Teaching strategies are shaped by experience with formal education: Experimental evidence from caregiver-child dyads in two Tannese communities.
Culture
Cumulative cultural evolution
Kastom, Vanuatu
Teaching
Journal
Memory & cognition
ISSN: 1532-5946
Titre abrégé: Mem Cognit
Pays: United States
ID NLM: 0357443
Informations de publication
Date de publication:
04 2023
04 2023
Historique:
accepted:
11
06
2022
pubmed:
2
8
2022
medline:
10
3
2023
entrez:
1
8
2022
Statut:
ppublish
Résumé
Humans are extraordinary in the extent to which we rely on cumulative culture to act upon and make sense of our environment. Teaching is one social learning process thought to be fundamental to the evolution of cumulative culture as a means of adaptation in our species. However, the frequency of teaching and how we teach are known to vary across human sociocultural contexts. Understanding this variation adds to our understanding of the complex interplay between cognition and culture in shaping learning behavior but also contributes to theory around the costs and benefits of different social learning processes. Here, we examined how prior experience with formal education is related to the frequency and diversity of teaching behaviors in an experimental paradigm where caregivers were motivated (but not instructed) to teach a simple skill to a child (7-10 years old). We identified and coded a suite of subtle nonverbal behaviors that could be construed as facilitating learning. Dyads (n = 64) were recruited from two communities on Tanna Island that differ in their experience with formal schooling and their acceptance of Western institutions. We found evidence for parallel teaching strategies in both communities. However, the rate and diversity of teaching behaviors were positively associated with caregiver's experience with formal schooling and independently and negatively associated with being from a village that rejects Western-derived institutions. These results further our understanding of how multiple cultural processes influence social learning and highlights the powerful influence of formal schooling on the cultural evolution of teaching in humans.
Identifiants
pubmed: 35913535
doi: 10.3758/s13421-022-01340-z
pii: 10.3758/s13421-022-01340-z
doi:
Types de publication
Journal Article
Research Support, Non-U.S. Gov't
Langues
eng
Sous-ensembles de citation
IM
Pagination
792-806Informations de copyright
© 2022. The Psychonomic Society, Inc.
Références
Bakeman, R., & Gottman, J. M. (1987). Applying observational methods: A systematic view. In J. D. Osofsky (Ed.), Handbook of infant development (2nd ed., pp. 818–854). John Wiley.
Bonawitz, E., Shafto, P., Gweon, H., Goodman, N. D., Spelke, E. S., & Schulz, L. (2009, July 29–August 1). The double-edged sword of pedagogy: Modeling the effect of pedagogical contexts on preschoolers’ exploratory play. Proceedings of the 31st Annual Meeting of the Cognitive Science Society. http://hdl.handle.net/1721.1/60932
Bowles, S., & Gintis, H. (1977). Schooling in capitalist America: Educational reform and the contradictions of economic life. Basic Books.
Bowles, S., & Gintis, H. (2002). Schooling in Capitalist America Revisited. Sociology of Education, 75(1), 1. https://doi.org/10.2307/3090251
doi: 10.2307/3090251
Boyce, W. T., Obradovi, J., Bush, N. R., Stamperdahl, J., Kim, Y. S., & Adler, N. (2012). Social stratification, classroom climate, and the behavioral adaptation of kindergarten children. Proceedings of the National Academy of Sciences, 109(Supplement_2), 17168–17173. https://doi.org/10.1073/pnas.1201730109
doi: 10.1073/pnas.1201730109
Boyd, R., & Richerson, P. J. (1985). Culture and the evolutionary process. The University of Chicago Press.
