¿Puede la pertenencia al grupo explicar la paradoja de la imitación? Fidelidad y flexibilidad, dos características del aprendizaje cultural

Barrio-Cantalejo, I. M., Simón-Lorda, P., Melguizo, M., Escalona, I., Marijuán, M. I. & Hernando, P. (2008). Validación de la escala INFLESZ para evaluar la legibilidad de los textos dirigidos a pacientes. Anales Del Sistema Sanitario de Navarra, 31(2), 135–152. https://doi.org/10.4321/s1137-66272008000300004

Burdett, E. R. R., McGuigan, N., Harrison, R. & Whiten, A. (2018). The interaction of social and perceivable causal factors in shaping ‘over-imitation.’ Cognitive Development, 47, 8–18. https://doi.org/10.1016/j.cogdev.2018.02.001

Buttelmann, D., Zmyj, N., Daum, M. & Carpenter, M. (2013). Selective Imitation of In-Group Over Out-Group Members in 14-Month-Old Infants. Child Development, 84(2), 422–428. https://doi.org/10.1111/j.1467-8624.2012.01860.x

Carpenter, M., Call, J. & Tomasello, M. (2005). Twelve- and 18-month-olds copy actions in terms of goals. Developmental Science, 8(1), 13–20. https://doi.org/10.1111/j.1467-7687.2004.00385.x

Clay, Z., Over, H. & Tennie, C. (2018). What drives young children to over-imitate? Investigating the effects of age, context, action type, and transitivity. Journal of Experimental Child Psychology, 166, 520–534. https://doi.org/10.1016/j.jecp.2017.09.008

Clay, Z. & Tennie, C. (2017). Is Overimitation a Uniquely Human Phenomenon? Insights From Human Children as Compared to Bonobos. Child Development, 89(5), 1535–1544. https://doi.org/10.1111/cdev.12857

Clegg, J. M. & Legare, C. H. (2016a). A Cross-Cultural Comparison of Children’s Imitative Flexibility. Developmental Psychology, 52(9), 1435–1444. https://www.researchgate.net/profile/Cristine_Legare/publication/298668326_A_cross-cultural_comparison_of_children’s_imitative_flexibility/links/56eb07e108ae9dcdd82a70b9

Clegg, J. M. & Legare, C. H. (2016b). Instrumental and Conventional Interpretations of Behavior Are Associated With Distinct Outcomes in Early Childhood. Child Development, 87(2), 527–542. https://doi.org/10.1111/cdev.12472

Clegg, J. M. & Legare, C. H. (2017). Parents scaffold flexible imitation during early childhood. Journal of Experimental Child Psychology, 153, 1–14. https://doi.org/10.1016/j.jecp.2016.08.004

Cordonier, L., Nettles, T. & Rochat, P. (2018). Strong and strategic conformity understanding by 3- and 5-year-old children. British Journal of Developmental Psychology, 36(3), 438–451. https://doi.org/10.1111/bjdp.12229

Csibra, G. & Gergely, G. (2006). Social Learning and Social Cognition: The case for pedagogy. In Y. Munukata & M. H. Johnson (Eds.), Processes of change in brain and cognitive development: Attention and performance XXI (pp. 249–274). Oxford University Press. https://doi.org/10.1.1.103.4994

Evans, C. L., Laland, K. N., Carpenter, M. & Kendal, R. L. (2017). Selective copying of the majority suggests children are broadly “optimal-” rather than “over-” imitators. Developmental Science, December, 1–10. https://doi.org/10.1111/desc.12637

Fridland, E. & Moore, R. (2015). Imitation reconsidered. Philosophical Psychology, 28(6), 856–880. https://doi.org/10.1080/09515089.2014.942896

Gruber, T., Deschenaux, A., Frick, A. & Clément, F. (2019). Group Membership Influences More Social Identification Than Social Learning or Overimitation in Children. Child Development, 90(3), 728–745. https://doi.org/10.1111/cdev.12931

