Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence.

By Daphna Buchsbaum, Alison Gopnik, T. Griffiths, Patrick Shafto. 2011

221 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics

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In Developmental and Educational Psychology

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Citations in the corpus

Learning to Solve Geometry Problems from Natural Language Demonstrations in Textbooks (2017, background): “When a teacher signals a pedagogical intention, children tend to imitate the teacher’s actions (Buchsbaum et al., 2011; Butler and Markman, 2014).”
Inferring action structure and causal relationships in continuous sequences of human action. (2015, unknown): “An additional set of assumptions is motivated by previous research on causal inference, demonstrating that both children (Buchsbaum et al., 2011; Griffiths et al., 2011; Schulz & Sommerville, 2006), and adults (Lu et al., 2008; Lucas & Griffiths, 2010; Yeung & Griffiths, 2011) strongly favor fewer,…”
Showing versus doing: Teaching by demonstration (2016, background): “For instance, when a teacher signals their pedagogical intentions, children more frequently imitate actions and learn abstract functional representations [6, 7].”
Interpretable and Pedagogical Examples (2017, background): “Human teachers give informative examples to help their students learn concepts faster and more accurately (Shafto et al., 2014; Shafto & Goodman, 2008; Buchsbaum et al., 2011).”
Reconstructing constructivism: Causal models, Bayesian learning mechanisms and the theory theory (2012, unknown): “To illustrate, earlier we described the Buchsbaum et al. (2011) study in which children rationally picked out and imitated only the causally relevant actions from a longer string.”
Putting Education in “Educational” Apps (2015, background): “Further, preschool children use statistical information differently if they perceive the demonstrator to be naïve versus knowledgeable (Buchsbaum et al., 2011).”
The impact of pretend play on children's development: a review of the evidence. (2013, background): “Play itself is a notoriously difficult concept to pin down (Burghardt, 2011). For our purposes the four criteria of Krasnor and Pepler (1980) will define play: flexibility, positive affect, nonliterality, and intrinsic motivation (cf.”