 Richerson and Boyd argue (along with many others in the field) that conformist learning is adaptive, in the sense that it provides an individual learner with behaviours that are appropriate to novel situations. More specifically, they argue that it is more adaptive in this regard than not imitating others at all, and more adaptive than imitating randomly-chosen members of a population. Conformist learning, they say, can help with the acquisition of behaviours appropriate to a new biological environment: when moving into a new habitat, with unknown plants and animals, it is best to eat the foods the locals eat, for one thereby avoids poisoning. But it can also lead to the generation of socially appropriate behaviours, which will obviate ostracism or attack. Harris and Corriveau’s (2011) empirical work concludes that while young children are unselective with regard to what they learn, they are far more selective regarding whom they learn from. Moreover, they argue that children tend to seek out cultural conformists as individuals whom they should trust. These findings offer some support for the existence of a form of conformist bias, although Lewens (2015) has suggested that both the theoretical and empirical cases for conformist bias may not be as strong as first meets the eye.