Is tool modification more difficult than innovation?

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@article{36bcff8d47bf40ea99ffebd46c803085,
title = "Is tool modification more difficult than innovation?",
abstract = "Children easily learn about tools from others, but have difficulty innovating tools independently. The current studies combine these research areas and explore the social influences on children{\textquoteright}s ability to innovate their own tools from already modified materials. In Experiment 1 (N = 104) 5- to- 8-year-olds were unaffected by statements of designer{\textquoteright}s intentions. Children were drawn to using modified materials in all conditions, but did not alter them to make functional tools. Experiment 2 (N = 163) found that children were not drawn to modified materials simply because they look made. Results are discussed in relation to executive function, scale errors, and task pragmatics. Overall, we conclude that the presence of modified materials negatively affects children{\textquoteright}s innovation of tools.",
keywords = "tool innovation, problem solving, social learning, design stance, scale error",
author = "Nicola Cutting and Ian Apperly and Jackie Chappell and Sarah Beck",
year = "2019",
month = dec
doi = "10.1016/j.cogdev.2019.100811",
language = "English",
volume = "52",
journal = "Cognitive Development",
issn = "0885-2014",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Is tool modification more difficult than innovation?

AU - Cutting, Nicola

AU - Apperly, Ian

AU - Chappell, Jackie

AU - Beck, Sarah

PY - 2019/12

Y1 - 2019/12

N2 - Children easily learn about tools from others, but have difficulty innovating tools independently. The current studies combine these research areas and explore the social influences on children’s ability to innovate their own tools from already modified materials. In Experiment 1 (N = 104) 5- to- 8-year-olds were unaffected by statements of designer’s intentions. Children were drawn to using modified materials in all conditions, but did not alter them to make functional tools. Experiment 2 (N = 163) found that children were not drawn to modified materials simply because they look made. Results are discussed in relation to executive function, scale errors, and task pragmatics. Overall, we conclude that the presence of modified materials negatively affects children’s innovation of tools.

AB - Children easily learn about tools from others, but have difficulty innovating tools independently. The current studies combine these research areas and explore the social influences on children’s ability to innovate their own tools from already modified materials. In Experiment 1 (N = 104) 5- to- 8-year-olds were unaffected by statements of designer’s intentions. Children were drawn to using modified materials in all conditions, but did not alter them to make functional tools. Experiment 2 (N = 163) found that children were not drawn to modified materials simply because they look made. Results are discussed in relation to executive function, scale errors, and task pragmatics. Overall, we conclude that the presence of modified materials negatively affects children’s innovation of tools.

KW - tool innovation

KW - problem solving

KW - social learning

KW - design stance

KW - scale error

UR - http://www.scopus.com/inward/record.url?scp=85068091037&partnerID=8YFLogxK

U2 - 10.1016/j.cogdev.2019.100811

DO - 10.1016/j.cogdev.2019.100811

M3 - Article

VL - 52

JO - Cognitive Development

JF - Cognitive Development

SN - 0885-2014

M1 - 100811

ER -