Natural pedagogy as evolutionary adaptation

By Gergely Csibra, György Gergely. Philosophical Transactions of the Royal Society B: Biological Sciences, 2011

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How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals. (2014, methodology): “For example, models may use gaze to establish joint attention (Tomasello et al. 2005), or use ostensive cues to mark some knowledge as generalizable (Csibra & Gergely 2009; 2011).”
Coordinating visualizations of polysemous action: values added for grounding proportion (2014, background): “To do so, the perceiver draws on available schemas in accord with the actor’s assumed goal (Csibra and Gergely 2011).”
The role of mentalizing and epistemic trust in the therapeutic relationship. (2014, background): “All such cues appear to trigger a special mode of learning in the infant (Csibra & Gergely, 2011; Kiraly, Csibra, & Gergely, 2013).”
The grammar of engagement I: framework and initial exemplification (2017, background): “Likewise, ostensive demonstration by adults, and children’s subsequent directing of attention, are a key part of adult–child interactions and set the scene for ‘natural pedagogy’ that is unique to humans1 and common to all cultures (Csibra & Gergely, 2009, 2011).”