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{
    "pk": 29985,
    "title": "Sensitivity to Ostension is Not Sufficient for Pedagogical Reasoning by Toddlers",
    "subtitle": null,
    "abstract": "To investigate the role of ostensive cues in pedagogical\nreasoning, we explored whether toddlers, like preschoolers,\nwould copy causally implausible actions following a\npedagogical demonstration. Toddlers watched a demonstrator\nperform a two-action sequence (AB) on a puzzle-box that led\nto a reward. We manipulated the demonstrator’s intentionality\nand the causal plausibility of action A and examined how these\nfactors influenced copying behavior. Although toddlers were\nmore likely to copy A when it was causally plausible, they were\nnot influenced by the demonstrator’s intentionality.\nImportantly, toddlers were no more likely to copy the AB\nsequence following a pedagogical demonstration vs. a non-\ncommunicative demonstration. Comparing behavioural data to\ncomputational model predictions for learners differing in their\nsensitivity to intentionality and causal plausibility supported an\nabsence of pedagogical reasoning. These results suggest that\nsensitivity to ostension may be a necessary prerequisite—but\nis not sufficient for—pedagogical reasoning in a causal\nimitation task.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "causal reasoning; cognitive development;\nostension; overimitation; pedagogy; social learning"
        }
    ],
    "section": "Poster Session 3",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/6jm3d6hr",
    "frozenauthors": [
        {
            "first_name": "Emma",
            "middle_name": "C.",
            "last_name": "Tecwyn",
            "name_suffix": "",
            "institution": "Birmingham City University",
            "department": ""
        },
        {
            "first_name": "Amanda",
            "middle_name": "M.",
            "last_name": "Seed",
            "name_suffix": "",
            "institution": "University of St Andrews",
            "department": ""
        },
        {
            "first_name": "Daphna",
            "middle_name": "",
            "last_name": "Buchsbaum",
            "name_suffix": "",
            "institution": "University of Toronto",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2020-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/29985/galley/19839/download/"
        }
    ]
}