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The evolutionary origins of natural pedagogy: Rhesus monkeys show sustained attention following nonsocial cues versus social communicative signals
dc.contributor.authorBettle, Rosemary
dc.contributor.authorRosati, Alexandra G.
dc.date.accessioned2021-01-05T18:49:13Z
dc.date.availableWITHHELD_13_MONTHS
dc.date.available2021-01-05T18:49:13Z
dc.date.issued2021-01
dc.identifier.citationBettle, Rosemary; Rosati, Alexandra G. (2021). "The evolutionary origins of natural pedagogy: Rhesus monkeys show sustained attention following nonsocial cues versus social communicative signals." Developmental Science 24(1): n/a-n/a.
dc.identifier.issn1363-755X
dc.identifier.issn1467-7687
dc.identifier.urihttps://hdl.handle.net/2027.42/163960
dc.description.abstractThe natural pedagogy hypothesis proposes that human infants preferentially attend to communicative signals from others, facilitating rapid cultural learning. In this view, sensitivity to such signals is a uniquely human adaptation and as such nonhuman animals should not produce or utilize these communicative signals. We test these evolutionary predictions by examining sensitivity to communicative cues in 206 rhesus monkeys (Macaca mulatta) using an expectancy looking time task modeled on prior work with infants. Monkeys observed a human actor who either made eye contact and vocalized to the monkey (social cue), or waved a fruit in front of her face and produced a tapping sound (nonsocial cue). The actor then either looked at an object (referential look) or looked toward empty space (look away). We found that, unlike human infants in analogous situations, rhesus monkeys looked longer at events following nonsocial cues, regardless of the demonstrator’s subsequent looking behavior. Moreover younger and older monkeys showed similar patterns of responses across development. These results provide support for the natural pedagogy hypothesis, while also highlighting evolutionary changes in human sensitivity to communicative signals.This study examines how rhesus monkeys respond to social communicative cues, which are proposed to underpin human‐unique forms of cultural learning. In an expectancy looking time task modeled on prior infant studies, we found that monkeys exhibited longer looking responses following nonsocial attention‐grabbing cues compared to social cues, and did not expect social cues to be followed by referential actions, unlike human infants. These results provide support for the proposal that sensitivity to ‘ostensive’ cues may be a human cognitive adaptation.
dc.publisherClassic readings in evolutionary psychopathology
dc.publisherWiley Periodicals, Inc.
dc.subject.otherpedagogy
dc.subject.otherprimates
dc.subject.othersocial cognition
dc.subject.othergaze
dc.subject.othercomparative development
dc.titleThe evolutionary origins of natural pedagogy: Rhesus monkeys show sustained attention following nonsocial cues versus social communicative signals
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelPediatrics
dc.subject.hlbtoplevelHealth Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/163960/1/desc12987.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/163960/2/desc12987_am.pdf
dc.identifier.doi10.1111/desc.12987
dc.identifier.sourceDevelopmental Science
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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