Selective Cooperation in Early Childhood - How to Choose Models and Partners.
Cooperation is essential for human society, and children engage in cooperation from early on. It is unclear, however, how children select their partners for cooperation. We know that children choose selectively whom to learn from (e.g. preferring reliable over unreliable models) on a rational basis....
| 主要な著者: | , , , , , |
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| フォーマット: | 論文 |
| 言語: | English |
| 出版事項: |
Public Library of Science (PLoS)
2016-01-01
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| シリーズ: | PLoS ONE |
| オンライン･アクセス: | http://europepmc.org/articles/PMC4978381?pdf=render |
| _version_ | 1828756703922880512 |
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| author | Jonas Hermes Tanya Behne Kristin Studte Anna-Maria Zeyen Maria Gräfenhain Hannes Rakoczy |
| author_facet | Jonas Hermes Tanya Behne Kristin Studte Anna-Maria Zeyen Maria Gräfenhain Hannes Rakoczy |
| author_sort | Jonas Hermes |
| collection | DOAJ |
| description | Cooperation is essential for human society, and children engage in cooperation from early on. It is unclear, however, how children select their partners for cooperation. We know that children choose selectively whom to learn from (e.g. preferring reliable over unreliable models) on a rational basis. The present study investigated whether children (and adults) also choose their cooperative partners selectively and what model characteristics they regard as important for cooperative partners and for informants about novel words. Three- and four-year-old children (N = 64) and adults (N = 14) saw contrasting pairs of models differing either in physical strength or in accuracy (in labeling known objects). Participants then performed different tasks (cooperative problem solving and word learning) requiring the choice of a partner or informant. Both children and adults chose their cooperative partners selectively. Moreover they showed the same pattern of selective model choice, regarding a wide range of model characteristics as important for cooperation (preferring both the strong and the accurate model for a strength-requiring cooperation tasks), but only prior knowledge as important for word learning (preferring the knowledgeable but not the strong model for word learning tasks). Young children's selective model choice thus reveals an early rational competence: They infer characteristics from past behavior and flexibly consider what characteristics are relevant for certain tasks. |
| first_indexed | 2024-12-10T23:20:32Z |
| format | Article |
| id | doaj.art-039b542d3e7c46a1a5f913f7a11a2ac4 |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-12-10T23:20:32Z |
| publishDate | 2016-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-039b542d3e7c46a1a5f913f7a11a2ac42022-12-22T01:29:43ZengPublic Library of Science (PLoS)PLoS ONE1932-62032016-01-01118e016088110.1371/journal.pone.0160881Selective Cooperation in Early Childhood - How to Choose Models and Partners.Jonas HermesTanya BehneKristin StudteAnna-Maria ZeyenMaria GräfenhainHannes RakoczyCooperation is essential for human society, and children engage in cooperation from early on. It is unclear, however, how children select their partners for cooperation. We know that children choose selectively whom to learn from (e.g. preferring reliable over unreliable models) on a rational basis. The present study investigated whether children (and adults) also choose their cooperative partners selectively and what model characteristics they regard as important for cooperative partners and for informants about novel words. Three- and four-year-old children (N = 64) and adults (N = 14) saw contrasting pairs of models differing either in physical strength or in accuracy (in labeling known objects). Participants then performed different tasks (cooperative problem solving and word learning) requiring the choice of a partner or informant. Both children and adults chose their cooperative partners selectively. Moreover they showed the same pattern of selective model choice, regarding a wide range of model characteristics as important for cooperation (preferring both the strong and the accurate model for a strength-requiring cooperation tasks), but only prior knowledge as important for word learning (preferring the knowledgeable but not the strong model for word learning tasks). Young children's selective model choice thus reveals an early rational competence: They infer characteristics from past behavior and flexibly consider what characteristics are relevant for certain tasks.http://europepmc.org/articles/PMC4978381?pdf=render |
| spellingShingle | Jonas Hermes Tanya Behne Kristin Studte Anna-Maria Zeyen Maria Gräfenhain Hannes Rakoczy Selective Cooperation in Early Childhood - How to Choose Models and Partners. PLoS ONE |
| title | Selective Cooperation in Early Childhood - How to Choose Models and Partners. |
| title_full | Selective Cooperation in Early Childhood - How to Choose Models and Partners. |
| title_fullStr | Selective Cooperation in Early Childhood - How to Choose Models and Partners. |
| title_full_unstemmed | Selective Cooperation in Early Childhood - How to Choose Models and Partners. |
| title_short | Selective Cooperation in Early Childhood - How to Choose Models and Partners. |
| title_sort | selective cooperation in early childhood how to choose models and partners |
| url | http://europepmc.org/articles/PMC4978381?pdf=render |
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