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Clarifying the range of social-cognitive processes subserving human teaching

  • Markus Paulus (a1), Sunae Kim (a1) and Beate Sodian (a1)

Abstract

An evolutionary framework on human teaching is not well equipped to explain the nature of human teaching unless it specifies the subserving cognitive and motivational mechanisms. Only a theory that speculates on the psychological processes provides testable predictions and stimulates further empirical research.

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Csibra, G. & Gergely, G. (2009) Natural pedagogy. Trends in Cognitive Sciences 13(4):148–53.
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Kim, S. & Spelke, E. S. (2013) Young children's selective learning and teaching. Poster presented at the Biennial Meetings of the Society for Research in Child Development, Seattle. April 18–20, 2013.
Licata, M., Paulus, M., Thoermer, C., Kristen, S., Woodward, A. & Sodian, B. (2014) Mother-infant-interaction quality and infants' ability to encode actions as goal-directed. Social Development 23:340–56.
Paulus, M. (2014) How and why do children imitate? An ideomotor approach to social and imitative learning in infancy (and beyond). Psychonomic Bulletin and Review 21:1139–56.
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Sodian, B. & Frith, U. (2008) Metacognition, theory of mind, and self-control: The relevance of high-level cognitive processes in development, neuroscience, and education. Mind, Brain, and Education 2:111–13.
Williamson, R. A. & Brand, R. J. (2013) Child-directed action promotes 2-year-olds' imitation. Journal of Experimental Child Psychology 118:119–26.
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Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
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