Boyd, R., Richerson, P. J., & Henrich, J. (2011). Colloquium Paper: The cultural niche: Why social learning is essential for human adaptation. Proceedings of the National Academy of Sciences, 108(Supplement_2), 10918–10925. https://doi.org/10.1073/pnas.1100290108
doi: 10.1073/pnas.1100290108
Boyette, A. H., & Hewlett, B. S. (2017). Autonomy, equality, and teaching among Aka foragers and Ngandu farmers of the Congo basin. Human Nature, 28(3), 289–322. https://doi.org/10.1007/s12110-017-9294-y
doi: 10.1007/s12110-017-9294-y
pubmed: 28567606
Boyette, A. H., & Hewlett, B. S. (2018). Teaching in Hunter-Gatherers. Review of Philosophy and Psychology, 9(4), 771–797. https://doi.org/10.1007/s13164-017-0347-2
doi: 10.1007/s13164-017-0347-2
Bridgers, S., Jara-Ettinger, J., & Gweon, H. (2020). Young children consider the expected utility of others’ learning to decide what to teach. Nature Human Behaviour, 4(2), 144–152. https://doi.org/10.1038/s41562-019-0748-6
doi: 10.1038/s41562-019-0748-6
pubmed: 31611659
Burdett, E. R. R., Dean, L. G., & Ronfard, S. (2018). A diverse and flexible teaching toolkit facilitates the human capacity for cumulative culture. Review of Philosophy and Psychology, 9(4), 807–818. https://doi.org/10.1007/s13164-017-0345-4
doi: 10.1007/s13164-017-0345-4
pubmed: 30595766
Bürkner, P.-C. (2018). Advanced Bayesian multilevel modeling with the R package brms. The R Journal, 10(1), 395. https://doi.org/10.32614/RJ-2018-017
Cainelli, E., & Bisiacchi, P. S. (2019). Diagnosis and treatment of developmental dyslexia and specific learning disabilities: Primum non nocere. Journal of Developmental & Behavioral Pediatrics, 40(7), 558–562. https://doi.org/10.1097/DBP.0000000000000702
doi: 10.1097/DBP.0000000000000702
Caldwell, C. A., Renner, E., & Atkinson, M. (2018). Human teaching and cumulative cultural evolution. Review of Philosophy and Psychology, 9(4), 751–770. https://doi.org/10.1007/s13164-017-0346-3
doi: 10.1007/s13164-017-0346-3
pubmed: 30595765
Caro, T. M., & Hauser, M. D. (1992). Is there teaching in nonhuman animals? The Quarterly Review of Biology, 67(2), 151–174.
doi: 10.1086/417553
pubmed: 1635977
Cicchetti, D. V. (1994). Guidelines, criteria, and rules of thumb for evaluating normed and standardized assessment instruments in psychology. Psychological Assessment, 6(4), 284–290. https://doi.org/10.1037/1040-3590.6.4.284
Clegg, J. M., Wen, N. J., DeBaylo, P. H., Alcott, A., Keltner, E. C., & Legare, C. H. (2021). Teaching through collaboration: Flexibility and diversity in caregiver–child interaction across cultures. Child Development, 92(1), e56–e75. https://doi.org/10.1111/cdev.13443
doi: 10.1111/cdev.13443
pubmed: 32776521
Cole, M. (2005). Cross-cultural and historical perspectives on the developmental consequences of education. Human Development, 48(4), 195–216. https://doi.org/10.1159/000086855
doi: 10.1159/000086855
Conti, G., Frühwirth-Schnatter, S., Heckman, J. J., & Piatek, R. (2014). Bayesian exploratory factor analysis. Journal of Econometrics, 183(1), 31–57. https://doi.org/10.1016/j.jeconom.2014.06.008
Coppens, A. D., & Alcalá, L. (2015). Supporting children’s initiative. In M. Correa-Chávez, R. Mejía-Arauz, & B. Rogoff (Eds.), Advances in child development and behavior (Vol. 49, pp. 91–112). Elsevier. https://doi.org/10.1016/bs.acdb.2015.10.002
doi: 10.1016/bs.acdb.2015.10.002
Croizet, J.-C., Autin, F., Goudeau, S., Marot, M., & Millet, M. (2019). Education and social class: Highlighting how the educational system perpetuates social inequality. In J. Jetten & K. Peters (Eds.), The social psychology of inequality (pp. 139–152). Springer International Publishing.
