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The transmission and evolution of experimental microcultures in groups of young children

机译：实验性微文化在幼儿群体中的传播和进化

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A new experimental microculture approach was developed to investigate the creation and transmission of differing traditions in small communities of young children. Four playgroups, with a total of 88 children, participated. In each of 2 playgroups, a single child was shown how to use 1 of 2 alternative methods of tool use, "lift" or "poke," to extract a reward from an artificial "foraging" device (the "panpipes") used in earlier diffusion experiments with chimpanzees. Each of these proficient models then participated in his or her playgroup during free play for 5 days, with the panpipes available to all. Compared with a condition in which no model was witnessed, where only 18% of children successfully gained rewards and the lift technique never appeared, 66% of children in the open diffusion conditions (83% of those who attempted the task) were successful. Each of the 2 different seeded approaches initially spread strongly in their respective groups. These seeded differences eroded over time as modifications were spontaneously invented, but social learning played a dominant role throughout, with a majority of children adopting the technique they witnessed most commonly, whether initially seeded or resulting from other children's innovations. A majority of children thus fell into 1 of several categories of "follower," relying primarily on social learning, with a minority displaying 1 of several other categories of innovation. One of the techniques was modified into a distinctively different form that was then socially transmitted further, allowing us to document the microevolution of small-scale traditions in this cultural microcosm.
机译：开发了一种新的实验性微文化方法，以调查在幼儿小社区中不同传统的创造和传播。四个游戏小组共有88个孩子参加。在2个游戏组的每个组中，向单个孩子展示了如何使用2种替代工具中的1种（“举升”或“戳”）来从用于“人工取食”的人工“觅食”设备（“排箫”）中提取奖励。黑猩猩的早期扩散实验。然后，这些熟练的模型中的每一个都将在5天的免费游戏中参加他或她的游戏组，并且所有人都可以使用排箫。与没有模型的情况相比，只有18％的孩子成功获得了奖励，而举升技术却从未出现过，相比之下，在开放扩散条件下有66％的孩子（尝试该任务的人中有83％）是成功的。两种不同种子方法的每种方法最初都在各自的组中广泛传播。这些种子的差异随着时间的流逝而被逐渐发明，但社会学习在整个过程中起着主导作用，无论是最初的种子还是其他孩子的创新，大多数孩子都采用他们最常看到的技术。因此，大多数儿童主要依靠社会学习落入“跟随者”的几种类别中的一种，而少数儿童则表现出其他几种创新的类别中的一种。其中一项技术被修改为一种截然不同的形式，然后在社会上进一步传播，使我们能够在这种文化缩影中记录小规模传统的微观演变。

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