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dc.contributor.authorAllen, Jedediah W. P.en_US
dc.date.accessioned2016-02-08T12:28:09Z
dc.date.available2016-02-08T12:28:09Z
dc.date.issued2014en_US
dc.identifier.issn0922-6389
dc.identifier.urihttp://hdl.handle.net/11693/28729
dc.description.abstractWhile there is general consensus that robust forms of social learning enable the possibility of human cultural evolution, the specific nature, origins, and development of such learning mechanisms remains an open issue. The current paper offers an action-based approach to the study of social learning in general and imitation learning in particular. From this action-based perspective, imitation itself undergoes learning and development and is modeled as an instance of social meta-learning-children learning how to use others as a resource for further learning. This social meta-learning perspective is then applied empirically to an ongoing debate about the reason children imitate causally unnecessary actions while learning about a new artifact (i.e., over-imitate). Results suggest that children over-imitate because it is the nature of learning about social realities in which cultural artifacts are a central aspect. © 2014 The authors and IOS Press. All rights reserved.en_US
dc.language.isoEnglishen_US
dc.relation.ispartofSociable Robots and the Future of Social Relationsen_US
dc.relation.ispartofseriesFrontiers in Artificial Intelligence and Applicationsen_US
dc.relation.isversionofhttps://doi.org/10.3233/978-1-61499-480-0-63en_US
dc.subjectArtificial intelligenceen_US
dc.subjectLearning to learnen_US
dc.subjectSocial learningen_US
dc.subjectSocial ontologyen_US
dc.subjectOntologyen_US
dc.titleSocial meta-learning: Learning how to make use of others as a resource for learningen_US
dc.typeBook Chapteren_US
dc.departmentDepartment of Psychologyen_US
dc.citation.spage63en_US
dc.citation.epage69en_US
dc.citation.volumeNumber273en_US
dc.identifier.doi10.3233/978-1-61499-480-0-63en_US
dc.publisherIOS Pressen_US


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