Journal
BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
Volume 28, Issue 4, Pages 785-798Publisher
WILEY
DOI: 10.1348/026151009X479178
Keywords
-
Categories
Ask authors/readers for more resources
Preschoolers' selective learning from adult versus peer models was investigated. Extending previous research, children from age 3 were shown to selectively learn simple rule games from adult rather than peer models. Furthermore, this selective learning was not confined to preferentially performing certain acts oneself, but more specifically had a normative dimension to it: children understood the way the adult demonstrated an act not only as the better one, but as the normatively appropriate/correct one. This was indicated in their spontaneous normative interventions (protest, critique, etc.) in response to third party acts deviating from the one demonstrated by the adult model. Various interpretations of these findings are discussed in the broader context of the development of children's social cognition and cultural learning.
Authors
I am an author on this paper
Click your name to claim this paper and add it to your profile.
Reviews
Recommended
No Data Available