English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

In over-imitation, children copy even elements of a goal-directed action sequence that appear unnecessary for achieving the goal. We demonstrate in 4-year olds that the unnecessary action is specifically associated with the goal, not generally associated with the apparatus. The unnecessary action is performed flexibly: 4-year olds usually omit it if it has already been performed by an adult. Most 5-year olds do not verbally report the unnecessary action as necessary when achieving the goal, although most of them report an equivalent but necessary action as necessary. Most 5-year olds explain the necessary action in functional terms, but are unsure as to the function of the unnecessary action. These verbal measures do not support the hypothesis that children over-imitate primarily because they encode unnecessary actions as causing the goal even in causally transparent systems. In a causally transparent system, explanations for over-imitation fitting the results are that children are ignorant of the unnecessary action's purpose, and that they learn a prescriptive norm that it should be carried out. In causally opaque systems, however, for children and for adults, any action performed before achieving the goal is likely to be inferred as causally necessary-this is not over-imitation, but ordinary causal learning.

Over-imitation is better explained by norm learning than by distorted causal learning