Learning about Individuals: The Role of Social Influence, Status, and Utility on Early Curiosity [ Registered Report Stage 1 Protocol]

ABSTRACT  
Humans prioritize learning about kinds (e.g., dogs, in general), over individuals (e.g., a specific dog), as kind-based facts provide rich information about categories that support learning. However, to build a cohesive mental model about the world, we must also learn about individuals and their unique properties. What factors shift our focus to prioritize learning about individuals over kinds? We will examine the role of social influence, status, and utility in shaping children’s motivation to learn about individuals. Across two experiments with a minimum of 176 children from the US and France, we will vary the social relevance, status, and utility of novel items to test how these factors shape children’s preference to learn about individuals and subsequent learning. If children’s learning preferences shift as a function of an item’s social status and utility, it will suggest these factors are important in driving the focus of children’s curiosity.  

ITEMS [Stage 1 Registered Report Protocol]