Young children are natural pedagogues

Autores
Calero, Cecilia Ines; Zylberberg, Ariel Dario; Ais, Joaquin; Semelman, Mariano; Sigman, Mariano
Año de publicación
2015
Idioma
inglés
Tipo de recurso
artículo
Estado
versión publicada
Descripción
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.
Fil: Calero, Cecilia Ines. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Zylberberg, Ariel Dario. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; Argentina
Fil: Ais, Joaquin. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Semelman, Mariano. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; Argentina. Universidad Torcuato Di Tella; Argentina
Materia
Pedagogy
Teaching
Development
Ostensive Cues
Gestures
Nivel de accesibilidad
acceso abierto
Condiciones de uso
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
Repositorio
CONICET Digital (CONICET)
Institución
Consejo Nacional de Investigaciones Científicas y Técnicas
OAI Identificador
oai:ri.conicet.gov.ar:11336/18275
Acceder
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oai_identifier_str oai:ri.conicet.gov.ar:11336/18275
network_acronym_str CONICETDig
repository_id_str 3498
network_name_str CONICET Digital (CONICET)
spelling Young children are natural pedagoguesCalero, Cecilia InesZylberberg, Ariel DarioAis, JoaquinSemelman, MarianoSigman, MarianoPedagogyTeachingDevelopmentOstensive CuesGestureshttps://purl.org/becyt/ford/1.7https://purl.org/becyt/ford/1Young 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.Fil: Calero, Cecilia Ines. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; Argentina. Universidad Torcuato Di Tella; ArgentinaFil: Zylberberg, Ariel Dario. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; ArgentinaFil: Ais, Joaquin. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina. Universidad Torcuato Di Tella; ArgentinaFil: Semelman, Mariano. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina. Universidad Torcuato Di Tella; ArgentinaFil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; Argentina. Universidad Torcuato Di Tella; ArgentinaElsevier Inc2015-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501info:ar-repo/semantics/articuloapplication/pdfapplication/pdfhttp://hdl.handle.net/11336/18275Calero, Cecilia Ines; Zylberberg, Ariel Dario; Ais, Joaquin; Semelman, Mariano; Sigman, Mariano; Young children are natural pedagogues; Elsevier Inc; Cognitive Development; 35; 9-2015; 65-780885-2014CONICET DigitalCONICETenginfo:eu-repo/semantics/altIdentifier/doi/10.1016/j.cogdev.2015.03.001info:eu-repo/semantics/altIdentifier/url/http://www.sciencedirect.com/science/article/pii/S088520141500012Xinfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/2.5/ar/reponame:CONICET Digital (CONICET)instname:Consejo Nacional de Investigaciones Científicas y Técnicas2025-09-29T10:28:30Zoai:ri.conicet.gov.ar:11336/18275instacron:CONICETInstitucionalhttp://ri.conicet.gov.ar/Organismo científico-tecnológicoNo correspondehttp://ri.conicet.gov.ar/oai/requestdasensio@conicet.gov.ar; lcarlino@conicet.gov.arArgentinaNo correspondeNo correspondeNo correspondeopendoar:34982025-09-29 10:28:31.146CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicasfalse
dc.title.none.fl_str_mv Young children are natural pedagogues
title Young children are natural pedagogues
spellingShingle Young children are natural pedagogues
Calero, Cecilia Ines
Pedagogy
Teaching
Development
Ostensive Cues
Gestures
title_short Young children are natural pedagogues
title_full Young children are natural pedagogues
title_fullStr Young children are natural pedagogues
title_full_unstemmed Young children are natural pedagogues
title_sort Young children are natural pedagogues
dc.creator.none.fl_str_mv Calero, Cecilia Ines
Zylberberg, Ariel Dario
Ais, Joaquin
Semelman, Mariano
Sigman, Mariano
author Calero, Cecilia Ines
author_facet Calero, Cecilia Ines
Zylberberg, Ariel Dario
Ais, Joaquin
Semelman, Mariano
Sigman, Mariano
author_role author
author2 Zylberberg, Ariel Dario
Ais, Joaquin
Semelman, Mariano
Sigman, Mariano
author2_role author
author
author
author
dc.subject.none.fl_str_mv Pedagogy
Teaching
Development
Ostensive Cues
Gestures
topic Pedagogy
Teaching
Development
Ostensive Cues
Gestures
purl_subject.fl_str_mv https://purl.org/becyt/ford/1.7
https://purl.org/becyt/ford/1
dc.description.none.fl_txt_mv 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.
Fil: Calero, Cecilia Ines. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Zylberberg, Ariel Dario. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Computación; Argentina
Fil: Ais, Joaquin. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Semelman, Mariano. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Departamento de Física. Laboratorio de Neurociencia Integrativa; Argentina. Universidad Torcuato Di Tella; Argentina
Fil: Sigman, Mariano. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Ciudad Universitaria. Instituto de Física de Buenos Aires. Universidad de Buenos Aires. Facultad de Ciencias Exactas y Naturales. Instituto de Física de Buenos Aires; Argentina. Universidad Torcuato Di Tella; Argentina
description 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.
publishDate 2015
dc.date.none.fl_str_mv 2015-09
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
http://purl.org/coar/resource_type/c_6501
info:ar-repo/semantics/articulo
format article
status_str publishedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/11336/18275
Calero, Cecilia Ines; Zylberberg, Ariel Dario; Ais, Joaquin; Semelman, Mariano; Sigman, Mariano; Young children are natural pedagogues; Elsevier Inc; Cognitive Development; 35; 9-2015; 65-78
0885-2014
CONICET Digital
CONICET
url http://hdl.handle.net/11336/18275
identifier_str_mv Calero, Cecilia Ines; Zylberberg, Ariel Dario; Ais, Joaquin; Semelman, Mariano; Sigman, Mariano; Young children are natural pedagogues; Elsevier Inc; Cognitive Development; 35; 9-2015; 65-78
0885-2014
CONICET Digital
CONICET
dc.language.none.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv info:eu-repo/semantics/altIdentifier/doi/10.1016/j.cogdev.2015.03.001
info:eu-repo/semantics/altIdentifier/url/http://www.sciencedirect.com/science/article/pii/S088520141500012X
dc.rights.none.fl_str_mv info:eu-repo/semantics/openAccess
https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
eu_rights_str_mv openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc-nd/2.5/ar/
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Elsevier Inc
publisher.none.fl_str_mv Elsevier Inc
dc.source.none.fl_str_mv reponame:CONICET Digital (CONICET)
instname:Consejo Nacional de Investigaciones Científicas y Técnicas
reponame_str CONICET Digital (CONICET)
collection CONICET Digital (CONICET)
instname_str Consejo Nacional de Investigaciones Científicas y Técnicas
repository.name.fl_str_mv CONICET Digital (CONICET) - Consejo Nacional de Investigaciones Científicas y Técnicas
repository.mail.fl_str_mv dasensio@conicet.gov.ar; lcarlino@conicet.gov.ar
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score 13.070432

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