Hostname: page-component-76d6cb85b7-lcgwf Total loading time: 0 Render date: 2026-07-15T15:39:37.921Z Has data issue: false hasContentIssue false
  • English
  • Français

Clarifying the range of social-cognitive processes subserving human teaching

Published online by Cambridge University Press:  08 June 2015

Markus Paulus ,
Sunae Kim  and
Beate Sodian
Markus Paulus
Affiliation:
Department of Psychology, Ludwig-Maximilians-Universität München, 80802 München (Munich), Germany. markus.paulus@lmu.de sunaekim2@gmail.com sodian@psy.lmu.de http://www.psy.lmu.de/epp/personen/professoren/markus_paulus/index.html http://www.psy.lmu.de/epp/personen/wiss_ma/sunae_kim/index.html http://www.psy.lmu.de/epp/personen/professoren/sodian/index.html
Sunae Kim
Affiliation:
Department of Psychology, Ludwig-Maximilians-Universität München, 80802 München (Munich), Germany. markus.paulus@lmu.de sunaekim2@gmail.com sodian@psy.lmu.de http://www.psy.lmu.de/epp/personen/professoren/markus_paulus/index.html http://www.psy.lmu.de/epp/personen/wiss_ma/sunae_kim/index.html http://www.psy.lmu.de/epp/personen/professoren/sodian/index.html
Beate Sodian
Affiliation:
Department of Psychology, Ludwig-Maximilians-Universität München, 80802 München (Munich), Germany. markus.paulus@lmu.de sunaekim2@gmail.com sodian@psy.lmu.de http://www.psy.lmu.de/epp/personen/professoren/markus_paulus/index.html http://www.psy.lmu.de/epp/personen/wiss_ma/sunae_kim/index.html http://www.psy.lmu.de/epp/personen/professoren/sodian/index.html
Get access Rights & Permissions [Opens in a new window]

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.

Information

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 38 , 2015 , e55
Copyright
Copyright © Cambridge University Press 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Article purchase

Temporarily unavailable

References

Brand, R. J., Baldwin, D. A. & Ashburn, L. A. (2002) Evidence for “motionese”: Modifications in mothers' infant-directed action. Developmental Science 5:72–83.CrossRefGoogle Scholar
Csibra, G. & Gergely, G. (2009) Natural pedagogy. Trends in Cognitive Sciences 13(4):148–53.CrossRefGoogle ScholarPubMed
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. Google Scholar
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.Google Scholar
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.CrossRefGoogle Scholar
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.CrossRefGoogle Scholar
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.Google Scholar
Paulus, M., Hunnius, S., Vissers, M. & Bekkering, H. (2011) Imitation in infancy: Rational or motor resonance? Child Development 82:1047–57.Google Scholar
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.Google Scholar
Williamson, R. A. & Brand, R. J. (2013) Child-directed action promotes 2-year-olds' imitation. Journal of Experimental Child Psychology 118:119–26.Google Scholar