Videos by Francys Subiaul
In the video one model demonstrates how to optimally stack hollow cubes; another demonstrates how... more In the video one model demonstrates how to optimally stack hollow cubes; another demonstrates how to optimally combine flat squares. Participants are then given all the pieces (unassembled) and instructed to build the tallest possible tower with these. The optimal solution is to place the combined flat squares atop the optimally stacked cubes (Subiaul & Stanton, 2020. Cognition). 1 views
Papers by Francys Subiaul
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Cambridge University Press eBooks, Oct 31, 2016
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Springer eBooks, 2022
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Physics of Life Reviews, Mar 1, 2023
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Proceedings of The Royal Society B: Biological Sciences, Apr 26, 2023
Are human cultures distinctively cumulative because they are uniquely compositional? We addressed... more Are human cultures distinctively cumulative because they are uniquely compositional? We addressed this question using a summative learning paradigm where participants saw different models build different tower elements, consisting of discrete actions and objects: stacking cubes (tower base) and linking squares (tower apex). These elements could be combined to form a tower that was optimal in terms of height and structural soundness. In addition to measuring copying fidelity, we explored whether children and adults (i) extended the knowledge demonstrated to additional tower elements and (ii) productively combined them. Results showed that children and adults copied observed demonstrations and applied them to novel exemplars. However, only adults in the imitation condition combined the two newly derived base and apex, relative to adults in a control group. Nonetheless, there were remarkable similarities between children's and adults' performance across measures. Composite measures capturing errors and overall generativity in children's and adults' performance produced few population by condition interactions. Results suggest that early in development, humans possess a suite of cognitive skills—compositionality and generativity—that transforms phylogenetically widespread social learning competencies into something that may be unique to our species, cultural learning; allowing human cultures to evolve towards greater complexity.
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PsycEXTRA Dataset, 2013
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PLOS ONE, Aug 3, 2018
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Journal of Experimental Child Psychology, 2016
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tapraid5/zct-com/zct-com/zct00212/zct2305d12z xppws S 1 2/29/12 5: 07 Art: 2012-0124 Journal of C... more tapraid5/zct-com/zct-com/zct00212/zct2305d12z xppws S 1 2/29/12 5: 07 Art: 2012-0124 Journal of Comparative Psychology 2012, Vol.●●, No.●, 000–000© 2012 American Psychological Association 0735-7036/12/$12.00 DOI: 10.1037/a0027758 Social Learning in Humans and Nonhuman Animals: Theoretical and Empirical Dissections AQ: 1 University of Queensland Mark Nielsen The George Washington University Francys Subiaul Bennett Galef University of St. Andrews Andrew Whiten McMaster University University of ...
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Cognitive Development
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Shown are examples of three trials each in the cognitive task (A) and the spatial task (B). The r... more Shown are examples of three trials each in the cognitive task (A) and the spatial task (B). The rule for each task is shown to the left of the black line. For the cognitive task, the rule is to select the ambulance, then the bird, then the crown, regardless of which position on the screen each item occupies. Between trials, picture locations are shuffled. For the spatial task, the rule is to select the right item, then the bottom item, then the left item, regardless of what is shown in the pictures. Between trials, the contents of all pictures changes. The screen has a 4 x 4 grid (gridlines are not visible), and pictures can appear in any non-overlapping positions in the grid.
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Gorillas ' use of the escape response in object choice memory tests
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PsycTESTS Dataset, 2011
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In order to identify the component cognitive processes underlying spatial imitation learning, we ... more In order to identify the component cognitive processes underlying spatial imitation learning, we presented all participants with a pre- and post-practice spatial imitation test. Children that failed to correctly imitate during the pre-test were randomly assigned to one of four groups (3 experimental practice groups and 1 "free play" no practice group). children in the Spatial Imitation group, practiced both jointly attending, vicariously encoding and subsequently copying the observed novel spatial sequences. In the Item Imitation group, children practiced both jointly attending, vicariously encoding and copying a series of observed novel item-based sequences, rather than spatial-based sequences. In the Trial-and-Error group, children practiced encoding and recalling a series of novel spatial sequences entirely through individual (associative) learning. Children in the Free play "no practice" control group, played a touchscreen drawing game that controlled for practice time on the touch-screen and mirrored some of the same actions and responses used in the experimental conditions. Results of the difference between pre- and post-practice effects on novel spatial imitation sequences showed that only the Spatial Imitation practice group significantly improved relative to the Free Play group. Individual Spatial Trial-and-Error practice did not significantly improve spatial imitation. The effect of Item Imitation practice was intermediate. These results are inconsistent with the hypothesis that general processes alone support imitation learning and is more consistent with mosaic models that posit an additive—interaction—effect on imitation performance mediated by both specialized imitation mechanisms, as well as input from less specialized social attention or social learning mechanisms.
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Encyclopedia of Animal Cognition and Behavior, 2019
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PsycEXTRA Dataset
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Learning & Behavior
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Videos by Francys Subiaul
Papers by Francys Subiaul