期刊名称：Proceedings of the National Academy of Sciences
印刷版ISSN：0027-8424
电子版ISSN：1091-6490
出版年度：2008
卷号：105
期号：36
页码：13690-13695
DOI：10.1073/pnas.0804388105
语种：English
出版社：The National Academy of Sciences of the United States of America
摘要：Human teaching, a highly specialized form of cooperative information transmission, depends not only on the presence of benevolent communicators in the environment, but also on the preparedness of the students to learn from communication when it is addressed to them. We tested whether 9-month-old human infants can distinguish between communicative and noncommunicative social contexts and whether they retain qualitatively different information about novel objects in these contexts. We found that in a communicative context, infants devoted their limited memory resources to encoding the identity of novel objects at the expense of encoding their location, which is preferentially retained in noncommunicative contexts. We propose that infants' sensitivity to, and interpretation of, the social cues distinguishing infant-directed communication events represent important mechanisms of social learning by which others can help determine what information even preverbal human observers retain in memory.
关键词：cognitive development ; cultural transmission ; social learning ; visual short-term memory
