The ghosts in the computer: the role of agency and animacy attributions in "ghost controls".

Three studies evaluated the role of 4-year-old children's agency- and animacy-attributions when learning from a computerized ghost control (GC). In GCs, participants observe events occurring without an apparent agent, as if executed by a "ghost" or unobserved causal forces. Using a to...

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Autores principales:	Francys Subiaul, Jennifer Vonk, M D Rutherford
Formato:	article
Lenguaje:	EN
Publicado:	Public Library of Science (PLoS) 2011
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/a3840f14f31143a8960bf18b18c9262b
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spelling	oai:doaj.org-article:a3840f14f31143a8960bf18b18c9262b2021-11-18T07:34:59ZThe ghosts in the computer: the role of agency and animacy attributions in "ghost controls".1932-620310.1371/journal.pone.0026429https://doaj.org/article/a3840f14f31143a8960bf18b18c9262b2011-01-01T00:00:00Zhttps://www.ncbi.nlm.nih.gov/pmc/articles/pmid/22073165/pdf/?tool=EBIhttps://doaj.org/toc/1932-6203Three studies evaluated the role of 4-year-old children's agency- and animacy-attributions when learning from a computerized ghost control (GC). In GCs, participants observe events occurring without an apparent agent, as if executed by a "ghost" or unobserved causal forces. Using a touch-screen, children in Experiment 1 responded to three pictures in a specific order under three learning conditions: (i) trial-and-error (Baseline), (ii) imitation and (iii) Ghost Control. Before testing in the GC, children were read one of three scripts that determined agency attributions. Post-test assessments confirmed that all children attributed agency to the computer and learned in all GCs. In Experiment 2, children were not trained on the computer prior to testing, and no scripts were used. Three different GCs, varying in number of agency cues, were used. Children failed to learn in these GCs, yet attributed agency and animacy to the computer. Experiment 3 evaluated whether children could learn from a human model in the absence of training under conditions where the information presented by the model and the computer was either consistent or inconsistent. Children evidenced learning in both of these conditions. Overall, learning in social conditions (Exp. 3) was significantly better than learning in GCs (Exp. 2). These results, together with other published research, suggest that children privilege social over non-social sources of information and are generally more adept at learning novel tasks from a human than from a computer or GC.Francys SubiaulJennifer VonkM D RutherfordPublic Library of Science (PLoS)articleMedicineRScienceQENPLoS ONE, Vol 6, Iss 11, p e26429 (2011)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Francys Subiaul Jennifer Vonk M D Rutherford The ghosts in the computer: the role of agency and animacy attributions in "ghost controls".
description	Three studies evaluated the role of 4-year-old children's agency- and animacy-attributions when learning from a computerized ghost control (GC). In GCs, participants observe events occurring without an apparent agent, as if executed by a "ghost" or unobserved causal forces. Using a touch-screen, children in Experiment 1 responded to three pictures in a specific order under three learning conditions: (i) trial-and-error (Baseline), (ii) imitation and (iii) Ghost Control. Before testing in the GC, children were read one of three scripts that determined agency attributions. Post-test assessments confirmed that all children attributed agency to the computer and learned in all GCs. In Experiment 2, children were not trained on the computer prior to testing, and no scripts were used. Three different GCs, varying in number of agency cues, were used. Children failed to learn in these GCs, yet attributed agency and animacy to the computer. Experiment 3 evaluated whether children could learn from a human model in the absence of training under conditions where the information presented by the model and the computer was either consistent or inconsistent. Children evidenced learning in both of these conditions. Overall, learning in social conditions (Exp. 3) was significantly better than learning in GCs (Exp. 2). These results, together with other published research, suggest that children privilege social over non-social sources of information and are generally more adept at learning novel tasks from a human than from a computer or GC.
format	article
author	Francys Subiaul Jennifer Vonk M D Rutherford
author_facet	Francys Subiaul Jennifer Vonk M D Rutherford
author_sort	Francys Subiaul
title	The ghosts in the computer: the role of agency and animacy attributions in "ghost controls".
title_short	The ghosts in the computer: the role of agency and animacy attributions in "ghost controls".
title_full	The ghosts in the computer: the role of agency and animacy attributions in "ghost controls".
title_fullStr	The ghosts in the computer: the role of agency and animacy attributions in "ghost controls".
title_full_unstemmed	The ghosts in the computer: the role of agency and animacy attributions in "ghost controls".
title_sort	ghosts in the computer: the role of agency and animacy attributions in "ghost controls".
publisher	Public Library of Science (PLoS)
publishDate	2011
url	https://doaj.org/article/a3840f14f31143a8960bf18b18c9262b
work_keys_str_mv	AT francyssubiaul theghostsinthecomputertheroleofagencyandanimacyattributionsinghostcontrols AT jennifervonk theghostsinthecomputertheroleofagencyandanimacyattributionsinghostcontrols AT mdrutherford theghostsinthecomputertheroleofagencyandanimacyattributionsinghostcontrols AT francyssubiaul ghostsinthecomputertheroleofagencyandanimacyattributionsinghostcontrols AT jennifervonk ghostsinthecomputertheroleofagencyandanimacyattributionsinghostcontrols AT mdrutherford ghostsinthecomputertheroleofagencyandanimacyattributionsinghostcontrols
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The ghosts in the computer: the role of agency and animacy attributions in "ghost controls".

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