Skip to main content Accessibility help

Clarifying the range of social-cognitive processes subserving human teaching

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


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.



Hide All
Brand, R. J., Baldwin, D. A. & Ashburn, L. A. (2002) Evidence for “motionese”: Modifications in mothers' infant-directed action. Developmental Science 5:7283.
Csibra, G. & Gergely, G. (2009) Natural pedagogy. Trends in Cognitive Sciences 13(4):148–53.
Kim, S., Kalish, C. W., Weismen, K., Johnson, M. V., & Shutts, K. (in press). Young children choose to inform previously knowledgeable others. Journal of Cognition and Development.
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.
Paulus, M., Hunnius, S. & Bekkering, H. (2013) Neurocognitive mechanisms subserving social learning in infancy: Infants' neural processing of the effects of others' actions. Social Cognitive and Affective Neuroscience 8:774–79.
Paulus, M., Hunnius, S., Vissers, M. & Bekkering, H. (2011) Imitation in infancy: Rational or motor resonance? Child Development 82:1047–57.
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.
Recommend this journal

Email your librarian or administrator to recommend adding this journal to your organisation's collection.

Behavioral and Brain Sciences
  • ISSN: 0140-525X
  • EISSN: 1469-1825
  • URL: /core/journals/behavioral-and-brain-sciences
Please enter your name
Please enter a valid email address
Who would you like to send this to? *


Full text views

Total number of HTML views: 0
Total number of PDF views: 0 *
Loading metrics...

Abstract views

Total abstract views: 0 *
Loading metrics...

* Views captured on Cambridge Core between <date>. This data will be updated every 24 hours.

Usage data cannot currently be displayed