Hardecker, S. & Tomasello, M. (2017). From imitation to implementation: How two- and three-year-old children learn to enforce social norms. British Journal of Developmental Psychology, 35, 237–248. https://doi.org/10.1111/bjdp.12159

Herrmann, P. A., Legare, C. H., Harris, P. L. & Whitehouse, H. (2013). Stick to the script: The effect of witnessing multiple actors on children’s imitation. Cognition, 129(3), 536–543. https://doi.org/10.1016/j.cognition.2013.08.010

Heyes, C. (2012). What’s social about social learning? Journal of Comparative Psychology, 126(2), 193–202. https://doi.org/10.1037/a0025180

Heyes, C. (2018). Cognitive Gadgets: The cultural evolution of thinking. Harvard University Press.

Hoehl, S., Keupp, S., Schleihauf, H., Mcguigan, N., Buttelmann, D. & Whiten, A. (2019). ‘ Over-imitation ’ : A review and appraisal of a decade of research. Developmental Review, 51(2019), 90–108. https://doi.org/10.1016/j.dr.2018.12.002

Horner, V. & Whiten, A. (2005). Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens). Animal Cognition, 8(3), 164–181. https://doi.org/10.1007/s10071-004-0239-6

Howard, L. H., Henderson, A. M. E., Carrazza, C. & Woodward, A. L. (2015). Infants’ and Young Children’s Imitation of Linguistic In-Group and Out-Group Informants. Child Development, 86(1), 259–275. https://doi.org/10.1111/cdev.12299

Kenward, B. (2012). Over-imitating preschoolers believe unnecessary actions are normative and enforce their performance by a third party. Journal of Experimental Child Psychology. https://doi.org/10.1016/j.jecp.2012.02.006

Kenward, B., Karlsson, M. & Persson, J. (2011). Over-imitation is better explained by norm learning than by distorted causal learning. Proceedings of the Royal Society B: Biological Sciences, 278(1709), 1239–1246. https://doi.org/10.1098/rspb.2010.1399

Keupp, S., Bancken, C., Schillmöller, J., Rakoczy, H. & Behne, T. (2016). Rational over-imitation: Preschoolers consider material costs and copy causally irrelevant actions selectively. Cognition, 147, 85–92. https://doi.org/10.1016/j.cognition.2015.11.007

Keupp, S., Behne, T. & Rakoczy, H. (2013). Why do children overimitate? Normativity is crucial. Journal of Experimental Child Psychology, 116, 392–406. https://doi.org/10.1016/j.jecp.2013.07.002

Keupp, S., Behne, T. & Rakoczy, H. (2018). The Rationality of (Over)imitation. Perspectives on Psychological Science, 13(6), 678–687. https://doi.org/10.1177/1745691618794921

Keupp, S., Behne, T., Zachow, J., Kasbohm, A. & Rakoczy, H. (2015). Over-imitation is not automatic: Context sensitivity in children’s overimitation and action interpretation of causally irrelevant actions. Journal of Experimental Child Psychology, 130, 163–175. https://doi.org/10.1016/j.jecp.2014.10.005

Krieger, A. A. R., Aschersleben, G., Sommerfeld, L. & Buttelmann, D. (2020). A model’s natural group membership affects over-imitation in 6-year-olds. Journal of Experimental Child Psychology, 192, 104783. https://doi.org/10.1016/j.jecp.2019.104783

Legare, C. H. & Nielsen, M. (2015). Imitation and Innovation: The Dual Engines of Cultural Learning. Trends in Cognitive Sciences, 19(11), 688–699. https://doi.org/10.1016/j.tics.2015.08.005

Legare, C. H., Wen, N. J., Herrmann, P. A. & Whitehouse, H. (2015). Imitative flexibility and the development of cultural learning. Cognition, 142, 351–361. https://doi.org/10.1016/j.cognition.2015.05.020

