Social learning and social cognition: The case for pedagogy

By Gergely Csibra, György Gergely. 2006

571 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/7695f78f766423f633d3ec5380ca2ad9d25237fd

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Citations in the corpus

'Obsessed with goals': functions and mechanisms of teleological interpretation of actions in humans. (2007, background): “Unlike humans, other animals do not routinely store their 'tools' for later use (but see Mulcahy & Call, 2006), neither do they invent, design, manufacture, and maintain tools, and they rarely transport them for long distances (see also Csibra & Gergely, 2006; Gergely & Csibra, in press).”
Towards a unified science of cultural evolution. (2006, background): “…to comparative studies of observational learning in children and chimpanzees (Horner & Whiten 2005; Nagell et al. 1993; Whiten 1998; Whiten et al. 1996; Whiten et al., in press), and the role of pedagogy in cultural transmission (Csibra & Gergely 2005; Gergely & Csibra 2006; Wood et al. 1976).”
The role of mentalizing and epistemic trust in the therapeutic relationship. (2014, background): “Babies display sensitivity in relation to particular ostensive behavioral signals such as direct eye contact or being talked to with the special intonation of " motherese " (Csibra & Gergely, 2006, 2009, 2011).”
The dog as a model for understanding human social behavior (2009, background): “Humans, even in early infancy, show special sensitivity to such ‘‘ostensive’’ cues that signal the teacher’s communicative intention and are able to fast learn the contents of communicative interactions through a human‐specific social learning system called natural pedagogy (Csibra and Gergely, 2006”
The evolution of teaching (2008, background): “From the perspective of the pupil, the ‘pedagogical stance’ concept (Csibra & Gergely 2006) suggests that humans may be particularly adept at extracting generalizable information from the behaviour of others.”
Turning Believers into Skeptics: 3-Year-Olds' Sensitivity to Cues to Speaker Credibility (2007, background): “Indeed, Reid (1764/1997) suggested that children begin with a principle of credulity and then learn from experience that people can occasionally be unreliable (see also Csibra & Gergely, 2006 ).”
Principles of Learning, Implications for Teaching: A Cognitive Neuroscience Perspective. (2008, background): “Csibra and Gergely (2006) revisited these theoretical ideas, recasting them in the language of brain science.”
The development and neural basis of referential gaze perception (2006, background): “Considering this unique morphology, it is not surprising that eye gaze plays a crucial role in human social interaction and communication (Baron-Cohen, 1995 ; Csibra & Gergely, 2006 ; Kleinke, 1986 ).”
Emulation, imitation, over-imitation and the scope of culture for child and chimpanzee (2009, background): “Other studies have shown that childrens' copying can be selective, discounting accidents (Carpenter et al. 1998) and showing sensitivity to signs of pedagogic engagement (Csibra & Gergely 2006) even in infancy.”
DEEP eye contact detector: Robust eye contact bid detection using convolutional neural network (2017, background): “Thus, eye contact greatly affects human behavior such as affective perceptions [1], social interactions [3], and development [4].”
Social cognition (2008, background): “Csibra & Gergely (2006) suggest that, at 14 months, infants assume that signals following an ostensive gesture (i.e. instructions) are always valid.”
Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence. (2011, methodology): “These demonstrators may have used cues such as directed gaze and pointing (Csibra & Gergely, 2006), leading children to assume the demonstrated sequences were pedagogically sampled.”