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Twelve-month-olds disambiguate new words using mutual-exclusivity inferences
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| 3 |
Twelve-month-olds disambiguate new words using mutual-exclusivity inferences
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Electrophysiological investigation of infants’ understanding of understanding
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Electrophysiological investigation of infants' understanding of understanding
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In: ISSN: 1878-9293 ; EISSN: 1878-9307 ; Developmental Cognitive Neuroscience ; https://hal.archives-ouvertes.fr/hal-02868065 ; Developmental Cognitive Neuroscience, Elsevier, 2020, 43, pp.100783. ⟨10.1016/j.dcn.2020.100783⟩ (2020)
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| 6 |
Electrophysiological Investigation of Infants’ Understanding of Understanding
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Fourteen-Month-Old Infants Track the Language Comprehension of Communicative Partners
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Fourteen-month-old infants track the language comprehension of communicative partners
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Fourteen‐month‐old infants track the language comprehension of communicative partners
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| 11 |
Infants learn enduring functions of novel tools from action demonstrations
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Nonverbal communicative signals modulate attention to object properties
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Representation of stable social dominance relations by human infants
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Electrophysiological Evidence for the Understanding of Maternal Speech by 9-Month-Old Infants
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Representation of stable social dominance relations by human infants
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Natural pedagogy as evolutionary adaptation
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Abstract:
We propose that the cognitive mechanisms that enable the transmission of cultural knowledge by communication between individuals constitute a system of ‘natural pedagogy’ in humans, and represent an evolutionary adaptation along the hominin lineage. We discuss three kinds of arguments that support this hypothesis. First, natural pedagogy is likely to be human-specific: while social learning and communication are both widespread in non-human animals, we know of no example of social learning by communication in any other species apart from humans. Second, natural pedagogy is universal: despite the huge variability in child-rearing practices, all human cultures rely on communication to transmit to novices a variety of different types of cultural knowledge, including information about artefact kinds, conventional behaviours, arbitrary referential symbols, cognitively opaque skills and know-how embedded in means-end actions. Third, the data available on early hominin technological culture are more compatible with the assumption that natural pedagogy was an independently selected adaptive cognitive system than considering it as a by-product of some other human-specific adaptation, such as language. By providing a qualitatively new type of social learning mechanism, natural pedagogy is not only the product but also one of the sources of the rich cultural heritage of our species.
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Keyword:
Articles
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URL: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3049090
http://www.ncbi.nlm.nih.gov/pubmed/21357237
https://doi.org/10.1098/rstb.2010.0319
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