Cultural Learning Redux

M. Tomasello, A. Kruger, and H. Ratner (1993) proposed a theory of cultural learning comprising imitative learning, instructed learning, and collaborative learning. Empirical and theoretical advances in the past 20 years suggest modifications to the theory; for example, children do not just imitate...

Full description

Saved in:
Bibliographic Details
Published in:Child development 2016-05, Vol.87 (3), p.643-653
Main Author: Tomasello, Michael
Format: Article
Language:English
Subjects:
Child
Child Development
Child psychology
Children
Collaborative learning
Cooperative Learning
Cultural Education
Culture
Ethnic Groups
Expectations
Group Discussion
Group Dynamics
Humans
Learning
Observational Learning
Psychological Theory
Social Behavior
SPECIAL SECTION
Teaching
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:M. Tomasello, A. Kruger, and H. Ratner (1993) proposed a theory of cultural learning comprising imitative learning, instructed learning, and collaborative learning. Empirical and theoretical advances in the past 20 years suggest modifications to the theory; for example, children do not just imitate but overimitate in order to identify and affiliate with others in their cultural group, children learn from pedagogy not just episodic facts but the generic structure of their cultural worlds, and children collaboratively co-construct with those in their culture normative rules for doing things. In all, human children do not just culturally learn useful instrumental activities and information, they conform to the normative expectations of the cultural group and even contribute themselves to the creation of such normative expectations.
ISSN:0009-3920
1467-8624
DOI:10.1111/cdev.12499