Skerry Amy E, Lambert Enoch, Powell Lindsey J, McAuliffe Katherine
Department of Psychology, Harvard University, Cambridge, USA.
Evol Psychol. 2013 Jul 18;11(3):550-72. doi: 10.1177/147470491301100306.
The question of whether and how information is actively transferred from knowledgeable to ignorant individuals has received much attention in psychology and evolutionary biology. Research in these fields has proceeded largely independently, with studies of nonhuman animals focusing on knowledgeable individuals and whether or not they meet a functional definition of teaching, while studies of children focus on the learner's assumptions and inferences. We argue that a comprehensive theory of teaching will benefit from integrating perspectives and empirical phenomena from evolutionary and developmental disciplines. In this review, we identify cases of seemingly purposeful information transfer (i.e. teaching) in human and nonhuman animals, discuss what is known about the cognitive processes that support teaching in different species, and highlight ways in which each discipline might be informed by extant theories and empirical tools from the other.
信息是否以及如何从知识渊博的个体主动传递给无知个体的问题，在心理学和进化生物学领域受到了广泛关注。这些领域的研究在很大程度上是独立进行的，对非人类动物的研究聚焦于知识渊博的个体以及它们是否符合教学的功能定义，而对儿童的研究则聚焦于学习者的假设和推理。我们认为，一个全面的教学理论将受益于整合进化和发展学科的观点及实证现象。在这篇综述中，我们识别了人类和非人类动物中看似有目的的信息传递（即教学）的案例，讨论了关于支持不同物种教学的认知过程的已知情况，并强调了每个学科可能从另一学科现有的理论和实证工具中获得启发的方式。
