Navegar

Colección

Datos Estadísticas

Artículo

Calero, C.I.; Zylberberg, A.; Ais, J.; Semelman, M.; Sigman, M. "Young children are natural pedagogues" (2015) Cognitive Development. 35:65-78
Estamos trabajando para incorporar este artículo al repositorio
Consulte el artículo en la página del editor
Consulte la política de Acceso Abierto del editor

Abstract:

Young children are sensitive to ostensive cues (OC), a specific set of communication signals which denote a learning context. This endows human communication with a protocol - termed natural pedagogy - adapted to transmit knowledge. It remains unknown whether children spontaneously communicate in this protocol. Here, we show that children display a broad repertoire of ostensive signals during pedagogically relevant moments of their discourse. We introduce an experimental setup where an adult actor plays erroneously a simple inference game which the child has previously learned how to play. This naturally shifts the child from a student to a teacher's role in the educational dialog. In Study 1 (n= 31), we examine children's use of ostensive cues and gestures as they develop their explanations (3-5 and 6-8-years old). We demonstrate that all children use non-verbal behaviors specifically during moments of pedagogical relevance and the dynamics' use of ostensive signals change through childhood. In Study 2 (n= 16), the adult pupil minimizes all reception to non-linguistic OC and gestures. This resulted in a decrease of children's frequency of OC during pedagogical episodes but did not affect other gesturing behavior. In Study 3 (n= 15) we show that decreasing ostension during children's history of instruction does not decrease their own ostension while teaching. This rejects the hypothesis that children teach by simple imitation of their learning experience and showed instead, that they can diagnose the sources of the adult pupil's failure and adjust their own teaching accordingly. Together, these results demonstrate that children are spontaneously tuned in the emitter side of natural pedagogy. © 2015 Elsevier Inc.

Registro:

Documento: Artículo
Título:Young children are natural pedagogues
Autor:Calero, C.I.; Zylberberg, A.; Ais, J.; Semelman, M.; Sigman, M.
Filiación:Laboratorio de Neurociencia Integrativa, Departamento de Física, Facultad de Ciencias Exactas y Naturales, Universidad de Buenos Aires. IFIBA - CONICET, Buenos Aires, Argentina
Laboratorio de Neurociencia, Universidad Torcuato Di Tella, Av. Figueroa Alcorta 7350, Ciudad de Buenos Aires, C1428BCW, Argentina
Laboratory of Applied Artificial Intelligence, Computer Science Department, FCEyN UBA, Ciudad Universitaria, Pabellón 1, Buenos Aires, 1428, Argentina
Palabras clave:Development; Gestures; Ostensive cues; Pedagogy; Teaching
Año:2015
Volumen:35
Página de inicio:65
Página de fin:78
DOI: http://dx.doi.org/10.1016/j.cogdev.2015.03.001
Título revista:Cognitive Development
Título revista abreviado:Cogn. Dev.
ISSN:08852014
CODEN:CODEF
Registro:https://bibliotecadigital.exactas.uba.ar/collection/paper/document/paper_08852014_v35_n_p65_Calero

Referencias:

