ArticleFrontiers in psychology2016
3-Year-Old Children Selectively Generalize Object Functions Following a Demonstration from a Linguistic In-group Member: Evidence from the Phenomenon of Scale Error.
Article in Frontiers in psychology, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers.
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Who cites it
6 citing papers in PubMed.
- Young children expect pretend object identities to be known only by their partners in joint pretence.The British journal of developmental psychology · 2022Article
- Copy the In-group: Group Membership Trumps Perceived Reliability, Warmth, and Competence in a Social-Learning Task.Psychological science · 2022Article
- Social categorization based on permanent versus transient visual traits in neurotypical children and children with autism spectrum disorder.Scientific reports · 2021Article
- Two-Year-Old Children Expect Native, but Not Foreign Speakers to Use the Same Tool for the Same Purpose.Frontiers in psychology · 2021Article
- Young Children Selectively Imitate Models Conforming to Social Norms.Frontiers in psychology · 2019Article
- Similarity between an unfamiliar human and the owner affects dogs' preference for human partner when responding to an unsolvable problem.Learning & behavior · 2018Article
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Authors and funding
5 authors.
Funding
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Abstract
The present study investigated 3-year-old children's learning processes about object functions. We built on children's tendency to commit scale errors with tools to explore whether they would selectively endorse object functions from a linguistic in-group over an out-group model. Participants (n = 37) were presented with different object sets, and a model speaking either in their native or a foreign language demonstrated how to use the presented tools. In the test phase, children received the object sets with two modifications: the original tool was replaced by one that was too big to achieve the goal but was otherwise identical, and another tool was added to the set that looked different but was appropriately scaled for goal attainment. Children in the Native language condition were significantly more likely to commit scale errors - that is, choose the over-sized tool - than children in the Foreign language condition (48 vs. 30%). We propose that these results provide insight into the characteristics of human-specific learning processes by showing that children are more likely to generalize object functions to a category of artifacts following a demonstration from an in-group member.
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