期刊
PERSPECTIVES ON PSYCHOLOGICAL SCIENCE
卷 11, 期 2, 页码 280-295出版社
SAGE PUBLICATIONS LTD
DOI: 10.1177/1745691615621276
关键词
cultural evolution; evolution of cognition; imitation; infant development; pedagogy; teaching
The theory of natural pedagogy is an important focus of research on the evolution and development of cultural learning. It proposes that we are born pupils; that human children genetically inherit a package of psychological adaptations that make them receptive to teaching. In this article, I first examine the components of the packageeye contact, contingencies, infant-directed speech, gaze cuing, and rational imitationasking in each case whether current evidence indicates that the component is a reliable feature of infant behavior and a genetic adaptation for teaching. I then discuss three fundamental insights embodied in the theory: Imitation is not enough for cumulative cultural inheritance, the extra comes from blind trust, and tweaking is a powerful source of cognitive change. Combining the results of the empirical review with these insights, I argue that human receptivity to teaching is founded on nonspecific genetic adaptations for social bonding and social learning and acquires its species- and functionally specific features through the operation of domain-general processes of learning in sociocultural contexts. We engage, not in natural pedagogy, but in cultural pedagogy.
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