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The Developmental Origins of Selective Social Learning
Open accessAbstract
The study of children’s social learning is a topic of central importance to our understanding of human development. Learning from others allows children to acquire information efficiently; however, not all information conveyed by others is accurate or worth learning. A large body of research conducted over the past decade has shown that preschoolers learn selectively from some individuals over others. In the present article, we summarize our work and that of others on the developmental origins of selective social learning during infancy. The results of these studies indicate that infants are sensitive to a number of cues, including competence, age, and confidence, when deciding from whom to learn. We highlight the important implications of this research for our understanding of the cognitive and social skills necessary for selective learning and point out promising avenues for future research.
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“This encourages the agent to learn that the behaviour of other agents O in the environment may be sub-optimal, in which case agent n should engage in selective social learning [Poulin-Dubois and Brosseau-Liard, 2016].”
From Artificial Generational Intelligence: Cultural Accumulation in Reinforcement Learning (2024) · cites this paper as Poulin-Dubois and Brosseau-Liard, 2016
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“This encourages the agent to learn that the behaviour of other agents O in the environment may be sub-optimal, in which case agent n should engage in selective social learning [Poulin-Dubois and Brosseau-Liard, 2016].”
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Metadata
- Authors
- Poulin-Dubois, D., & Brosseau-Liard, P.
- Affiliations
- Department of Psychology, Concordia University
- University of Ottawa (CA)
- Venue
- Current Directions in Psychological Science
- Publisher
- SAGE Publications
- Published
- 2016-02
- Volume
- 25
- Issue
- 1
- Pages
- 60-64
- ISSN
- 0963-7214 (ISSN-L)
- 1467-8721
- PMC
- PMC4840934
- OpenAlex
- W2339621095
- Cited by
- 113
- References
- 41
- Citations by year
- 2026: 10 · 2025: 8 · 2024: 8 · 2023: 14 · 2022: 13 · 2021: 14 · 2020: 12 · 2019: 11 · 2018: 7 · 2017: 10 · 2016: 6
- FWCI
- 26.54
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Current Directions in Psychological Science (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- uO Research (University of Ottawa) (submittedVersion, public-domain)
- University of Ottawa - Library
- Funders
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD068458)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Social Psychology › Social Robot Interaction and HRI
- Keywords
- social learning, infant learning, developmental origins, learning from others, social cues, preschool children, social cognition
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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