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SOCIAL LEARNING AND SOCIAL COGNITION: THE ROLE OF PEDAGOGY

100%
Gergely C., Gergely G.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2007
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vol. 62
|
issue 1
5-30
EN
The authores propose that humans are adapted to transfer knowledge to, and receive knowledge from, conspecifics by teaching. This adaptation, which they call 'pedagogy', involves the emergence of a special communication system that does not presuppose either language or high-level theory of mind, but could itself provide a basis facilitating the development of these human-specific abilities both in phylogenetic and ontogenetic terms. They speculate that tool manufacturing and mediated tool use made the evolution of such a new social learning mechanism necessary. However, the main body of evidence supporting this hypothesis comes from developmental psychology. They argue that many central phenomena of human infant social cognition that may seem puzzling in the light of their standard functional explanation can be more coherently and plausibly interpreted as reflecting the adaptations to receive knowledge from social partners through teaching.
2

ON NATURAL PEDAGOGY

81%
Gergely G., Egyed K., Kiraly I.
Magyar Pszichologiai Szemle (Hungarian Psychological Review)
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2007
|
vol. 62
|
issue 1
107-125
EN
Humans are adapted to spontaneously transfer relevant cultural knowledge to conspecifics and to learn fast the contents of such teaching manifestations through a human-specific social learning system of mutual design called 'pedagogy' (Csibra & Gergely, 2006). Pedagogical knowledge transfer is triggered by specific communicative cues (such as eye-contact, contingent reactivity, the prosodic pattern of 'motherese', and being addressed by one's own name). Infants show special sensitivity to such 'ostensive' cues that signal the teacher‘s communicative intention to manifest new and relevant knowledge about a referent object. Pedagogy offers a novel functional perspective to interpret a variety of early emerging triadic communicative interactions between adults and infants about novel objects they are jointly attending to. The currently dominant interpretation of such triadic communications (mindreading) implies that infants interpret others' object-directed manifestations in terms of subjective mental states (such as emotions, dispositions, or intentions) that they attribute to the other person's mind. The authors contrast the pedagogical versus the mindreading account a new study testing 14-month-olds' interpretation of others' object-directed emotion expressions observed in a communicative cueing context. They end by discussing the far-reaching implications of the pedagogical perspective for a wide range of early social-cognitive competences, and for providing new directions for future research on child development.
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