scholarly journals Preschoolers’ Trust in Social Consensus Varies by Context: Conventional vs. Moral Domains

2016 ◽  
Vol 33 (1) ◽  
pp. 142 ◽  
Author(s):  
Silvia Guerrero ◽  
Laura Elenbaas ◽  
Ileana Enesco ◽  
Melanie Killen
Keyword(s):  
Young Children ◽  
Social Exclusion ◽  
Font Size ◽  
Novel Object ◽  
Majority Group ◽  
New Information ◽  
The Social ◽  
Novel Objects ◽  
Meaningful Context ◽  
Socially Relevant

<p><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-GB; mso-fareast-language: ES; mso-bidi-language: AR-SA;" lang="EN-GB"><span style="font-family: 'Garamond',serif; font-size: 8pt; mso-bidi-font-size: 10.0pt; mso-fareast-font-family: 'Times New Roman'; mso-bidi-font-family: 'Times New Roman'; mso-ansi-language: EN-GB; mso-fareast-language: ES; mso-bidi-language: AR-SA;" lang="EN-GB">Do young children give priority to following personal beliefs over the testimony of a majority group of adults that approves of social exclusion? Following current research on children’s preference for non-dissenters when learning the names for novel objects, this study investigated children’s preference for consensus opinion in two contexts: Interracial social exclusion among peers and novel object labeling. The goal was to examine the generalizability of preference for the opinion of non-dissenters in a socially relevant context. This study was conducted with 90 preschool children from the Spanish ethnic majority group. The findings revealed that participants sided with the consensus significantly less often in the social exclusion context than in the novel object labeling context. Moreover, young children did not defer to the opinion of a numerical consensus in the socially meaningful context when a group condoned the exclusion of a peer from a group activity, even when the peer was from an outgroup social category. Instead, participants agreed with a dissenter who claimed that it was not okay to exclude someone, despite the opposite opinion of a numerical majority. These results provide new information regarding children’s social knowledge development.</span></span></p>

scholarly journals Disfluencies signal reference to novel objects for adults but not children

2017 ◽  
Vol 45 (3) ◽  
pp. 581-609 ◽  
Author(s):  
Sarah J. OWENS ◽  
Justine M. THACKER ◽  
Susan A. GRAHAM
Keyword(s):  
Young Children ◽  
Spoken Language ◽  
The Novel ◽  
Novel Object ◽  
Filled Pauses ◽  
Novel Objects ◽  
Novel Targets ◽  
The Way ◽  
Familiar Objects

AbstractSpeech disfluencies can guide the ways in which listeners interpret spoken language. Here, we examined whether three-year-olds, five-year-olds, and adults use filled pauses to anticipate that a speaker is likely to refer to a novel object. Across three experiments, participants were presented with pairs of novel and familiar objects and heard a speaker refer to one of the objects using a fluent (“Look at the ball/lep!”) or disfluent (“Look at thee uh ball/lep!”) expression. The salience of the speaker's unfamiliarity with the novel referents, and the way in which the speaker referred to the novel referents (i.e., a noun vs. a description) varied across experiments. Three- and five-year-olds successfully identified familiar and novel targets, but only adults’ looking patterns reflected increased looks to novel objects in the presence of a disfluency. Together, these findings demonstrate that adults, but not young children, use filled pauses to anticipate reference to novel objects.

scholarly journals The scope and limits of overimitation in the transmission of artefact culture

2011 ◽  
Vol 366 (1567) ◽  
pp. 1158-1167 ◽  
Author(s):  
Derek E. Lyons ◽  
Diana H. Damrosch ◽  
Jennifer K. Lin ◽  
Deanna M. Macris ◽  
Frank C. Keil
Keyword(s):  
Social Learning ◽  
Young Children ◽  
Learning Processes ◽  
Novel Object ◽  
Causal Understanding ◽  
Learning Function ◽  
Intentional Actions ◽  
The Social ◽  
Social Learning Processes ◽  
Unfamiliar Object

