We used a simple problem-solving game task to study imitation and innovation in groups of participants. Guesses were composed of multiple elements with linear and interactive effects on score, and score feedback was provided after each of a number of rounds. Participants were allowed to view and imitate the guesses of others during each round, and the score information accompanying others guesses was either shown or hidden in two conditions. When scores were not visible, social learning was impeded; participants were less efficient in their searching of the problem space and achieved lower performance overall. When scores were visible, higher performance was observed, and results indicated a more equitable sharing of productive exploration among participants within groups as a result of selective imitation and cross-participant cumulative mutual innovations.