  • Bahrick, L.E., Lickliter, R., Castellanos, I., The development of face perception in infancy: Intersensory interference and unimodal visual facilitation (2013) Developmental Psychology, 49 (10), pp. 1919-1930
  • Broaders, S.C., Wagner Cook, S., Mitchell, Z., Goldin-Meadow, S., Making children gesture brings out implicit knowledge and leads to learning (2007) Journal of Experimental Psychology: General, 136 (4), pp. 539-550
  • Caro, T.M., Hauser, M.D., Is there teaching in nonhuman animals? (1992) The Quarterly Review of Biology, 67 (2), pp. 151-174
  • Csibra, G., Gergely, G., Natural pedagogy (2009) Trends in Cognitive Sciences, 13, pp. 148-153
  • Csibra, G., Recognizing communicative intentions in infancy (2010) Mind and Language, 25 (2), pp. 141-168
  • Csibra, G., Gergely, G., Social learning and social cognition: The case for pedagogy. Processes of change in brain and cognitive development (2006) Attention and performance, 21, pp. 249-274. , Oxford University Press, Oxford
  • Csibra, G., Gergely, G., Natural pedagogy as evolutionary adaptation (2011) Philosophical Transactions of the Royal Society B, 366, pp. 1149-1157
  • Davis-Unger, A.C., Carlson, S.M., Development of teaching skills and relations to ToM in preschoolers (2008) Journal of Cognition and Development, 9 (1), pp. 26-45. , 9
  • Davis-Unger, A.C., Carlson, S.M., Children's teaching skills: The role of theory of mind and executive function (2008) Mind, Brain and Education, 2 (3), pp. 128-135
  • Fuchs, L.S., Fuchs, D., Karns, K., Hamlett, C.L., Dutka, S., Katzaroff, M., The relation between student ability and the quality and effectiveness of explanations (1996) American Educational Research Journal, 33 (3), pp. 631-664
  • Gergely, G., Egyed, K., Király, I., On pedagogy (2007) Developmental Science, 10 (1), pp. 139-146
  • Gliga, T., Csibra, G., One-year-old infants appreciate the referential nature of deictic gestures and words (2009) Psychological Science, 20, pp. 347-353
  • Goldin-Meadow, S., The role of gesture in communication and thinking (1999) Trends in Cognitive Sciences, 3, pp. 419-429
  • Goldin-Meadow, S., Sandhofer, C.M., Gestures convey substantive information about a child's thoughts to ordinary listeners (1999) Developmental Science, 1 (2), pp. 67-74
  • Goldin-Meadow, S., Constructing communication by hand (2002) Cognitive Development, 17, pp. 1385-1405
  • Goldin-Meadow, S., Wagner Cook, S., Mitchell, Z.A., Gesturing gives children new ideas about math (2009) Psychological Science, 20 (3), pp. 267-272
  • Göksun, R., Hirsh-Pasek, K., Michnick Golinkoff, R., How do preschoolers express cause in gesture and speech? (2009) Cognitive Development, 25, pp. 56-68
  • Goldin-Meadow, S., Wagner Alibali, M., Gesture's role in speaking, learning, and creating. Language (2013) Annual Review of Psychology, 64, pp. 257-283
  • Graesser, A.C., Person, N.K., Magliano, J.P., Collaborative dialogue patterns in naturalistic one-to-one tutoring (1995) Applied Cognitive Psychology, 9, pp. 495-522
  • Gweon, H., Pelton, H., Konpka, J., Schulz, L.E., (2013) Sins of omission: Children selectively explore when agents fail to tell the whole truth, , Department of Brain and Cognitive Sciences, Massachusetts Institute of Technology, Cambridge, MA, USA, Unpublished manuscript
  • Kleinke, C.L., Gaze and eye contact: A research review (1986) Psychological Bulletin, 100, pp. 78-100
  • LeBlanc, G., Bearison, D.J., Teaching and learning as a bi-directional activity: Investigating dyadic interactions between child teachers and child learners (2004) Cognitive Development, 19, pp. 499-515
  • Liszkowski, U., Carpenter, M., Tomasello, M., Reference and attitude in infant pointing (2007) Journal of Child Language, 34 (1), pp. 1-20
  • Maynard, A.E., Cultural teaching: The development teaching skills in Maya sibling interactions (2002) Child Development, 73 (3), pp. 969-982
  • Mandel, D.R., Jusczyk, P., Pisoni, W.D.B., Infants' recognition of the sound patterns of their own names (1995) Psychological Science, 6, pp. 314-317
  • McNeill, D., (1992) Hand and mind: What gestures reveal about thought, , University Of Chicago Press, Chicago
