Humans are adapted to spontaneously transfer relevant cultural knowledge to conspecifics and to fast-learn the contents of such teaching through a human-specific social learning system called ‘natural pedagogy'. In our research project we contrast the pedagogical versus the mindreading account in a new study testing 14-month-olds' interpretation of others' object-directed emotion expressions observed in a communicative cueing context. These studies could have 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.
Publications in the Theme
Gergely, G., Király, I., & Egyed, K. (2007). On pedagogy. Developmental Science, 10:1, 139-146.