Centro Asociado de Madrid, UNED, Madrid, Spain.
IES Pablo Picasso, Consejería de Educación de Madrid, Madrid, Spain.
J Theor Biol. 2019 Jul 7;472:88-94. doi: 10.1016/j.jtbi.2019.04.004. Epub 2019 Apr 16.
Human beings have generated a system of cumulative cultural learning with great adaptive value. The evolution of this system required an increase in the capacity to innovate and to imitate in hominin lineage. However that development is costly and, moreover, imitation may restrain the adaptive advantage of a greater investment on innovation. We suggest that a possible way to overcome this problem in hominin evolution was parental teaching by evaluative feedback - i.e. assessor teaching. To explore this hypothesis we developed a mathematical model of cumulative cultural learning. We consider two cognitive levels, one Basic, with less ability to imitate and innovate, and the other Smart, with more ability of both. We study the transition from Basic to Smart in the absence or in presence of teaching. We also study the transition from no teaching to teaching at each cognitive level. We show that the transition to a Smart is easier in a teaching context than in one of only imitation. We also show that the transition to teaching is easier the greater the cognitive level.
人类已经形成了一套具有巨大适应价值的累积性文化学习系统。这种系统的进化需要在人类谱系中增加创新和模仿的能力。然而，这种发展是有代价的，而且，模仿可能会限制创新投资更大的适应性优势。我们认为，在人类进化中克服这个问题的一种可能方法是父母通过评估反馈进行教学，即评价式教学。为了探索这个假说，我们建立了一个累积文化学习的数学模型。我们考虑了两个认知水平，一个是基本水平，模仿和创新能力较弱，另一个是智能水平，模仿和创新能力较强。我们研究了在没有教学或有教学的情况下从基本水平向智能水平的转变。我们还研究了在每个认知水平上从不教学到教学的转变。我们表明，在教学环境中向智能水平的转变比仅模仿的环境中更容易。我们还表明，向教学的转变在认知水平较高时更容易。
