Uppsala University.
Child Dev. 2018 Nov;89(6):2091-2098. doi: 10.1111/cdev.13026. Epub 2018 Jan 8.
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.
自然教学论认为，婴儿跟随目光是因为他们对他人的交流意图敏感。根据这一理论，如果并且只有在伴随着至少一组特定的明示线索的情况下，才会出现目光跟随。本文在一系列背景下展示了目光跟随，这些背景既有带有也有不带有交流意图的表达，这是在一个具有大量 6 个月大婴儿样本（n=94）的被试间设计中进行的。因此，从概念上复制了 Szufnarowska 等人（2014 年）的先前结果，并否定了自然教学论的一个核心支柱。研究结果表明，即使没有他人表现出的交流意图，也有机会从他人的目光中学习。
