Shared function knowledge: infants' attention to function information in communicative contexts.
Humans are specifically adapted to knowledge acquisition and transfer by social communication. According to natural pedagogy theory, infants are highly sensitive to signals that indicate a teacher's communicative intention and are biased to interpret communicative contexts as conveying relevant and generalizable knowledge that is also shared by other conspecifics. We investigated whether infants as young as 12 months interpret ostensively communicated object-directed emotion expressions as generalizable and shareable with others. Given that young infants pay particular attention to information about objects' functions, we were interested in whether the shareability assumption also holds for emotional attitudes toward functional features of unfamiliar objects. The results suggest that 12-month-olds (N=80) flexibly interpret another person's emotion displays toward unfamiliar artifacts either as object-centered and generalizable attitudes or as person-centered subjective attitudes, depending on the communicative characteristics of the learning context. Furthermore, the transfer of ostensively communicated information about the artifacts depended on their functional usability, which is consistent with infants' early sensitivity to function information in various areas of cognitive development.
Department of Psychology, University of Cologne, D-50923 Cologne, Germany. Electronic address: b.traeuble@uni-koeln.de.
Birgit
B
Träuble
Department of Psychology, University of Cologne, D-50923 Cologne, Germany.
Johannes
J
Bätz
D001288:Attention; D003142:Communication; D005260:Female; D006801:Humans; D007223:Infant; D007858:Learning; D008297:Male; D002666:Psychology, Child; D012938:Social Perception
Function knowledge; Generic knowledge; Infancy; Natural pedagogy; Social cognitive development; Social learning