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Does a peer model’s task proficiency influence children’s solution choice and innovation?

Wood, L.A. and Kendal, R.L. and Flynn, E.G. (2015) 'Does a peer model’s task proficiency influence children’s solution choice and innovation?', Journal of experimental child psychology., 139 . pp. 190-202.


The current study investigated whether 4- to 6-year-old children’s task solution choice was influenced by the past proficiency of familiar peer models and the children’s personal prior task experience. Peer past proficiency was established through behavioral assessments of interactions with novel tasks alongside peer and teacher predictions of each child’s proficiency. Based on these assessments, one peer model with high past proficiency and one age-, sex-, dominance-, and popularity-matched peer model with lower past proficiency were trained to remove a capsule using alternative solutions from a three-solution artificial fruit task. Video demonstrations of the models were shown to children after they had either a personal successful interaction or no interaction with the task. In general, there was not a strong bias toward the high past-proficiency model, perhaps due to a motivation to acquire multiple methods and the salience of other transmission biases. However, there was some evidence of a model-based past-proficiency bias; when the high past-proficiency peer matched the participants’ original solution, there was increased use of that solution, whereas if the high past-proficiency peer demonstrated an alternative solution, there was increased use of the alternative social solution and novel solutions. Thus, model proficiency influenced innovation.

Item Type:Article
Keywords:Trust, Social learning, Proficiency, Innovation, Transmission biases, Canalization.
Full text:(AM) Accepted Manuscript
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Publisher statement:NOTICE: this is the author’s version of a work that was accepted for publication in Journal of Experimental Child Psychology. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in Journal of Experimental Child Psychology, 139, November 2015, 10.1016/j.jecp.2015.06.003.
Date accepted:04 June 2015
Date deposited:15 June 2015
Date of first online publication:02 July 2015
Date first made open access:02 January 2017

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