Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Experiment Videos

On pedagogy.

György Gergely1, Katalin Egyed, Ildikó Király

  • 1Institute for Psychological Research, Hungarian Academy of Sciences, Budapest, Hungary. gergelyg@mtapi.hu

Developmental Science
|December 22, 2006
PubMed
Summary
This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Group-dependent selective forgetting in Arab-Israeli children.

Developmental psychology·2026
Same author

EVApeCognition: An 18-Year Dataset of Great Ape Cognition.

Scientific data·2026
Same author

The Intriguingly Social N400 of Preverbal Infants.

Developmental neurobiology·2026
Same author

Creating a shared representational space.

Acta psychologica·2025
Same author

Pedagogy Does Not Necessarily Constrain Exploration: Investigating Preschoolers' Information Search During Instructed Exploration.

Developmental science·2025
Same author

Effects of Joint Action Observation on Children's Imitation.

Behavioral sciences (Basel, Switzerland)·2025
Same journal

Effects of Children's Video Gaming Experience on Chinese Orthographic Processing and Its Neural Mechanisms.

Developmental science·2026
Same journal

The Kia Tīmata Pai Randomized Controlled Trial: ENRICH Early Childhood Teacher Training Improves Toddlers' Oral Language and Self-Regulation.

Developmental science·2026
Same journal

Deaf Children's Use of Mutual Exclusivity and Eye Gaze to Determine Word Meanings in American Sign Language.

Developmental science·2026
Same journal

Adolescents and Adults Use Different Facial Movements and Vocal Cues to Express Emotions.

Developmental science·2026
Same journal

Decoding Preschool Social Dynamics: Automated Tracking of Spatial and Temporal Patterns to Investigate Social Interactions and Relationships in Peer Groups.

Developmental science·2026
Same journal

Early Life Stress Affects Human Decision Making by Increasing Expectations of Volatility.

Developmental science·2026
See all related articles

Infants learn through pedagogy, a human-specific social learning system. This study shows 14-month-olds interpret emotion cues based on communicative intent, supporting pedagogy over mindreading theories.

Area of Science:

  • Developmental Psychology
  • Cognitive Science
  • Evolutionary Psychology

Background:

  • Humans possess a unique social learning system called pedagogy for efficient knowledge transfer.
  • Pedagogical knowledge transfer is initiated by ostensive cues, signaling communicative intent.
  • Existing theories often interpret infant social cognition through mindreading, focusing on attributing mental states.

Purpose of the Study:

  • To contrast the pedagogical and mindreading accounts of infant social cognition.
  • To investigate 14-month-olds' interpretation of object-directed emotion expressions within a communicative context.
  • To explore the implications of pedagogy for early social-cognitive development.

Main Methods:

  • A study was conducted with 14-month-old infants.

Related Experiment Videos

  • Infants observed object-directed emotion expressions presented with communicative cues.
  • The study analyzed infants' interpretations of these expressions to differentiate between pedagogical and mindreading frameworks.

    • Main Results:

    • Findings suggest infants' interpretations align with the pedagogical model.
    • Infants demonstrated sensitivity to communicative cues signaling knowledge transfer.
    • Results challenge the mindreading account as the sole explanation for early social cognition.

    Conclusions:

    • The pedagogical perspective provides a robust framework for understanding early social learning.
    • Infant social cognition is significantly influenced by communicative intentions and pedagogical signaling.
    • This research opens new avenues for studying child development and social-cognitive competences.