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Navigating the Social WorldWhat Infants, Children, and Other Species Can Teach Us$
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Mahzarin R. Banaji and Susan A. Gelman

Print publication date: 2013

Print ISBN-13: 9780199890712

Published to Oxford Scholarship Online: May 2013

DOI: 10.1093/acprof:oso/9780199890712.001.0001

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Natural Pedagogy

Natural Pedagogy

Chapter:
(p.127) 3.1 Natural Pedagogy
Source:
Navigating the Social World
Author(s):

György Gergely

Gergely Csibra

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780199890712.003.0023

This chapter proposes that the mechanism of natural pedagogy is ostensive communication, which incorporates evolved interpretive biases that allow and foster the transmission of generic and culturally shared knowledge to others. Such communication is not necessarily linguistic but always referential. There is extensive evidence that infants and children are especially sensitive to being communicatively addressed by adults, and that even newborns attend to and show preference for ostensive signals, such as eye contact, infant-directed speech, or infant-induced contingent reactivity. Such ostensive cues generate referential expectations in infants, triggering a tendency to gaze-follow the other's subsequent orientation responses (such as gaze-shifts) to their referential target, which may contribute to learning about referential signals such as deictic gestures and words. The chapter also addresses some of the most frequently asked questions about natural pedagogy in order to resolve some typical misunderstandings about what is and what is not claimed by the theory.

Keywords:   ostensive communication, infants, communication, interpretive biases, shared knowledge, referential expectations

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