Children consider others' need and reputation in costly sharing decisions.

Children's sharing decisions are shaped by recipient characteristics such as need and reputation, yet studies often focus on one characteristic at a time. This research examines how combinations of recipient characteristics impact costly sharing decisions among 3- to 9-year-old children (N = 186). Children were informed about the material need (needy or not needy) and reputation (sharing or not sharing) of potential recipients before having the opportunity to share stickers with them.

Children transition from simple associations to explicitly reasoned social learning strategies between age four and eight.

To differentiate the use of simple associations from use of explicitly reasoned selective social learning, we can look for age-related changes in children's behaviour that might signify a switch from one social learning strategy to the other. We presented 4- to 8-year-old children visiting a zoo in Scotland (N = 109) with a task in which the perceptual access of two informants was determined by the differing opacity of two screens of similar visual appearance during a hiding event. Initially success could be achieved by forming an association or inferring a rule based on salient visual (but causally irrelevant) cues.

Taking account of others' goals in social information use: Developmental changes in 3- to 7-year-old children.

The ability to take mental states such as goals into account when interpreting others' behavior has been proposed to be what sets human use of social information apart from that of other animals. If so, children's social information use would be expected to change as their understanding of others' mental states develops. We explored age-related changes in 3- to 7-year-old children's ability to strategically use social information by taking into account another's goal when it was, or was not, aligned with their own.

Development of strategic social information seeking: Implications for cumulative culture.

Human learners are rarely the passive recipients of valuable social information. Rather, learners usually have to actively seek out information from a variety of potential others to determine who is in a position to provide useful information. Yet, the majority of developmental social learning paradigms do not address participants' ability to seek out information for themselves.

Inferring Behavior From Partial Social Information Plays Little or No Role in the Cultural Transmission of Adaptive Traits.

Many human cultural traits become increasingly beneficial as they are repeatedly transmitted, thanks to an accumulation of modifications made by successive generations. But how do later generations typically avoid modifications which revert traits to less beneficial forms already sampled and rejected by earlier generations? And how can later generations do so without direct exposure to their predecessors' behavior? One possibility is that learners are sensitive to cues of non-random production in others' behavior, and that particular variants (e.g.

Experimental assessment of capacities for cumulative culture: Review and evaluation of methods.

In the current literature, there are few experimental tests of capacities for cumulative cultural evolution in nonhuman species. There are even fewer examples of such tests in young children. This limited evidence is noteworthy given widespread interest in the apparent distinctiveness of human cumulative culture, and the potentially significant theoretical implications of identifying related capacities in nonhumans or very young children.