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 Detecting social transmission in the design of artifacts via inverse planning

2019 ◽  
Author(s):  
Ethan Hurwitz ◽  
Timothy F. Brady ◽  
Adena Schachner
Keyword(s):  
Formal Model ◽  
Social Transmission ◽  
Planning Model ◽  
Functional Constraints ◽  
Inverse Planning ◽  
Reasoning Process ◽  
The People ◽  
Availability Constraints ◽  
Puzzle Box ◽  
Design Ideas

How do people use human-made objects (artifacts) to learn about the people and actions that created them? We test the richness of people’s reasoning in this domain, focusing on the task of judging whether social transmission has occurred (i.e. whether one person copied another). We develop a formal model of this reasoning process as a form of rational inverse planning, which predicts that rather than solely focusing on artifacts’ similarity to judge whether copying occurred, people should also take into account availability constraints (the materials available), and functional constraints (which materials work). Using an artifact-building task where two characters build tools to solve a puzzle box, we find that this inverse planning model predicts trial-by-trial judgments, whereas simpler models that do not consider availability or functional constraints do not. This suggests people use a process like inverse planning to make flexible inferences from artifacts’ features about the source of design ideas.

Physical Trauma As Presesnted In Monica Ali’s Brick Lane

2019 ◽  
Vol 5 (4) ◽  
pp. 156-159
Author(s):  
Roy PP
Keyword(s):  
Civil War ◽  
Young Children ◽  
War Of Independence ◽  
Physical Trauma ◽  
The People ◽  
Provincial Capital ◽  
The 1960S

Monica Ali was born in 1967 in Dhaka, Bangladesh, but grew up in England. Her English mother met her Bangladeshi father at a dance in northern England in the 1960s. Despite both of their families` protests, they later married and lived together with their two young children in Dhaka. This was then the provincial capital of East Pakistan which after a nine-month war of independence became the capital of the People`s Republic of Bangladesh. On 25 March 1971 during this civil war, Monica Ali`s father sent his family to safety in England. The war caused East Pakistan to secede from the union with West Pakistan, and was now named Bangladesh.

scholarly journals Intuitive Archeology: Detecting social transmission in the design of artifacts

2018 ◽  
Author(s):  
Adena Schachner ◽  
Timothy F. Brady ◽  
Kiani Oro ◽  
Michelle Lee
Keyword(s):  
Bayesian Model ◽  
Social Information ◽  
Social Transmission ◽  
Efficient Design ◽  
The People ◽  
Trial Basis ◽  
Train Tracks

Human-made objects (artifacts) often provide rich social information about the people who created them. We explore how people reason about others from the objects they create, characterizing inferences about when social transmission of ideas (copying) has occurred. We test whether judgments are driven by perceptual heuristics, or structured explanation- based reasoning. We develop a Bayesian model of explanation-based inference from artifacts and a simpler model of perceptual heuristics, and ask which better predicts people’s judgments. Our artifact-building task involved two characters who built toy train tracks. Participants viewed pairs of tracks, and judged whether copying had occurred. Our explanation-based model accurately predicted on a trial-by- trial basis when participants inferred copying; the perceptual heuristics model was significantly less accurate. Efficient design ‘explained away’ similarity, making similarity weaker evidence of copying for efficient tracks. Overall, data show that like intuitive archeologists, people make rich explanation-based inferences about others from the objects they create.

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

‘Awww, she is feeding you’

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Yumei Gan
Keyword(s):  
Young Children ◽  
Communication Technology ◽  
Family Communication ◽  
Communication Technologies ◽  
Mediated Communication ◽  
Interactional Competence ◽  
Naturally Occurring ◽  
Very Young Children ◽  
The People ◽  
Engagement And Disengagement

Undertaking a video call with very young children can pose significant challenges, as children may wander away or fail to pay attention to the people on the screen. Previous studies have provided important insights into how adults try various strategies to engage young children in such video calls. Less attention has been paid, however, to the children’s perspective: how children orient themselves toward video-mediated communication technologies and the nature of these mediated interactions. Based on 56 recorded hours of naturally occurring video calls between migrant parents and the very young children (aged 8–36 months) they leave behind in China, this article examines how these children spontaneously display engagement and disengagement during a video call. This study highlights children’s interactional competence in engaging with the mediated format of interactions. Very young children can deploy various communicative resources that orient towards the affordance of video-mediated communication technology, such as manoeuvring the camera direction and initiating feeding and showing sequences. The analyses also illustrate that young children actively achieve disengagement in video calls through the artful use of language, body and the material world. These findings contribute to understanding children’s situated practices with digital technology in family communication, and how children are active interlocutors who guide the adults’ actions in moment-by-moment unfolding interactions.

scholarly journals The Relationship Between Authority and Authenticity in the Laozi: Employing Wu無 as a Philosophical Framework

Religions ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 79
Author(s):  
Sharon Y. Small
Keyword(s):  
The Political ◽  
Political Aspect ◽  
The People ◽  
The World ◽  
Philosophical Framework ◽  
Generative Processes ◽  
The Relationship ◽  
The Way