doi: 10.1007/978-3-030-28856-3_9
Csibra, G., & Gergely, G. (2011). Natural pedagogy as evolutionary adaptation. Philosophical Transactions of the Royal Society B: Biological Sciences, 366(1567), 1149–1157. https://doi.org/10.1098/rstb.2010.0319
doi: 10.1098/rstb.2010.0319
Datavyu Team. (2014). Datavyu: A video coding tool [Computer software]. Databrary Project, New York University. Retrieved from http://datavyu.org
Dean, L. G., Kendal, R. L., Schapiro, S. J., Thierry, B., & Laland, K. N. (2012). Identification of the social and cognitive processes underlying human cumulative culture. Science, 335(6072), 1114–1118. https://doi.org/10.1126/science.1213969
doi: 10.1126/science.1213969
pubmed: 22383851
pmcid: 4676561
Dean, L. G., Vale, G. L., Laland, K. N., Flynn, E., & Kendal, R. L. (2014). Human cumulative culture: A comparative perspective: Human cumulative culture. Biological Reviews, 89(2), 284–301. https://doi.org/10.1111/brv.12053
doi: 10.1111/brv.12053
pubmed: 24033987
ELAN (Version 6.1) [Computer software]. (2021). Nijmegen: Max Planck Institute for Psycholinguistics, The Language Archive. Retrieved from http://archive.mpi.nl/tla/elan
Fogarty, L., Strimling, P., & Laland, K. N. (2011). The evolution of teaching. Evolution, 65(10), 2760–2770. https://doi.org/10.1111/j.1558-5646.2011.01370.x
doi: 10.1111/j.1558-5646.2011.01370.x
pubmed: 21967419
Gaskins, S., & Paradise, R. (2010). Learning through observation in daily life. In D. F. Lancy, J. Bock, & S. Gaskins (Eds.), The anthropology of learning in childhood (pp. 85–118). AltaMira Press.
Gergely, G., & Csibra, G. (2006). Sylvia’s recipe: The role of imitation and pedagogy in the transmission of human culture. In N. J. Enfield & S. C. Levenson (Eds.), Roots of human sociality: Culture, cognition and human interaction (pp. 229–255). Berg Publishers.
Gopnik, A., O’Grady, S., Lucas, C. G., Griffiths, T. L., Wente, A., Bridgers, S., Aboody, R., Fung, H., & Dahl, R. E. (2017). Changes in cognitive flexibility and hypothesis search across human life history from childhood to adolescence to adulthood. Proceedings of the National Academy of Sciences, 114(30), 7892–7899. https://doi.org/10.1073/pnas.1700811114
doi: 10.1073/pnas.1700811114
Gray, P. (2013). Free to learn: Why unleashing the instinct to play will make our children happier, more self-reliant, and better students for life. Basic Books.
Greenfield, P. M., Maynard, A. E., & Childs, C. P. (2000). History, culture, learning, and development. Cross-Cultural Research, 34(4), 351–374.
doi: 10.1177/106939710003400404
Guemple, L. (1988). Teaching social realtions to Inuit children. In T. Ingold, D. Riches, & J. Woodburn (Eds.), Hunters and gatherers 2: Property, power, and ideology (pp. 131–149). Berg Publishers.