Li, Y., Liao, Y., Cheng, Y. & He, J. (2019). Group conquers efficacy: Preschoolers’ imitation under conflict between minimal group membership and behavior efficacy. PLoS ONE, 14(9), 1–14. https://doi.org/10.1371/journal.pone.0223101

Lyons, D. E., Young, A. G. & Keil, F. C. (2007). The hidden structure of overimitation. Proceedings of the National Academy of Sciences of the United States of America, 104(50), 19751–19756. https://doi.org/10.1073/pnas.0704452104

Marsh, L. E., Ropar, D. & Hamilton, A. F. d. C. (2019). Are you watching me? The role of audience and object novelty in overimitation. Journal of Experimental Child Psychology, 180, 123–130. https://doi.org/10.1016/j.jecp.2018.12.010

McGuigan, N., Gladstone, D. & Cook, L. (2012). Is the Cultural Transmission of Irrelevant Tool Actions in Adult Humans (Homo Sapiens) Best Explained as the Result of an Evolved Conformist Bias? PLoS ONE, 7(12). https://doi.org/10.1371/journal.pone.0050863

McGuigan, N., Makinson, J. & Whiten, A. (2011). From over-imitation to super-copying: Adults imitate causally irrelevant aspects of tool use with higher fidelity than young children. British Journal of Psychology, 102, 1–18. https://doi.org/10.1348/000712610X493115

McGuigan, N. & Whiten, A. (2009). Emulation and “overemulation” in the social learning of causally opaque versus causally transparent tool use by 23- and 30-month-olds. Journal of Experimental Child Psychology, 104, 367–381. https://doi.org/10.1016/j.jecp.2009.07.001

McLoughlin, N., Tipper, S. P. & Over, H. (2018). Young children perceive less humanness in outgroup faces. Developmental Science, 21(2). https://doi.org/10.1111/desc.12539

Moraru, C. A., Gomez, J. C. & McGuigan, N. (2016). Developmental changes in the influence of conventional and instrumental cues on over-imitation in 3- to 6-year-old children. Journal of Experimental Child Psychology, 145, 34–47. https://doi.org/10.1016/j.jecp.2015.11.017

Nielsen, M. (2006). Copying actions and copying outcomes: Social learning through the second year. Developmental Psychology, 42(3), 555–565. https://doi.org/10.1037/0012-1649.42.3.555

Oostenbroek, J. & Over, H. (2015). Young children contrast their behavior to that of out-group members. Journal of Experimental Child Psychology, 139, 234–241. https://doi.org/10.1016/j.jecp.2015.05.009

Over, H. (2016). The origins of belonging: Social motivation in infants and young children. Philosophical Transactions of the Royal Society B: Biological Sciences, 371(1686). https://doi.org/10.1098/rstb.2015.0072

Over, H. & Carpenter, M. (2009). Priming third-party ostracism increases affiliative imitation in children. Developmental Science, 12(3), F1–F8. https://doi.org/10.1111/j.1467-7687.2008.00820.x

Over, H. & Carpenter, M. (2012). Putting the social into social learning: Explaining both selectivity and fidelity in children’s copying behavior. Journal of Comparative Psychology, 126(2), 182–192. https://doi.org/10.1037/a0024555

Over, H. & Carpenter, M. (2013). The Social Side of Imitation. Child Development Perspectives, 7(1), 6–11. https://doi.org/10.1111/cdep.12006

Over, H. & Carpenter, M. (2015). Children infer affiliative and status relations from watching others imitate. Developmental Science, 18(6), 917–925. https://doi.org/10.1111/desc.12275

Rakoczy, H. & Schmidt, M. F. H. (2013). The Early Ontogeny of Social Norms. Child Development Perspectives, 7(1), 17–21. https://doi.org/10.1111/cdep.12010

