scholarly journals Cues that Trigger Social Transmission of Disinhibition in Young Children

2018 ◽  
pp. 205-214
Author(s):  
Yusuke Moriguchi ◽  
Takashi Minato ◽  
Hiroshi Ishiguro ◽  
Ikuko Shinohara ◽  
Shoji Itakura
Keyword(s):  
Young Children ◽  
Social Transmission

scholarly journals Social transmission of disinhibition in young children

2007 ◽  
Vol 10 (4) ◽  
pp. 481-491 ◽  
Author(s):  
Yusuke Moriguchi ◽  
Kang Lee ◽  
Shoji Itakura
Keyword(s):  
Young Children ◽  
Social Transmission

A developmental view on incrementation in language change

2019 ◽  
Vol 45 (3-4) ◽  
pp. 127-150
Author(s):  
Ailís Cournane
Keyword(s):  
Young Children ◽  
Language Learning ◽  
Language Change ◽  
Child Language ◽  
Collaborative Work ◽  
Social Transmission ◽  
Learning Behaviors ◽  
Acquisition Process ◽  
Learning And Change ◽  
Dynamic Phenomena

Abstract Acquisition is an intuitive place to look for explanation in language change. Each child must learn their individual grammar(s) via the indirect process of analyzing the output of others’ grammars, and the process necessarily involves social transmission over several years. On the basis of child language learning behaviors, I ask whether it is reasonable to expect the incrementation (advancement) of new variants to be kicked off by and sustained by the acquisition process. I discuss literature on how children respond to input variation, and a series of new studies experimentally testing incrementation, and argue that at least for some phenomena, young children overgeneralize innovative variants beyond their input. I sketch a model of incrementation based on initial overgeneralization, and offer further thoughts on next steps. Much collaborative work remains to precisely link analogous dynamic phenomena in learning and change.

scholarly journals Children use inverse planning to detect social transmission in design of artifacts

2020 ◽  
Author(s):  
Madison Leigh Pesowski ◽  
Alyssa Quy ◽  
Michelle Lee ◽  
Adena Schachner
Keyword(s):  
Young Children ◽  
Alternative Explanation ◽  
Social Transmission ◽  
Inverse Planning ◽  
Perceptual Features ◽  
The People ◽  
Generative Processes ◽  
Flexible Inference

Do children use objects to infer the people and actions that created them? We ask how children judge whether designs were socially transmitted (copied), asking if children use a simple perceptual heuristic (more similar = more likely copied), or make a rational, flexible inference (Bayesian inverse planning). We found evidence that children use inverse planning to reason about artifacts’ designs: When children saw two identical designs, they did not always infer copying occurred. Instead, similarity was weaker evidence of copying when an alternative explanation ‘explained away’ the similarity. Thus, children inferred copying had occurred less often when designs were efficient (Exp1, age 7-9; N=52), and when there was a constraint that limited the number of possible designs (Exp2, age 4-5; N=160). When thinking about artifacts, young children go beyond perceptual features and use a process like inverse planning to reason about the generative processes involved in design.

scholarly journals Cues that trigger social transmission of disinhibition in young children

2010 ◽  
Vol 107 (2) ◽  
pp. 181-187 ◽  
Author(s):  
Yusuke Moriguchi ◽  
Takashi Minato ◽  
Hiroshi Ishiguro ◽  
Ikuko Shinohara ◽  
Shoji Itakura
Keyword(s):  
Young Children ◽  
Social Transmission

scholarly journals Innovation and social transmission in experimental micro-societies: exploring the scope of cumulative culture in young children

2017 ◽  
Vol 372 (1735) ◽  
pp. 20160425 ◽  
Author(s):  
Nicola McGuigan ◽  
Emily Burdett ◽  
Vanessa Burgess ◽  
Lewis Dean ◽  
Amanda Lucas ◽  
...  
Keyword(s):  
Experimental Study ◽  
Problem Solving ◽  
Young Children ◽  
Observational Learning ◽  
Experimental Approach ◽  
Social Transmission ◽  
Ecological Change ◽  
Older Children ◽  
Cumulative Culture ◽  
Cumulative Innovation

