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AKÉ REPREZENTÁCIE A KOGNITÍVNE MECHANIZMY UMOŽŇUJÚ KUMULATÍVNU KULTÚRU?

100%

Bánovský J.

Filozofia (Philosophy)

2020

tom 75

nr 8

706 – 722

The objective of the article is to explore representations and cognitive mechanisms that provide a basis for cumulative cultural learning. The paper examines research of imitation and natural pedagogy with focus on the role of decoupled representations and ostensive signals in the transmission of cognitively opaque cultural knowledge. The article aims to show that the theory of meta representations provides a useful explanatory framework for the explanation of emergence and development of abilities that enable acquisition of cultural practices and generic knowledge. The paper suggests that the application of the framework can contribute to the analysis of processes involved in interactions that facilitate early cultural learning.

ON NATURAL PEDAGOGY

88%

Gergely G. , Egyed K. , Kiraly I.

2007

tom 62

nr 1

107-125

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.