Children’s imitation of causal action sequences is influenced by statistical and pedagogical evidence

Buchsbaum, Daphna; Gopnik, Alison; Griffiths, Thomas L.; Shafto, Patrick

doi:10.1016/j.cognition.2010.12.001

Cited by 188 publications

(164 citation statements)

References 24 publications

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“…Pedagogical learning does not necessarily require formal teaching, but rather a teacher's intent to communicate information to a learner in a context in which there exists some epistemic distance between those individuals (Shafto, Goodman, & Frank, 2012). Recent research suggests that children's interpretation of evidence may vary depending on whether learning occurs in pedagogical or non-pedagogical contexts (Bonawitz et al, 2011;Buchsbaum, Gopnik, Griffiths, & Shafto, 2011;Rhodes, Gelman, & Brickman, 2010;Shafto et al, 2012). In particular, previous research has shown that, like explanation, pedagogical cues can promote attention to inductively rich features (Csibra & Gergely, 2006;Csibra & Gergely, 2009).…”

Section: Discussionmentioning

confidence: 99%

Explaining prompts children to privilege inductively rich properties

et al. 2014

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a b s t r a c tFour experiments with preschool-aged children test the hypothesis that engaging in explanation promotes inductive reasoning on the basis of shared causal properties as opposed to salient (but superficial) perceptual properties. In Experiments 1a and 1b, 3-to 5-year-old children prompted to explain during a causal learning task were more likely to override a tendency to generalize according to perceptual similarity and instead extend an internal feature to an object that shared a causal property. Experiment 2 replicated this effect of explanation in a case of label extension (i.e., categorization). Experiment 3 demonstrated that explanation improves memory for clusters of causally relevant (non-perceptual) features, but impairs memory for superficial (perceptual) features, providing evidence that effects of explanation are selective in scope and apply to memory as well as inference. In sum, our data support the proposal that engaging in explanation influences children's reasoning by privileging inductively rich, causal properties.

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Section: Discussionmentioning

confidence: 99%

Explaining prompts children to privilege inductively rich properties

et al. 2014

Self Cite

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“…For example, Bonawitz et al (2011) have argued that "children are more likely both to learn demonstrated material and to generalize it to novel contexts in teaching than in non-teaching situations" (p. 326), in accordance with the natural pedagogy approach. Buchsbaum, Gopnik, Griffiths, and Shafto (2011) have also showed that a demonstrator's pedagogical stance has a significant effect on children's decisions whether to imitate part or all action sequences demonstrated to them.…”

Section: Natural Pedagogy and Bayesian Inductive Learningmentioning

confidence: 99%

Reasoning about Instrumental and Communicative Agency in Human Infancy

Gergely¹,

Jacob

2012

Rational Constructivism in Cognitive Development

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“…Such rational inferences about the advantages of learning from others and learning from self-guided exploration also govern the behavior of preschoolers [44,[56][57][58]. If for instance, a teacher freely demonstrates one function of a toy (and functions are rare), the learner can rationally assume that there is only one function; if additional functions were present, and the teacher is knowledgeable and helpful, she would have demonstrated these as well.…”

Section: Opinionmentioning

confidence: 99%