Search

Your search keyword '"Wood, Lara A."' showing total 2 results
Start Over Author "Wood, Lara A." Topic decision making
2 results on '"Wood, Lara A."'

1. Eye Placement Bias Is Remarkably Robust.

Author

Smith, Kirsten, Kempe, Vera, and Wood, Lara

Subjects
MOTOR ability, ADULTS, FACE perception, ENTERTAINERS, DECISION making
Abstract

When drawing faces, people show a systematic bias of placing the eyes higher up the head than they are placed in reality. This study investigated the development of this phenomenon while removing the potential confound of drawing ability. Participants (N = 124) in three age groups (3–5 yo, 10–11 yo, and adults) reconstructed two foam faces: one from observation and one from memory. The high eye placement bias was remarkably robust with mean eye placement in every condition significantly higher than the original faces. The same bias was not shown for mouth placement. Eye placement was highest for the youngest participants and for the memory conditions. The results suggest that an eye placement bias is not caused by the motor skill demands required for drawing and lend evidence to the suggestion that an eye placement bias is caused by perceptual and decision-making processes. [ABSTRACT FROM AUTHOR]

Published
2021
Full Text
View/download PDF

2. Do Children Copy an Expert or a Majority? Examining Selective Learning in Instrumental and Normative Contexts

Author

Burdett, Emily R. R., Lucas, Amanda J., Buchsbaum, Daphna, McGuigan, Nicola, Wood, Lara A., Whiten, Andrew, Kendal, Rachel L, John Templeton Foundation, Economic & Social Research Council, University of St Andrews. School of Psychology and Neuroscience, University of St Andrews. Institute of Behavioural and Neural Sciences, and University of St Andrews. Centre for Social Learning & Cognitive Evolution

Subjects
Male, BF Psychology, Decision Making, Culture, lcsh:Medicine, BF, Social Sciences, Attitudes (Psychology), Families, Human Learning, Learning and Memory, Cognition, Sociology, Learning, Psychology, Humans, lcsh:Science, Child, Children, Behavior, lcsh:R, Cognitive Psychology, Biology and Life Sciences, DAS, Imitative Behavior, Age Groups, Child, Preschool, People and Places, Cognitive Science, lcsh:Q, Population Groupings, Female, Research Article, Neuroscience
Abstract

© 2016 Burdett et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. This study examined whether instrumental and normative learning contexts differentially influence 4- to 7-year-old children's social learning strategies; specifically, their dispositions to copy an expert versus a majority consensus. Experiment 1 (N = 44) established that children copied a relatively competent "expert" individual over an incompetent individual in both kinds of learning context. In experiment 2 (N = 80) we then tested whether children would copy a competent individual versus a majority, in each of the two different learning contexts. Results showed that individual children differed in strategy, preferring with significant consistency across two different test trials to copy either the competent individual or the majority. This study is the first to show that children prefer to copy more competent individuals when shown competing methods of achieving an instrumental goal (Experiment 1) and provides new evidence that children, at least in our "individualist" culture, may consistently express either a competency or majority bias in learning both instrumental and normative information (Experiment 2). This effect was similar in the instrumental and normative learning contexts we applied.

Published
2016

Catalog

Books, media, physical & digital resources
See catalog results