Natural pedagogy

@article{Csibra2009NaturalP,
  title={Natural pedagogy},
  author={Gergely Csibra and Gy{\"o}rgy Gergely},
  journal={Trends in Cognitive Sciences},
  year={2009},
  volume={13},
  pages={148-153}
}

The linguistic roots of natural pedagogy

TLDR
It is argued that children’s production and comprehension of declarative gestures around 10 months of age are in fact expressions of an evolving faculty of language, and the emergence of two kinds of linguistic structures in the one-word period sheds light on the different kinds of information that children can acquire or convey at different stages of development.

Natural pedagogy as evolutionary adaptation

  • G. CsibraG. Gergely
  • Biology
    Philosophical Transactions of the Royal Society B: Biological Sciences
  • 2011
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

Ready to Teach or Ready to Learn: A Critique of the Natural Pedagogy Theory

According to the theory of natural pedagogy, humans have a set of cognitive adaptations specialized for transmitting and receiving knowledge through teaching; young children can acquire generalizable

Cognitive Development Young children are natural pedagogues

Young children are sensitive to ostensive cues (OC), a specific set of communication signals which denote a learning context. This endows human communication with a protocol – termed natural pedagogy

What do human infants expect when adults communicate to them?

TLDR
While social learning and communication are both widespread in non-human animals, social learning by communication is probably human specific and contributes to the stability of cultural forms across generations.

The role of communication in acquisition, curation, and transmission of culture

TLDR
It is suggested that the social-cognitive capacities central to TTOM also support sophisticated yet remarkably early-emerging inferences and communicative behaviors that allow us to learn and share abstract knowledge.

Learning from communication versus observation in great apes

When human infants are intentionally addressed by others, they tend to interpret the information communicated as being relevant to them and worth acquiring. For humans, this attribution of relevance

Natural pedagogy and social interaction

I briefly review several debates between standard cognitivist theories and more embodied (and enactive) theories in the area of social cognition, especially in the context of developmental studies

A-not-B Errors: Testing the Limits of Natural Pedagogy Theory

TLDR
It is shown that natural pedagogy theory, in its actual stage of development, does not suffice to choose between various interpretations of Topál et al.

Is ostension any more than attention?

TLDR
It is demonstrated that 6-month-old infants follow others' gaze direction in situations that are highly attention-grabbing, irrespective of whether these situations include communicative intent and ostensive cues.
...

References

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Natural pedagogy as evolutionary adaptation

  • G. CsibraG. Gergely
  • Biology
    Philosophical Transactions of the Royal Society B: Biological Sciences
  • 2011
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

Social learning and social cognition: The case for pedagogy

TLDR
It is argued that many central phenomena of human infant social cognition can be more coherently and plausibly interpreted as reflecting the adaptations to receive knowledge from social partners through teaching.

The social construction of the cultural mind: Imitative learning as a mechanism of human pedagogy

TLDR
The central role that innately specified ostensive-communicative triggering cues and learner-directed manner of knowledge manifestations play in constraining and guiding selective imitation of relevant cultural knowledge that is both new and cognitively opaque to the naive learner is shown.

Communication-induced memory biases in preverbal infants

TLDR
It is proposed that infants' sensitivity to, and interpretation of, the social cues distinguishing infant-directed communication events represent important mechanisms of social learning by which others can help determine what information even preverbal human observers retain in memory.

Recognizing Communicative Intentions in Infancy

TLDR
It is argued on empirical bases that, by decoding ostensive signals, human infants are capable of recognizing communicative intentions addressed to them and learning about actual modes of communication benefits from, and is guided by, infants' preparedness to detect infant-directed ostensive communication.

Is There Teaching in Nonhuman Animals?

TLDR
It is argued that adherence to conventional, narrow definitions of teaching, generally derived from observations of human adult-infant interactions, has caused many related but simpler phenomena in other species to go unstudied or unrecorded, and severely limits further exploration of this topic.

Sensitivity to communicative relevance tells young children what to imitate.

TLDR
Results indicate that, like adults, human infants expect communication to contain relevant content, and imitate action elements that, relative to their current knowledge state or to the common ground with the demonstrator, is identified as most relevant.

Pragmatics, modularity and mindreading

TLDR
Pragmatic studies of verbal communication start from the assumption that an essential feature of most human communication is the expression and recognition of intentions, and that the hearer infers the speaker’s intended meaning from evidence she has provided for this purpose.

The effect of the model's presence and of negative evidence on infants' selective imitation.

  • I. Király
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    Journal of experimental child psychology
  • 2009
...