of some mechanisms in humans but only limited presence in other animals might, at least in part, be explained by semantic differences, rather than differences in the way things actually are.…”

Section: The Abc Of Social Learningmentioning

confidence: 99%

The ABC of social learning: Affect, behavior, and cognition.

Gruber

Bazhydai

Sievers

et al. 2022

Psychological Review

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Debates concerning social learning in the behavioral and the developmental cognitive sciences have largely ignored the literature on social influence in the affective sciences despite having arguably the same object of study. We argue that this is a mistake and that no complete model of social learning can exclude an affective aspect. In addition, we argue that affect can allow bridging of the debates of the unique characteristics of social learning in humans compared to other animals. We first review the two major bodies of literature in non-human animals and human development, highlighting the fact that the former has adopted a behavioral approach while the latter has adopted a cognitive approach, leading to irreconcilable differences. We then introduce a novel framework, affective social learning (ASL), that studies the way we learn about value(s). We show that all three approaches are complementary and focus, respectively, on behavior towards, cognitions concerning, and feelings about objects, events and people in our environment. All three thus contribute to an affective, behavioral and cognitive story of knowledge transmission: the ABC of social learning. In particular, ASL can provide the backbone of an integrative approach to social learning. We argue that this novel perspective on social learning can allow both evolutionary continuity and ontogenetic development by lowering the cognitive thresholds that appear often too complex for other species and non-verbal infants. Yet, it can also explain some of the major achievements only found in human cultures.

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Section: The Abc Of Social Learningmentioning

confidence: 99%

The ABC of social learning: Affect, behavior, and cognition.

Gruber

Bazhydai

Sievers

et al. 2022

Psychological Review

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“…This effort is partially motivated by the desire to determine which aspects of imitation may be more culturally invariant and which are more variable and dependent on cultural context. A range of topics within social learning, using different paradigms, have been tested using non-Western samples (e.g., Nielsen and Tomaselli, 2010;Nielsen et al, 2014;Berl and Hewlett, 2015;DiYanni et al, 2015;Wang et al, 2015;Clegg and Legare, 2016;Corriveau et al, 2017;Taniguchi and Sanefuji, 2017;Hoehl et al, 2019;Li et al, 2019). However, little research has investigated the imitation of preschool children born and raised within China, a country that more than 1 billion people (for exceptions see Wang et al, 2015;Li et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

Sociomateriality in Children with Typical and/or Atypical Development

Iannaccone¹,

Savarese²,

Manzi³

et al. 2021

Frontiers Research Topics

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Frontiers is more than just an open-access publisher of scholarly articles: it is a pioneering approach to the world of academia, radically improving the way scholarly research is managed. The grand vision of Frontiers is a world where all people have an equal opportunity to seek, share and generate knowledge. Frontiers provides immediate and permanent online open access to all its publications, but this alone is not enough to realize our grand goals. Frontiers Journal SeriesThe Frontiers Journal Series is a multi-tier and interdisciplinary set of open-access, online journals, promising a paradigm shift from the current review, selection and dissemination processes in academic publishing. All Frontiers journals are driven by researchers for researchers; therefore, they constitute a service to the scholarly community. At the same time, the Frontiers Journal Series operates on a revolutionary invention, the tiered publishing system, initially addressing specific communities of scholars, and gradually climbing up to broader public understanding, thus serving the interests of the lay society, too. Dedication to QualityEach Frontiers article is a landmark of the highest quality, thanks to genuinely collaborative interactions between authors and review editors, who include some of the world's best academicians. Research must be certified by peers before entering a stream of knowledge that may eventually reach the public -and shape society; therefore, Frontiers only applies the most rigorous and unbiased reviews. Frontiers revolutionizes research publishing by freely delivering the most outstanding research, evaluated with no bias from both the academic and social point of view. By applying the most advanced information technologies, Frontiers is catapulting scholarly publishing into a new generation. What are Frontiers Research Topics?Frontiers Research Topics are very popular trademarks of the Frontiers Journals Series: they are collections of at least ten articles, all centered on a particular subject. With their unique mix of varied contributions from Original Research to Review Articles, Frontiers Research Topics unify the most influential researchers, the latest key findings and historical advances in a hot research area! Find out more on how to host your own Frontiers Research Topic or contribute to one as an author by contacting the Frontiers Editorial Office: frontiersin.org/about/contact

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“…This effort is partially motivated by the desire to determine which aspects of imitation may be more culturally invariant and which are more variable and dependent on cultural context. A range of topics within social learning, using different paradigms, have been tested using non-Western samples (e.g., Itakura et al, 2008;Nielsen and Tomaselli, 2010;Nielsen et al, 2014;Berl and Hewlett, 2015;DiYanni et al, 2015;Wang et al, 2015;Clegg and Legare, 2016;Corriveau et al, 2017;Taniguchi and Sanefuji, 2017;Hoehl et al, 2019;Li et al, 2019). However, little research has investigated the imitation of preschool children born and raised within China, a country that more than 1 billion people (for exceptions see Wang et al, 2015;Li et al, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…One potential contribution is that we systematically crossed prior self-experience and pedagogical cues in a study of children in China. To date, only two experimental studies of imitation have been reported from China (Wang et al, 2015;Li et al, 2019). In Wang et al's (2015) study, the researchers examined whether children could categorize objects by weight after observing the adult's demonstration of such sorting behavior, and the results showed that 4-year-olds, but not 3-year-olds, imitated the categorization rule (sort visually identical objects by the hidden property of weight, which might have been interpreted by children as a social norm or convention).…”

Section: Rationale and Novelty Of The Studymentioning

confidence: 99%

Imitation in Chinese Preschool Children: Influence of Prior Self-Experience and Pedagogical Cues on the Imitation of Novel Acts in a Non-Western Culture

Wang

Meltzoff

2020

Front. Psychol.

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Both prior experience and pedagogical cues modulate Western children's imitation. However, these factors have not been systematically explored together within a single study. This paper explored how these factors individually and together influence imitation using 4-year-old children born and reared in mainland China (N = 210)-a country that contains almost one-fifth of the world's population, and in which childhood imitation is under-studied using experimental methodology. The behavior of children in this culture is of special interest to theory because traditional East Asian culture places high value on conformity and fitting in with the group. Thus, high-fidelity imitation is emphasized in the local culture. This value, practice, or norm may be recognized by children at a young age and influence their imitative performance. In this study, we crossed prior self-experience and pedagogical cues, yielding four demonstration groups in addition to a control group. This design allowed us to investigate the degree to which Chinese preschoolers' imitation was modulated by the two experimental factors. High-fidelity imitation was significantly modulated by prior self-experience but not by pedagogical cues, as measured by the number of novel acts imitated and also the serial order of these acts. This study (i) expands our understanding of factors that modulate imitation of novel behaviors in preschoolers and (ii) contributes to efforts to broaden research beyond Western societies to enrich our theories, particularly regarding social learning and imitation. Imitation is a key mechanism in the acquisition of culturally appropriate behaviors, mannerisms, and norms but who, what, and when children imitate is malleable. This study points to both cross-cultural invariants and variations to provide a fuller picture of the scope and functions of childhood imitation.

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Group conquers efficacy: Preschoolers’ imitation under conflict between minimal group membership and behavior efficacy

Cited by 8 publications

References 42 publications

The ABC of social learning: Affect, behavior, and cognition.

The ABC of social learning: Affect, behavior, and cognition.

Sociomateriality in Children with Typical and/or Atypical Development

Imitation in Chinese Preschool Children: Influence of Prior Self-Experience and Pedagogical Cues on the Imitation of Novel Acts in a Non-Western Culture

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