Children are generally masterful imitators, both rational and flexible in their reproduction of others' actions. After observing an adult operating an unfamiliar object, however, young children will frequently overimitate , reproducing not only the actions that were causally necessary but also those that were clearly superfluous. Why does overimitation occur? We argue that when children observe an adult intentionally acting on a novel object, they may automatically encode all of the adult's actions as causally meaningful. This process of automatic causal encoding (ACE) would generally guide children to accurate beliefs about even highly opaque objects. In situations where some of an adult's intentional actions were unnecessary, however, it would also lead to persistent overimitation. Here, we undertake a thorough examination of the ACE hypothesis, reviewing prior evidence and offering three new experiments to further test the theory. We show that children will persist in overimitating even when doing so is costly (underscoring the involuntary nature of the effect), but also that the effect is constrained by intentionality in a manner consistent with its posited learning function. Overimitation may illuminate not only the structure of children's causal understanding, but also the social learning processes that support our species' artefact-centric culture.

Orienting to third-party conversations

2010 ◽  
Vol 38 (2) ◽  
pp. 273-296 ◽  
Author(s):  
CARMEN MARTÍNEZ-SUSSMANN ◽  
NAMEERA AKHTAR ◽  
GIL DIESENDRUCK ◽  
LORI MARKSON
Keyword(s):  
Third Party ◽  
The Novel ◽  
Novel Object ◽  
Neutral Information ◽  
The Third ◽  
Gaze Patterns ◽  
New Information ◽  
Novel Objects ◽  
The Third Party

ABSTRACTChildren as young as two years of age are able to learn novel object labels through overhearing, even when distracted by an attractive toy (Akhtar, 2005). The present studies varied the information provided about novel objects and examined which elements (i.e. novel versus neutral information and labels versus facts) toddlers chose to monitor, and what type of information they were more likely to learn. In Study 1, participants learned only the novel label and the novel fact containing a novel label. In Study 2, only girls learned the novel label. Neither girls nor boys learned the novel fact. In both studies, analyses of children's gaze patterns suggest that children who learned the new information strategically oriented to the third-party conversation.

scholarly journals No, you go first: phenotype and social context affect house sparrow neophobia

2020 ◽  
Vol 16 (9) ◽  
pp. 20200286
Author(s):  
T. R. Kelly ◽  
M. G. Kimball ◽  
K. R. Stansberry ◽  
C. R. Lattin
Keyword(s):  
Social Learning ◽  
Social Environment ◽  
House Sparrow ◽  
Passer Domesticus ◽  
Behavioural Phenotype ◽  
Experimental Procedure ◽  
Object Control ◽  
Novel Object ◽  
The Social ◽  
Novel Objects

Novel object trials are commonly used to assess aversion to novelty (neophobia), and previous work has shown neophobia can be influenced by the social environment, but whether the altered behaviour persists afterwards (social learning) is largely unknown in wild animals. We assessed house sparrow ( Passer domesticus ) novel object responses before, during and after being paired with a conspecific of either similar or different behavioural phenotype. During paired trials, animals housed with a similar or more neophobic partner demonstrated an increased aversion to novel objects. This change did not persist a week after unpairing, but neophobia decreased after unpairing in birds previously housed with a less neophobic partner. We also compared novel object responses to non-object control trials to validate our experimental procedure. Our results provide evidence of social learning in a highly successful invasive species, and an interesting asymmetry in the effects of social environment on neophobia behaviour depending on the animal's initial behavioural phenotype.

scholarly journals Response of male and female domestic chicks to change in the number (quantity) of imprinting objects

2020 ◽  
Author(s):  
Bastien S. Lemaire ◽  
Rosa Rugani ◽  
Lucia Regolin ◽  
Giorgio Vallortigara
Keyword(s):  
Sex Difference ◽  
Social Contact ◽  
The Novel ◽  
Male And Female ◽  
Novel Object ◽  
Domestic Chicks ◽  
The Social ◽  
Novel Objects ◽  
Males And Females ◽  
Familiar Objects

Abstract When facing two sets of imprinting objects of different numerousness, domestic chicks prefer to approach the larger one. Given that choice for familiar and novel stimuli in imprinting situations is known to be affected by the sex of the animals, we investigated how male and female domestic chicks divide the time spent in the proximity of a familiar versus an unfamiliar number of objects, and how animals interact (by pecking) with these objects. We confirmed that chicks discriminate among the different numerousnesses, but we also showed that females and males behave differently, depending on the degree of familiarity of the objects. When objects in the testing sets were all familiar, females equally explored both sets and pecked at all objects individually. Males instead selectively approached the familiar numerousness and pecked more at it. When both testing sets comprised familiar as well as novel objects, both males and females approached the larger numerousness of familiar objects. However, chicks directed all their pecks toward the novel object within the set. Differences in the behavior of males and females can be accounted for in terms of sex difference in the motivation to reinstate social contact with the familiar objects and to explore novel ones, likely associated with the ecology and the social structure of the species before domestication.