The experimental study of cumulative culture and the innovations essential to it is a young science, with child studies so rare that the scope of cumulative cultural capacities in childhood remains largely unknown. Here we report a new experimental approach to the inherent complexity of these phenomena. Groups of 3–4-year-old children were presented with an elaborate array of challenges affording the potential cumulative development of a variety of techniques to gain increasingly attractive rewards. In contrast to a prior study, we found evidence for elementary forms of cumulative cultural progress, with inventions of solutions at lower levels spreading to become shared innovations, and some children then building on these to create more advanced but more rewarding innovations. This contrasted with markedly more constrained progress when children worked only by themselves, or if groups faced only the highest-level challenges from the start. Further experiments that introduced higher-level inventions via the inclusion of older children, or that created ecological change, with the easiest habitual solutions no longer possible, encouraged higher levels of cumulative innovation. Our results show children are not merely ‘cultural sponges’, but when acting in groups, display the beginnings of cycles of innovation and observational learning that sustain cumulative progress in problem solving. This article is part of the themed issue ‘Process and pattern in innovations from cells to societies’.

Social transmission bias and the cultural evolution of folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
David Hirshleifer ◽  
Siew Hong Teoh
Keyword(s):  
Cultural Evolution ◽  
Social Transmission ◽  
Cognitive Approach ◽  
Economic Problems ◽  
Economic Attitudes ◽  
The Social ◽  
Economic Beliefs ◽  
Over Time

AbstractEvolved dispositions influence, but do not determine, how people think about economic problems. The evolutionary cognitive approach offers important insights but underweights the social transmission of ideas as a level of explanation. The need for asocialexplanation for the evolution of economic attitudes is evidenced, for example, by immense variations in folk-economic beliefs over time and across individuals.

The Modification of Hypernasality in Young Children

1984 ◽  
Vol 15 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Moya L. Andrews ◽  
Sarah J. Tardy ◽  
Lisa G. Pasternak
Keyword(s):  
Young Children ◽  
Voice Therapy

This paper presents an approach to voice therapy programming for young children who are hypernasal. Some general principles underlying the approach are presented and discussed.

Lexical Comprehension in Young Children With Developmental Delays

1994 ◽  
Vol 3 (1) ◽  
pp. 79-88 ◽  
Author(s):  
Theresa A. Kouri
Keyword(s):  
Young Children ◽  
Developmental Delays ◽  
Normal Development ◽  
Clinical Applications ◽  
Group Status ◽  
Novel Object ◽  
Related Information ◽  
Comprehension Skills ◽  
Lexical Items ◽  
Lexical Concepts

Lexical comprehension skills were examined in 20 young children (aged 28–45 months) with developmental delays (DD) and 20 children (aged 19–34 months) with normal development (ND). Each was assigned to either a story-like script condition or a simple ostensive labeling condition in which the names of three novel object and action items were presented over two experimental sessions. During the experimental sessions, receptive knowledge of the lexical items was assessed through a series of target and generalization probes. Results indicated that all children, irrespective of group status, acquired more lexical concepts in the ostensive labeling condition than in the story narrative condition. Overall, both groups acquired more object than action words, although subjects with ND comprehended more action words than subjects with DD. More target than generalization items were also comprehended by both groups. It is concluded that young children’s comprehension of new lexical concepts is facilitated more by a context in which simple ostensive labels accompany the presentation of specific objects and actions than one in which objects and actions are surrounded by thematic and event-related information. Various clinical applications focusing on the lexical training of young children with DD are discussed.

Eliciting Verbs From Children With Specific Language Impairment

1996 ◽  
Vol 5 (4) ◽  
pp. 17-30 ◽  
Author(s):  
Diane Frome Loeb ◽  
Clifton Pye ◽  
Sean Redmond ◽  
Lori Zobel Richardson
Keyword(s):  
Young Children ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Syntactic Complexity ◽  
Specific Language ◽  
Lexical Skills

The focus of assessment and intervention is often aimed at increasing the lexical skills of young children with language impairment. Frequently, the use of nouns is the center of the lexical assessment. As a result, the production of verbs is not fully evaluated or integrated into treatment in a way that accounts for their semantic and syntactic complexity. This paper presents a probe for eliciting verbs from children, describes its effectiveness, and discusses the utility of and problems associated with developing such a probe.

Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

1997 ◽  
Vol 6 (4) ◽  
pp. 34-47 ◽  
Author(s):  
Steven H. Long ◽  
Lesley B. Olswang ◽  
Julianne Brian ◽  
Philip S. Dale
Keyword(s):  
Data Collection ◽  
Young Children ◽  
Language Impairment ◽  
Treatment Approach ◽  
Expressive Language ◽  
Semantic Consistency ◽  
Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

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