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Gruber, Thibaud

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Gruber, Thibaud
Affiliation principale
Fonction
Ancien.ne collaborateur.trice
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https://libra.unine.ch/handle/123456789/783
_
0000-0002-6766-3947

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  • Publication
    Accès libre
    Group membership influences more social identification than social learning or overimitation in children
    (2019-5-15)
    Gruber, Thibaud 
    ;
    Deschenaux, Amelie 
    ;
    Frick, Aurélien
    ;
    Clément, Fabrice 
    Group membership is a strong driver of everyday life in humans, influencing similarity judgments, trust choices, and learning processes. However, its ontogenetic development remains to be understood. This study investigated how group membership, age, sex, and identification with a team influenced 39- to 60-month-old children (N = 94) in a series of similarity, trust, and learning tasks. Group membership had the most influence on similarity and trust tasks, strongly biasing choices toward in-groups. In contrast, prior experience and identification with the team were the most important factors in the learning tasks. Finally, overimitation occurred most when the children’s team, but not the opposite, displayed meaningless actions. Future work must investigate how these cognitive abilities combine during development to facilitate cultural processes.
  • Publication
    Accès libre
    Evidence for a sex effect during overimitation: boys copy irrelevant modelled actions more than girls across cultures
    (2017-12-6)
    Frick, Aurélien
    ;
    Clément, Fabrice 
    ;
    Gruber, Thibaud 
    Children are skilful at acquiring tool-using skills by faithfully copying relevant and irrelevant actions performed by others, but poor at innovating tools to solve problems. Five- to twelve-year-old urban French and rural Serbian children (N = 208) were exposed to a Hook task; a jar containing a reward in a bucket and a pipe cleaner as potential recovering tool material. In both countries, few children under the age of 10 made a hook from the pipe cleaner to retrieve the reward on their own. However, from five onward, the majority of unsuccessful children succeeded after seeing an adult model manufacturing a hook without completing the task. Additionally, a third of the children who observed a similar demonstration including an irrelevant action performed with a second object, a string, replicated this meaningless action. Children's difficulty with innovation and early capacity for overimitation thus do not depend on socio-economic background. Strikingly, we document a sex difference in overimitation across cultures, with boys engaging more in overimitation than girls, a finding that may result from differences regarding explorative tool-related behaviour. This male-biased sex effect sheds new light on our understanding of overimitation, and more generally, on how human tool culture evolved.