Henrich, J., Heine, S. J., & Norenzayan, A. (2010). The weirdest people in the world? Behavioral and Brain Sciences, 33(2/3), 61–83. https://doi.org/10.1017/S0140525X0999152X
doi: 10.1017/S0140525X0999152X
pubmed: 20550733
Hewlett, B. S., & Roulette, C. J. (2016). Teaching in hunter–gatherer infancy. Royal Society Open Science, 3(1), 150403. https://doi.org/10.1098/rsos.150403
doi: 10.1098/rsos.150403
pubmed: 26909166
pmcid: 4736921
Jackson, M., & Holzman, B. (2020). A century of educational inequality in the United States. Proceedings of the National Academy of Sciences, 117(32), 19108–19115. https://doi.org/10.1073/pnas.1907258117
doi: 10.1073/pnas.1907258117
Kline, M. A. (2015). How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals. Behavioral and Brain Sciences, 38, 1–70. https://doi.org/10.1017/S0140525X14000090
doi: 10.1017/S0140525X14000090
Kramer, K. L. (2021). Childhood teaching and learning among savanna Pumé hunter-gatherers: Mismatch between foraging and postindustrial societies. Human Nature. https://doi.org/10.1007/s12110-021-09392-x
Lancy, D. F. (2010). Learning “from nobody”: The limited role of teaching in folk models of children’s development. Childhood in the Past, 3, 79–106.
doi: 10.1179/cip.2010.3.1.79
Lancy, D. F. (2012). The chore curriculum. In G. Spittler & M. Bourdillon (Eds.), African children at work: Working and learning in growing up for life (pp. 23–56). LIT Verlag.
Lancy, D. F. (2016). Teaching: Natural or cultural? In D. Berch & D. Geary (Eds.), Evolutionary perspectives on education and child development. Springer.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
doi: 10.1017/CBO9780511815355
Lew-Levy, S., Bombjaková, D., Milks, A., Kiabiya Ntamboudila, F., Kline, M. A., & Broesch, T. (2022). Costly teaching contributes to the acquisition of spear hunting skill among BaYaka forager adolescents. Proceedings of the Royal Society B: Biological Sciences, 289(1974), 20220164. https://doi.org/10.1098/rspb.2022.0164
Little, E. E., Carver, L. J., & Legare, C. H. (2016). Cultural variation in triadic infant-caregiver object exploration. Child Development, 87(4), 1130–1145. https://doi.org/10.1111/cdev.12513
López, A., Correa-Chávez, M., Rogoff, B., & Gutiérrez, K. (2010). Attention to instruction directed to another by U.S. Mexican-heritage children of varying cultural backgrounds. Developmental Psychology, 46(3), 593–601. https://doi.org/10.1037/a0018157
Lynch, J. (1978). A grammar of Lenakel. Dept. of Linguistics, Research School of Pacific Studies, Australian National University.
Maynard, A. E. (2002). Cultural teaching: The development of teaching skills in Maya sibling interactions. Child Development, 73(3), 969–982. https://doi.org/10.1111/1467-8624.00450
Mesoudi, A., Chang, L., Dall, S. R. X., & Thornton, A. (2016). The evolution of individual and cultural variation in social learning. Trends in Ecology & Evolution, 31(3), 215–225. https://doi.org/10.1016/j.tree.2015.12.012
Narvaez, D., Panksepp, J., Schore, A. N., & Gleason, T. R. (2012). The Value of Using an Evolutionary Framework for Gauging Children’s Well-Being. In D. Narvaez, J. Panksepp, A. N. Schore, & T. R. Gleason (Eds.), Evolution, Early Experience and Human Development (pp. 3–30). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199755059.001.0001/acprof-9780199755059-chapter-1
Nielsen, M. (2012). Imitation, pretend play, and childhood: Essential elements in the evolution of human culture? Journal of Comparative Psychology, 126(2), 170–181. https://doi.org/10.1037/a0025168
Ochs, E., & Izquierdo, C. (2009). Responsibility in childhood: Three developmental trajectories. Ethos, 37(4), 391–413. https://doi.org/10.1111/j.1548-1352.2009.01066.x
Paradise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37(1), 102–138. https://doi.org/10.1111/j.1548-1352.2009.01033.x
Paradise, R., Mejía-Arauz, R., Silva, K. G., Dexter, A. L., & Rogoff, B. (2014). One, two, three, eyes on me! Human Development, 57(2/3), 131–149. https://doi.org/10.1159/000356769
Piatek, R. (2021). Bayesian inference for factor modeling. CRAN. https://cran.r-project.org/web/packages/BayesFM/BayesFM.pdf
Posth, C., Nägele, K., Colleran, H., Valentin, F., Bedford, S., Kami, K. W., Shing, R., Buckley, H., Kinaston, R., Walworth, M., Clark, G. R., Reepmeyer, C., Flexner, J., Maric, T., Moser, J., Gresky, J., Kiko, L., Robson, K. J., Auckland, K., … Powell, A. (2018). Language continuity despite population replacement in Remote Oceania. Nature Ecology & Evolution, 2(4), 731–740. https://doi.org/10.1038/s41559-018-0498-2
Premack, D., Premack, A. J., Olson, D., & Torrance, N. (1996). Why animals lack pedagogy and some cultures have more of it than others. In D. R. Olson & N. Torrance (Eds.), The handbook of human development and education (pp. 302–344). Blackwell.