Rakoczy, H., Warneken, F. & Tomasello, M. (2008). The Sources of Normativity: Young Children’s Awareness of the Normative Structure of Games. Developmental Psychology, 44(3), 875–881. https://doi.org/10.1037/0012-1649.44.3.875

Schleihauf, H., Pauen, S. & Hoehl, S. (2019). Minimal group formation influences on over-imitation. Cognitive Development, 50(July 2018), 222–236. https://doi.org/10.1016/j.cogdev.2019.04.004

Schmidt, M. F. H., Rakoczy, H. & Tomasello, M. (2012). Young children enforce social norms selectively depending on the violator’s group affiliation. Cognition, 124, 325–333. https://doi.org/10.1016/j.cognition.2012.06.004

Tennie, C., Call, J. & Tomasello, M. (2012). Untrained Chimpanzees (Pan troglodytes schweinfurthii) fail to imitate novel actions. PLoS ONE, 7(8). https://doi.org/10.1371/journal.pone.0041548

Tennie, C., Walter, V., Gampe, A., Carpenter, M. & Tomasello, M. (2014). Limitations to the cultural ratchet effect in young children. Journal of Experimental Child Psychology, 126, 152–160. https://doi.org/10.1016/j.jecp.2014.04.006

Tomasello, M. (2016a). Cultural Learning Redux. Child Development, 87(3), 643–653. https://doi.org/10.1111/cdev.12499

Tomasello, M. (2016b). The Ontogeny of Cultural Learning. Current Opinion in P, 8, 1–4. https://doi.org/http://dx.doi.org/10.1016/j.copsyc.2015.09.008

Tomasello, M., Kruger, A. C. & Ratner, H. H. (1993). Cultural learning. Behavioral and Brain Sciences, 16, 495–552. https://doi.org/10.1017/S0140525X00031496

Vaish, A., Herrmann, E., Markmann, C. & Tomasello, M. (2016). Preschoolers value those who sanction non-cooperators. Cognition, 153, 43–51. https://doi.org/10.1016/j.cognition.2016.04.011

Wang, Z. & Meltzoff, A. N. (2020). Imitation in Chinese Preschool Children: Influence of Prior Self-Experience and Pedagogical Cues on the Imitation of Novel Acts in a Non-Western Culture. Frontiers in Psychology, 11(April), 1–11. https://doi.org/10.3389/fpsyg.2020.00662

Watson-Jones, R. E., Legare, C. H., Whitehouse, H. & Clegg, J. M. (2014). Task-specific effects of ostracism on imitative fidelity in early childhood. Evolution and Human Behavior, 35(3), 204–210. https://doi.org/10.1016/j.evolhumbehav.2014.01.004

Watson-Jones, R. E., Whitehouse, H. & Legare, C. H. (2016). In-Group Ostracism Increases High-Fidelity Imitation in Early Childhood. Psychological Science, 27(1), 34–42. https://doi.org/10.1177/0956797615607205

Wen, N. J., Herrmann, P. A. & Legare, C. H. (2016). Ritual increases children’s affiliation with in-group members. Evolution and Human Behavior, 37(1), 54–60. https://doi.org/10.1016/j.evolhumbehav.2015.08.002

Whiten, A. (2017). Social Learning and Culture in Child and Chimpanzee. The Annual Review of Psychology, 68, 129–154. https://doi.org/10.1146/annurev-psych-010416-044108

Yu, Y. & Kushnir, T. (2014). Social context effects in 2-and 4-year-olds’ selective versus faithful imitation. Developmental Psychology, 50(3), 922–933. https://doi.org/10.1037/a0034242

Zmyj, N., Buttelmann, D., Carpenter, M. & Daum, M. M. (2010). The reliability of a model influences 14-month-olds’ imitation. Journal of Experimental Child Psychology, 106, 208–220. https://doi.org/10.1016/j.jecp.2010.03.002

Comments (0)

No login
gif