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      • Department of Psychology
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      Social meta-learning: learning how to make use of others as a resource for further learning

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      Author(s)
      Allen, Jedediah W. P.
      Ilgaz, Hande
      Editor
      Hakli, R.
      Seibt, J.
      Date
      2017
      Publisher
      Springer
      Pages
      89 - 113
      Language
      English
      Type
      Book Chapter
      Item Usage Stats
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      Book Title
      Sociality and normativity for robots: philosophical inquiries into human-robot interactions
      Series
      Studies in the Philosophy of Sociality
      Abstract
      While 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.
      Keywords
      Social learning
      Over-imitation
      Cultural affordances
      Self-scaffolding
      Social realities
      Permalink
      http://hdl.handle.net/11693/50914
      Published Version (Please cite this version)
      https://doi.org/10.1007/978-3-319-53133-5_5
      https://doi.org/10.1007/978-3-319-53133-5
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      • Department of Psychology 216
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