Ronfard, S., & Harris, P. L. (2018). Children’s decision to transmit information is guided by their evaluation of the nature of that information. Review of Philosophy and Psychology, 9(4), 849–861. https://doi.org/10.1007/s13164-017-0344-5
Ronfard, S., Was, A. M., & Harris, P. L. (2016). Children teach methods they could not discover for themselves. Journal of Experimental Child Psychology, 142, 107–117. https://doi.org/10.1016/j.jecp.2015.09.032
Scribner, S., & Cole, M. (1973). Cognitive consequences of formal and informal education: New accommodations are needed between school-based learning and learning experiences of everyday life. Science, 182(4112), 553–559.
Shifrer, D. (2013). Stigma of a label: Educational expectations for high school students labeled with learning disabilities. Journal of Health and Social Behavior, 54(4), 462–480. https://doi.org/10.1177/0022146513503346
Shneidman, L., Gweon, H., Schulz, L. E., & Woodward, A. L. (2016). Learning from others and spontaneous exploration: A cross-cultural investigation. Child Development, 87(3), 723–735. https://doi.org/10.1111/cdev.12502
Silva, K. G., Correa-Chávez, M., & Rogoff, B. (2010). Mexican-heritage children’s attention and learning from interactions directed to others: Mexican-heritage children’s attention. Child Development, 81(3), 898–912. https://doi.org/10.1111/j.1467-8624.2010.01441.x
Strauss, S., & Ziv, M. (2012). Teaching is a natural cognitive ability for humans. Mind, Brain, and Education, 6(4), 186–196.
Tehrani, J. J., & Riede, F. (2008). Towards an archaeology of pedagogy: Learning, teaching and the generation of material culture traditions. World Archaeology, 40(3), 316–331. https://doi.org/10.1080/00438240802261267
Thornton, A., & Raihani, N. J. (2008). The evolution of teaching. Animal Behaviour, 75(6), 1823–1836. https://doi.org/10.1016/j.anbehav.2007.12.014
Tomasello, M. (1999). The cultural origins of human cognition. Harvard University Press.
Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993). Cultural learning. Behavioral and Brain Sciences, 16, 495–552.
Tonkinson, R. (1982). National identity and the problem of kastom in Vanuatu. Mankind, 13(4), 306–315. https://doi.org/10.1111/j.1835-9310.1982.tb00996.x
Whiten, A., & Erdal, D. (2012). The human socio-cognitive niche and its evolutionary origins. Philosophical Transactions of the Royal Society B: Biological Sciences, 367(1599), 2119–2129. https://doi.org/10.1098/rstb.2012.0114
Whiten, A., McGuigan, N., Marshall-Pescini, S., & Hopper, L. M. (2009). Emulation, imitation, over-imitation and the scope of culture for child and chimpanzee. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1528), 2417–2428. https://doi.org/10.1098/rstb.2009.0069