Cultural affordances: Does model reliability affect over-imitation in preschoolers

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buir.contributor.authorJedediah W.P., Allen
buir.contributor.authorSümer, Cansu
buir.contributor.authorIlgaz, Hande
buir.contributor.orcidJedediah W.P., Allen|0000-0003-0322-7182
buir.contributor.orcidSümer, Cansu|0000-0001-9626-5780
buir.contributor.orcidIlgaz, Hande|0000-0003-2785-6717
dc.citation.epage100999-12en_US
dc.citation.spage100999-1en_US
dc.citation.volumeNumber57en_US
dc.contributor.authorJedediah W.P., Allen
dc.contributor.authorSümer, Cansu
dc.contributor.authorIlgaz, Hande
dc.date.accessioned2022-01-27T13:29:01Z
dc.date.available2022-01-27T13:29:01Z
dc.date.issued2021-03
dc.departmentDepartment of Psychologyen_US
dc.description.abstractOne general perspective on why children over-imitate is that they are learning about the normatively correct way of doing things. If correct, then characteristics of the demonstrator should be relevant. Accordingly, the current study aimed to investigate how the reliability of an adult model influences children’s selectivity of what to imitate in an over-imitation situation (i.e., when some of the actions are causally irrelevant). Seventy-eight preschoolers between 3 and 6 years of age participated at school or in the lab on four tasks. A canonical trust paradigm was used to manipulate model reliability in terms of past accuracy. Children then watched either the reliable or unreliable model open a transparent box using the same relevant and irrelevant actions. In addition, children completed a standard ToM battery. Results indicated that children were more likely to over-imitate from a demonstration given by the reliable versus unreliable model. Children’s ToM abilities were not related to their over-imitation behavior but showed some relations to their trust performance. Overall, the results provide support for a social situational approach to over-imitation that fits most closely with the norm learning perspective.en_US
dc.description.provenanceSubmitted by Samet Emre (samet.emre@bilkent.edu.tr) on 2022-01-27T13:29:01Z No. of bitstreams: 1 Cultural_affordances_Does_model_reliability_affect_over-imitation_in_preschoolers.pdf: 1005909 bytes, checksum: 2c44498cf7beecf4b5a69f35de4f26bb (MD5)en
dc.description.provenanceMade available in DSpace on 2022-01-27T13:29:01Z (GMT). No. of bitstreams: 1 Cultural_affordances_Does_model_reliability_affect_over-imitation_in_preschoolers.pdf: 1005909 bytes, checksum: 2c44498cf7beecf4b5a69f35de4f26bb (MD5) Previous issue date: 2021-03en
dc.embargo.release2023-03-31
dc.identifier.doi10.1016/j.cogdev.2020.100999en_US
dc.identifier.issn0885-2014
dc.identifier.urihttp://hdl.handle.net/11693/76847
dc.language.isoEnglishen_US
dc.publisherElsevier Ltden_US
dc.relation.isversionofhttps://doi.org/10.1016/j.cogdev.2020.100999en_US
dc.source.titleCognitive Developmenten_US
dc.subjectOver-imitationen_US
dc.subjectSelective trusten_US
dc.subjectSocial situationsen_US
dc.subjectPreschoolersen_US
dc.subjectReliabilityen_US
dc.subjectNorm learningen_US
dc.subjectTheory of minden_US
dc.titleCultural affordances: Does model reliability affect over-imitation in preschoolersen_US
dc.typeArticleen_US

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