Wu 無 is one of the most prominent terms in Ancient Daoist philosophy, and perhaps the only term to appear more than Dao in both the Laozi and the Zhuangzi. However, unlike Dao, wu is generally used as an adjective modifying or describing nouns such as “names”, “desires”, “knowledge”, “action”, and so forth. Whereas Dao serves as the utmost principle in both generation and practice, wu becomes one of the central methods to achieve or emulate this ideal. As a term of negation, wu usually indicates the absence of something, as seen in its relation to the term you 有—”to have” or “presence”. From the perspective of generative processes, wu functions as an undefined and undifferentiated cosmic situation from which no beginning can begin but everything can emerge. In the political aspect, wu defines, or rather un-defines the actions (non-coercive action, wuwei 無為) that the utmost authority exerts to allow the utmost simplicity and “authenticity” (the zi 自 constructions) of the people. In this paper, I suggest an understanding of wu as a philosophical framework that places Pre-Qin Daoist thought as a system that both promotes our understanding of the way the world works and offers solutions to particular problems. Wu then is simultaneously metaphysical and concrete, general, and particular. It is what allows the world, the society, and the person to flourish on their own terms.

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

scholarly journals Tinybop. Me: A Kid’s Diary by A. Seixas

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Allison Sivak
Keyword(s):  
Elementary Education ◽  
Young Children ◽  
University Of Alberta ◽  
The Public ◽  
The People ◽  
Library And Information Studies ◽  
Information Studies ◽  
Audio Recordings ◽  
The University ◽  
Colour Hair

Seixas, Ana. Tinybop. Me: A Kid’s Diary. 2016. Apple App Store, https://itunes.apple.com/app/apple-store/id1126531257?mt=8.  Ages 3-7 (depending on parent assistance)Cost: $2.99 This app allows young children to create a digital diary filled with their own writings, photos, audio recordings, and drawings. The child creates an avatar from a varied array of options for skin colour, hair colour and style, facial features, and accessories. The app then encourages the child to respond to prompts, such as, “A song about me would be titled…,” “This is an interesting fact about my family,” and, “If I were an animal, I would look like this.” Some questions require a textual response, while others ask the child to draw, record, or take a snapshot of their response to the prompt, thereby taking advantage of the affordances offered by a tablet or phone. Other activities include the option to create a family tree, to create avatars of the child’s friends, and to answer all kinds of questions about the people in the child’s life. A child can draw, record, and photograph daily activities, such as their life at school. Children can use the app to explore their own ideas, experiences, and feelings through both serious and silly questions. A Kid’s Diary takes a simple process and makes it even more accessible to quite young children. Ana Seixas’ illustrations use eye-popping colours, with good use of contrast and negative space to make clicking easy. The language of the questions is simple and displayed in a large font. Younger children should be able to use this app with the help of caregivers reading the text for the children’s answers. Caregivers should know that the company foregrounds their privacy policy on the developer site, noting that the app does not collect information about the users through the application itself. It is highly recommended as a fun way for children and their caregivers to learn more about themselves and the world they observe around them. Highly recommended: 4 out of 4 starsReviewer: Allison Sivak Allison Sivak is the Public Services Librarian at the University of Alberta Libraries. She is currently pursuing her PhD in Library and Information Studies and Elementary Education, focusing on how the aesthetics of information design influence young people’s trust in the credibility of information content.

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.

What’s That You Say? Communication Breakdowns and Their Repairs in Children Who Are Deaf or Hard of Hearing

2020 ◽  
Vol 25 (4) ◽  
pp. 490-504
Author(s):  
Erin Fitzpatrick ◽  
Bonita Squires ◽  
Elizabeth Kay-Raining Bird
Keyword(s):  
Young Children ◽  
Language Development ◽  
Hard Of Hearing ◽  
Chronological Age ◽  
Pragmatic Language ◽  
The People ◽  
Hearing Children ◽  
Meaningful Connections ◽  
Communication Breakdowns ◽  
Conversational Fluency

Abstract Conversational fluency is important to form meaningful connections and relationships with the people around us but is understudied in children who are deaf or hard of hearing (D/HH). Communication breakdowns reduce conversational fluency. They occur when a speaker says something that interrupts the flow of conversation requiring a request for clarification or confirmation from their listener to repair the misunderstanding. Young children who are D/HH are at risk of more frequent communication breakdowns and fewer successful repairs than children with typical hearing (The missing link in language development of deaf and hard of hearing children: Pragmatic language development. Seminars in Speech and Language, 33 (04), 297–309). About 14 children who were D/HH aged 7–12 year and 15 children with typical hearing were matched on chronological age. Comparisons of the number and duration of communication breakdowns, requests for repair, and responses to requests used by children in a 10-min conversation with an adult were completed. Results showed that while children who were D/HH demonstrated some differences, they were more similar to their typically hearing peers in communication breakdowns and repairs than previously reported in the literature.

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