This target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidence is provided that this progression arises from the developmental ordering of the underlying social-cognitive concepts and processes involved. (...) Imitative learning relies on a concept of intentional agent and involves simple perspective-taking. Instructed learning relies on a concept of mental agent and involves alternating/coordinated perspective-taking (intersubjectivity). Collaborative learning relies on a concept of reflective agent and involves integrated perspective-taking (reflective intersubjectivity). A comparison of normal children, autistic children and wild and enculturated chimpanzees provides further evidence for these correlations between social cognition and cultural learning. Cultural learning is a uniquely human form of social learning that allows for a fidelity of transmission of behaviors and information among conspecifics not possible in other forms of social learning, thereby providing the psychological basis for cultural evolution. (shrink)

In recent years we have seen a dramatic shift, in several different areas of communication studies, from an information-theoretic to a dynamic systems paradigm. In an information processing system, communication, whether between cells, mammals, apes, or humans, is said to occur when one organism encodes information into a signal that is transmitted to another organism that decodes the signal. In a dynamic system, all of the elements are continuously interacting with and changing in respect to one another, and an aggregate (...) pattern emerges from this mutual co-action. Whereas the information-processing paradigm looks at communication as a linear, binary sequence of events, the dynamic systems paradigm looks at the relation between behaviors and how the whole configuration changes over time. One of the most dramatic examples of the significance of shifting from an information processing to a dynamic systems paradigm can be found in the debate over the interpretation of recent advances in ape language research (ALR). To some extent, many of the early ALR studies reinforced the stereotype that animal communication is functional and stimulus bound, precisely because they were based on an information-processing paradigm that promoted a static model of communicative development. But Savage-Rumbaugh's recent results with bonobos has introduced an entirely new dimension into this debate. Shifting the terms of the discussion from an information-processing to a dynamic systems paradigm not only highlights the striking differences between Savage-Rumbaugh's research and earlier ALR studies, but further, it sheds illuminating light on the factors that underpin the development of communication skills in great apes and humans, and the relationship between communicative development and the development of language. Key Words: apes; ape language research (ALR); brain development; co-regulation; communication; dynamic systems; language development; symbols. (shrink)

This paper discusses the role of cultural anthropology in Cognitive Science. Culture is described as a very large pool of information passed along from generation to generation, composed of learned “programs” for action and understanding. These cultural programs differ in important ways from computer programs. Cultural programs tend to be unspecified and inexplicit rather than clearly stated algorithms learned through a slow process of guided discovery, and involve the manipulation of content based rather than formal symbol systems. Cultural symbol systems (...) often have affective as well as objective referents, giving them a strong directive effect. The argument is made that in the process of repeated social transmission and use, cultural programs come to take forms which have a good “fit” to the natural capacities and constraints of the human information processing system. (shrink)

As the cognitive revolution was slow to come to the study of animal behavior, the vast majority of what we know about primate cognition has been discovered in the last 30 years. Building on the recognition that the physical and social worlds of humans and their living primate relatives pose many of the same evolutionary challenges, programs of research have established that the most basic cognitive skills and mental representations that humans use to navigate those worlds are already possessed by (...) other primates. There may be differences between humans and other primates, however, in more complex cognitive skills, such as reasoning about relations, causality, time, and other minds. Of special importance, the human primate seems to possess a species-unique set of adaptations for “cultural intelligence,” which are broad reaching in their effects on human cognition. (shrink)

In this enlightening exploration of our nearest primate relatives, Michael Tomasello and Josep Call address the current state of our knowledge about the cognitive skills of non-human primates and integrate empirical findings from the beginning of the century to the present.

"Intelligence" has long been considered to be a feature unique to human beings, giving us the capacity to imagine, to think, to deceive, to make complex connections between cause and effect, to devise elaborate stategies for solving problems. However, like all our other features, intelligence is a product of evolutionary change. Until recently, it was difficult to obtain evidence of this process from the frail testimony of a few bones and stone tools. It has become clear in the last 15 (...) years that the origins of human intelligence can be investigated by the comparative study of primates, our closest non-human relatives, giving strong impetus to the case for an "evolutionary psychology", the scientific study of the mind. (shrink)

The authors develop an analysis of education. They show how education carries an essentially arbitrary cultural scheme which is actually based on power. More widely, the reproduction of culture through education is shown to play a key part in the reproduction of the whole social system.

An abridged version of the 1937 an-thropological study of the Azande of the southern Sudan, the theoretical insights of which have proven increasingly influential among both anthropologists and others.

Ambitious and elegant, this book builds a bridge between evolutionary theory and cultural psychology. Michael Tomasello is one of the very few people to have done systematic research on the cognitive capacities of both nonhuman primates and human children. The Cultural Origins of Human Cognition identifies what the differences are, and suggests where they might have come from. -/- Tomasello argues that the roots of the human capacity for symbol-based culture, and the kind of psychological development that takes place within (...) it, are based in a cluster of uniquely human cognitive capacities that emerge early in human ontogeny. These include capacities for sharing attention with other persons; for understanding that others have intentions of their own; and for imitating, not just what someone else does, but what someone else has intended to do. In his discussions of language, symbolic representation, and cognitive development, Tomasello describes with authority and ingenuity the "ratchet effect" of these capacities working over evolutionary and historical time to create the kind of cultural artifacts and settings within which each new generation of children develops. He also proposes a novel hypothesis, based on processes of social cognition and cultural evolution, about what makes the cognitive representations of humans different from those of other primates. -/- Lucid, erudite, and passionate, The Cultural Origins of Human Cognition will be essential reading for developmental psychology, animal behavior, and cultural psychology. (from the HUP website). (shrink)

In this book, field and laboratory researchers show that the Great Apes are capable of thinking at symbolic levels, traditionally considered uniquely human.

Hutchins examines a set of phenomena that have fallen between the established disciplines of psychology and anthropology, bringing to light a new set of relationships between culture and cognition.

Until recently, cognitive science focused on such mental functions as problem solving, grammar, and pattern-the functions in which the human mind most closely resembles a computer. But humans are more than computers: we invent new meanings, imagine wildly, and even have ideas that have never existed before. Today the cutting edge of cognitive science addresses precisely these mysterious, creative aspects of the mind.The Way We Think is a landmark analysis of the imaginative nature of the mind. Conceptual blending is already (...) widely known in research laboratories throughout the world; this book, written to be accessible to both lay readers and interested scientists, is its definitive statement. Gilles Fauconnier and Mark Turner show that conceptual blending is the root of the cognitively modern human mind, and that conceptual blends themselves are continually combined and reblended to create the rich mental fabric in which we live.The Way We Think shows how this blending operates; how it is affected by (and gives rise to) language, identity, culture, and invention; and how we imagine what could be and what might have been. The result is a bold and exciting new view of how the mind works. (shrink)

This book presents an alternative to conventional ideas about the evolution of the human intellect.