Young children, sound-producing objects, and the shape bias

2016 ◽  
Vol 45 (2) ◽  
pp. 193-203
Author(s):  
Diana R. Dansereau
Keyword(s):  
Young Children ◽  
Cognitive Task ◽  
Pretend Play ◽  
Musical Instruments ◽  
Novel Object ◽  
Shape Bias ◽  
Novel Objects ◽  
Test Objects

There is evidence that, when given simple musical instruments, young children construct pretend play episodes centered on the shape of the objects rather than their sounds. This attention to shape has also been observed when children learn the names of novel objects. Such a “shape bias”, when engaging in pretend play with instruments and during linguistic tasks, may indicate the possibility that shape is a perceptually important attribute across contexts. The aim of this study was to determine whether children favor shape, color, or sound when identifying a novel object. In two studies, 3- to 5-year-olds were shown target objects that were given a novel name and shared one attribute (e.g., shape, sound) with test objects. During one trial, the objects were shaken to produce sound, and during another, the children manipulated the objects in order to produce sounds. In both experiments, children selected based on shape significantly more often ( p < .001) than chance rates, indicating a strong bias toward the shape of a novel object rather than the sound it produces during a cognitive task.

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.

Modern forms of assistance to solve families difficult cases and their adolescent children

2014 ◽  
Vol 4 (1) ◽  
pp. 123-133
Author(s):  
Marzena Możdżyńska
Keyword(s):  
Adverse Event ◽  
Young People ◽  
Social Exclusion ◽  
Family Life ◽  
Social Group ◽  
Social Hierarchy ◽  
Educational Work ◽  
The Social ◽  
Difficult Cases ◽  
Complex Activities

Abstract In recent decades, we observe a significant disorganization of family life, especially in the sphere of parental functions performed by unprepared for the role emotional, socially and economically young people. Lack of education, difficulties in finding work, and the lack of prospects for positive change are the main causes of their impoverishment and progressive degradation in the social hierarchy. Reaching young people at risk of social exclusion and provide them with comprehensive care, should be a priority of modern social work and educational work. In order to provide help this social group and cope with the adverse event created a lot of programs to support systemically start in life. An example would be presented in the article KARnet 15+ program as a form of complex activities of a person stimulating subjectivity, and allows you to modify support in individual cases

I doveri della moglie secondo gli insegnamenti di alcuni predicatori e scrittori tardomedievali

2019 ◽  
Vol 110 (1) ◽  
pp. 31-45
Keyword(s):  
Mortality Rate ◽  
Young Children ◽  
Social Status ◽  
Free Time ◽  
Early Age ◽  
Social Standing ◽  
Raising Children ◽  
The Social ◽  
Medieval Europe ◽  
The Future

The society of medieval Europe had specific expectations for marriageable girls. From an early age girls were taught how to be wives and mothers, for example by being entrusted with the care of their younger siblings. The girls learned everything they would need in the future by observation. According to the teachings of preachers and writers at the time, girls, irrespective of their social status, were not meant to remain idle, as there were fears that with too much free time on their hands, they might spend it contemplating their looks, practising gestures that were to attract the attention of men or spending time alone in the streets and squares, thus exposing themselves to a variety of dangers. A wife was expected to bear a lot of children, preferably boys, because the mortality rate among young children was high at the time. Wifely duties also included raising children, at least until they were taken over by, for example, a tutor hired by the father, managing the household and ensuring every possible comfort for the husband. As Gilbert of Tournai noted, it was the mother who was expected to bring up the children in faith and to teach them good manners. The duties of the wife obviously depended on her social standing — different duties were expected from the wives of noblemen than from women lower down on the social ladder, who often had to help their husbands, in addition to doing everyday chores.

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