Imitation of causally opaque versus causally transparent tool use by 3- and 5-year-old children

By N. McGuigan, Andrew Whiten, Emma Flynn, V. Horner. 2007

267 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a3cac8c44dace32541261e70942b06e8f797d7b3

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In Cognitive Neuroscience

In Developmental and Educational Psychology

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Citations in the corpus

Task-specific effects of ostracism on imitative fidelity in early childhood☆ (2014, background): “Previous research on overimitation has found that high fidelity imitation increases with age (Lyons et al., 2007; McGuigan et al., 2007; Whiten et al., 2009; Herrmann et al., 2013; Yu & Kushnir, 2013).”
Investigating the Mechanisms of Cultural Acquisition How Pervasive is Overimitation in Adults (2012, background): “In order to compare our findings with those of Horner and Whiten (2005) and McGuigan et al. (2007), we kept as close as possible to their original procedure: Participants in Experiment 1 and 2 were not provided with explicit instructions about the aim of the task.”
Abstraction Levels for Robotic Imitation: Overview and Computational Approaches (2010, background): “Over-imitation can be diminished by reducing the social cues or by increasing the urgency of task completion [21, 85, 88].”
Emulation, imitation, over-imitation and the scope of culture for child and chimpanzee (2009, background): “Why do such apparently blinkered child responses occur, making performance less efficient (McGuigan et al. 2007) than with the more selective chimpanzees (Horner & Whiten 2005)?”
Context-dependent model-based biases in cultural transmission: children's imitation is affected by model age over model knowledge state (2012, background): “The control group was relatively small as the GCB has been administered in several experiments (Flynn, 2008; Horner & Whiten, 2005; McGuigan et al., 2007, 2011) with controls showing similar levels of interaction and success as shown in the current experiment.”
A Computational Model of Social-Learning Mechanisms (2009, methodology): “…archetypical empirical experiments from important methodological paradigms in infant, preschooler, and chimpanzee social learning (equivalent situations are presented in the works of Brugger et al., 2007; Lyons et al., 2007; McGuigan et al., 2007; Schwier, Maanen, Carpenter, & Tomasello, 2006).”