人类累积文化的社会和认知过程的识别。
Identification of the social and cognitive processes underlying human cumulative culture.
机构信息
Centre for Social Learning and Cognitive Evolution, School of Biology, University of St. Andrews, Queen's Terrace, St. Andrews, Fife, UK.
出版信息
Science. 2012 Mar 2;335(6072):1114-8. doi: 10.1126/science.1213969.
Abstract
The remarkable ecological and demographic success of humanity is largely attributed to our capacity for cumulative culture, with knowledge and technology accumulating over time, yet the social and cognitive capabilities that have enabled cumulative culture remain unclear. In a comparative study of sequential problem solving, we provided groups of capuchin monkeys, chimpanzees, and children with an experimental puzzlebox that could be solved in three stages to retrieve rewards of increasing desirability. The success of the children, but not of the chimpanzees or capuchins, in reaching higher-level solutions was strongly associated with a package of sociocognitive processes-including teaching through verbal instruction, imitation, and prosociality-that were observed only in the children and covaried with performance.
摘要
人类在生态和人口方面取得的显著成功在很大程度上归因于我们的累积文化能力，知识和技术随着时间的推移而积累，然而，使累积文化成为可能的社会和认知能力仍不清楚。在一项关于顺序问题解决的比较研究中，我们为一群卷尾猴、黑猩猩和儿童提供了一个实验性的拼图盒，这个拼图盒可以分三个阶段解决，以获得越来越有吸引力的奖励。只有在儿童中观察到的一系列社会认知过程，包括通过口头指导、模仿和亲社会行为进行的教学，与表现相关，与儿童成功达到更高层次的解决方案密切相关，但黑猩猩或卷尾猴却无法成功。
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