If I told you everyone picked that (inefficient) tool, would you? Children attend to normative language when imitating and transmitting tool use
In this study, we extended research on children’s imitation by examining the impact of normativity on children’s decision about whether to imitate inefficient actions in the context of tool use. In particular, this study explored how conventional language (highlighting norms) versus instrumental language (highlighting a desired end-goal) influenced children’s imitation and transmission of the use of an inefficient tool to achieve a particular end-goal. Rather than examining children’s imitation of unnecessary actions that do not impede goal-completion, we examined children’s conformity with a modeled behavior that may result in sacrificing goal completion. Thus, the stakes of conforming with the stated norm were higher than when children are asked to imitate a series of unnecessary actions that may not impede achieving a designated goal. Children (N = 96 4- to 6-year-olds) were presented with either a conventional or instrumental description of a model’s actions before watching the model choose an inefficient tool. Results indicated that children who heard conventional language imitated the model’s inefficient tool choice and chose to teach a third party to use the inefficient tool at significantly higher rates than when they heard instrumental language. The use of a within-subjects design allowed us to confirm that descriptions that included conventional language impacted children’s imitation and transmission of inefficient tool use above and beyond individual differences in children’s baseline imitation rate. The results have implications for the extent to which children will conform with what “we” are “supposed” to do.