title: Does a peer model's task proficiency influence children's solution choice and innovation?
abstract: The current study investigated whether 4- to 6-year-old children's task solution choice was influenced by the past proficiency of familiar peer models and the children's personal prior task experience. Peer past proficiency was established through behavioral assessments of interactions with novel tasks alongside peer and teacher predictions of each child's proficiency. Based on these assessments, one peer model with high past proficiency and one age-, sex-, dominance-, and popularity-matched peer model with lower past proficiency were trained to remove a capsule using alternative solutions from a three-solution artificial fruit task. Video demonstrations of the models were shown to children after they had either a personal successful interaction or no interaction with the task. In general, there was not a strong bias toward the high past-proficiency model, perhaps due to a motivation to acquire multiple methods and the salience of other transmission biases. However, there was some evidence of a model-based past-proficiency bias; when the high past-proficiency peer matched the participants' original solution, there was increased use of that solution, whereas if the high past-proficiency peer demonstrated an alternative solution, there was increased use of the alternative social solution and novel solutions. Thus, model proficiency influenced innovation.
authors.affiliation: Department of Psychology, Centre for the Coevolution of Biology and Culture, Durham University, Durham DH1 3LE, UK; School of Psychology & Neuroscience, University of St Andrews, St Andrews KY16 9JP, UK. Electronic address: lanw@st-andrews.ac.uk.
authors.forename: Lara A
authors.initials: LA
authors.lastname: Wood
authors.affiliation: Department of Anthropology, Centre for the Coevolution of Biology and Culture, Durham University, Durham DH1 3LE, UK.
authors.forename: Rachel L
authors.initials: RL
authors.lastname: Kendal
authors.affiliation: School of Education, Centre for the Coevolution of Biology and Culture, Durham University, Durham DH1 1TA, UK.
authors.forename: Emma G
authors.initials: EG
authors.lastname: Flynn
mesh_terms: D001076:Aptitude / Q000502:physiology*; D002648:Child; D002675:Child, Preschool; D002755:Choice Behavior / Q000502:physiology*; D005260:Female; D006801:Humans; D008297:Male; D010379:Peer Group; D000067074:Peer Influence
keywords: Canalization; Innovation; Proficiency; Social learning; Transmission biases; Trust