LEADER 03018nam 2200469z- 450 001 9910220036103321 005 20240424225741.0 035 $a(CKB)3800000000216416 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/51484 035 $a(EXLCZ)993800000000216416 100 $a20202102d2017 |y 0 101 0 $aeng 135 $aurmn|---annan 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aLearning in social context $ethe nature and profit of living in groups for development /$fedited by Ildik o Kir aly and David Buttelmann 210 $cFrontiers Media SA$d2017 215 $a1 electronic resource (87 p.) 225 1 $aFrontiers Research Topics 311 $a2-88945-182-8 330 $aOne of the distinctive features of humans is their unique sociality. Humans live in organized societies that are characterized by a high level of interdependence of group members in various aspects of life, ranging from the economic phenomenon of labour division to providing emotional support to others. Under these circumstances, the capacity to track social connections within and between groups has great adaptive value in managing everyday life. We may understand the importance and adaptive value of tracking the scope of culturally shared knowledge if we consider the importance of cultural norms in guiding behaviour. To become a competent member of their cultural group one must be able to conform to the group's specific behavioural norms and to accumulate culturally shared knowledge. Acquiring this knowledge is essential for successful social interactions. In contrast to current dominant explanatory theories emphasizing that social category formation is simply rooted in humans? need to belong and affiliate with a group, the aim of this e-book is to provide evidence that, in addition to its affiliative role, children form social categories for epistemic purposes. We show that children use specific cues, like kinship, patterns of resource allocation and consensus to understand group cohesion (Section 1). Once children figured out who is in-group and who is out-group, they show a significant in-group bias in attention, acting and learning (Section 2). Yet, this in-group bias can be attenuated by induced synchronous behavior (Section 3). 517 $aLearning in Social Context 606 $aCognition and culture 610 $afairness 610 $aSocial categorization 610 $aIn-group bias 610 $aunderstanding social relations 610 $aGroup processes 610 $aunderstanding kinship 610 $aImitation 610 $acognitive development 610 $alanguage as social category cue 610 $aSocial learning 615 0$aCognition and culture. 676 $a302.3 702 $aButtelmann$b David 702 $aKir aly$b Ildik o 906 $aBOOK 912 $a9910220036103321 996 $aLearning in social context$93397303 997 $aUNINA