Gaze Following Is Not Dependent on Ostensive Cues: A Critical Test of Natural Pedagogy

The theory of natural pedagogy stipulates that infants follow gaze because they are sensitive to the communicative intent of others. According to this theory, gaze following should be present if, and only if, accompanied by at least one of a set of specific ostensive cues. The current article demons...

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Bibliographic Details
Published inChild development Vol. 89; no. 6; pp. 2091 - 2098
Main Authors Gredebäck, Gustaf, Astor, Kim, Fawcett, Christine
Format Journal Article
LanguageEnglish
Published United States Wiley for the Society for Research in Child Development 01.11.2018
Wiley-Blackwell
Blackwell Publishing Ltd
Subjects
Between-subjects design
Child Development
Cues
EMPIRICAL REPORTS
Infant Behavior
Infants
Interpersonal Relationship
Learning Processes
Nonverbal Communication
Pedagogy
Teaching
Young Children
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Summary:The theory of natural pedagogy stipulates that infants follow gaze because they are sensitive to the communicative intent of others. According to this theory, gaze following should be present if, and only if, accompanied by at least one of a set of specific ostensive cues. The current article demonstrates gaze following in a range of contexts, both with and without expressions of communicative intent in a between-subjects design with a large sample of 6-month-old infants (n = 94). Thus, conceptually replicating prior results from Szufnarowska et al. (2014) and falsifying a central pillar of the natural pedagogy theory. The results suggest that there are opportunities to learn from others' gaze independently of their displayed communicative intent.
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ISSN:0009-3920
1467-8624
1467-8624
DOI:10.1111/cdev.13026