Prestige-biased cultural learning: bystander's differential attention to potential models influences children's learning

Reasoning about the evolution of our species' capacity for cumulative cultural learning has led culture–gene coevolutionary (CGC) theorists to predict that humans should possess several learning biases which robustly enhance the fitness of cultural learners. Meanwhile, developmental psychologists have begun using experimental procedures to probe the learning biases that young children actually possess — a methodology ripe for testing CGC. Here we report the first direct tests in children of CGC's prediction of prestige bias, a tendency to learn from individuals to whom others have preferentially attended, learned or deferred. Our first study showed that the odds of 3- and 4-year-old children learning from an adult model to whom bystanders had previously preferentially attended for 10 seconds (the prestigious model) were over twice those of their learning from a model whom bystanders ignored. Moreover, this effect appears domain-sensitive: in Study 2 when bystanders preferentially observed a prestigious model using artifacts, she was learned from more often on subsequent artifact-use tasks (odds almost five times greater) but not on food-preference tasks, while the reverse was true of a model who received preferential bystander attention while expressing food preferences.