  • Newman, R.S., The cocktail party effect in infants revisited: Listening to one's name in noise (2005) Developmental Psychology, 41, pp. 352-362
  • Posner, M.I., Rothbart, M.K., Attention, self regulation and consciousness (1998) Philosophical Transactions of the Royal Society of London B, 353, pp. 1915-1927
  • Roscoe, R., Chi, M., Understanding tutor learning: Knowledge-building and knowledge-telling in peer tutors' explanations and questions (2007) Review of Educational Research, 77 (4), pp. 534-574
  • Southgate, A., van Maanen, C., Csibra, G., Infant pointing: Communication to cooperate or communication to learn? (2007) Child Development, 78 (3), pp. 735-740
  • Southgate, V., Chevallier, C., Csibra, G., Sensitivity to communicative relevance tells young children what to imitate (2009) Developmental Science, 12 (6), pp. 1013-1019
  • Schulz, L., Gopnik, A., Causal learning across domains (2004) Developmental Psychology, 40, pp. 162-176
  • Skipper, J.I., Goldin-Meadow, S., Nusbaum, H.C., Small, S.L., Speech-associated gestures, Broca's area, and the human mirror system (2007) Brain and Language, 101, pp. 260-277
  • Steels, L., Experiments on the emergence of human communication (2006) Trends in Cognitive Sciences, 10 (8), pp. 347-349
  • Strauss, S., Ziv, M., Stein, A., Teaching as a natural cognition and its relations to preschoolers' developing theory of mind (2002) Cognitive Development, 17, pp. 1473-1787
  • Strauss, S., (2005) Teaching as a natural cognitive ability: Implications for classroom practice and teacher education. Developmental psychology and social change, pp. 368-388. , Cambridge University Press, Cambridge
  • Strauss, S., Ziv, M., Teaching is a natural cognitive ability for humans (2012) Mind, Brain and Education, 6, pp. 186-196
  • Strauss, S., Calero, C.I., Sigman, M., Teaching, naturally (2014) Trends in Neuroscience and Education, 3 (2), pp. 38-43
  • Tomasello, M., Rakoczy, H., What makes human cognition unique? From Individual to shared to collective Intentionality (2003) Mind and Language, 18 (2), pp. 121-147
  • Tomasello, M., Carpenter, M., Call, J., Behne, T., Moll, H., Understanding and sharing intentions: The origins of cultural cognition (2005) Behavioral and Brain Sciences, 28, pp. 675-735
  • Topping, K.J., Cambell, J., Douglas, W., Smith, A., Cross-age peer tutoring in mathematics with seven- and 11-year-olds: Influence on mathematical vocabulary, strategic dialogue and self-concept (2003) Educational Research, 45 (3), pp. 287-308
  • Thornton, A., Raihani, N.J., The evolution of teaching (2008) Animal Behaviour, 75, pp. 1823-1836
  • Willems, R.M., Hagoort, P., Neural evidence for the interplay between language, gesture, and action: A review (2007) Brain and Language, 101, pp. 260-277
  • Yoon, J.M.D., Johnson, M.H., Csibra, G., Communication-induced memory biases in preverbal infants (2008) Proceedings of the National Academy of Sciences, 105 (36), pp. 13690-13695
  • Ziv, M., Frye, D., Children's understanding of teaching: The role of knowledge and belief (2004) Cognitive Development, 19, pp. 457-477
  • Ziv, M., Solomon, A., Frye, D., Young children's recognition of intentionality of teaching (2008) Child Development, 79 (5), pp. 1237-1256

Citas:

---------- APA ----------
Calero, C.I., Zylberberg, A., Ais, J., Semelman, M. & Sigman, M. (2015) . Young children are natural pedagogues. Cognitive Development, 35, 65-78.
http://dx.doi.org/10.1016/j.cogdev.2015.03.001
---------- CHICAGO ----------
Calero, C.I., Zylberberg, A., Ais, J., Semelman, M., Sigman, M. "Young children are natural pedagogues" . Cognitive Development 35 (2015) : 65-78.
http://dx.doi.org/10.1016/j.cogdev.2015.03.001
---------- MLA ----------
Calero, C.I., Zylberberg, A., Ais, J., Semelman, M., Sigman, M. "Young children are natural pedagogues" . Cognitive Development, vol. 35, 2015, pp. 65-78.
http://dx.doi.org/10.1016/j.cogdev.2015.03.001
---------- VANCOUVER ----------
Calero, C.I., Zylberberg, A., Ais, J., Semelman, M., Sigman, M. Young children are natural pedagogues. Cogn. Dev. 2015;35:65-78.
http://dx.doi.org/10.1016/j.cogdev.2015.03.001