scholarly journals Contamination sensitivity and the development of disease-avoidant behaviour

2011 ◽  
Vol 366 (1583) ◽  
pp. 3427-3432 ◽  
Author(s):  
Michael Siegal ◽  
Roberta Fadda ◽  
Paul G. Overton
Keyword(s):  
Cognitive Abilities ◽  
Ontogenetic Development ◽  
Cultural Learning ◽  
Affective Reactions ◽  
Perceptual Cues ◽  
Disease Avoidance ◽  
Biological Basis ◽  
Disease Outcomes ◽  
The Social

Owing to their developing cognitive abilities and their limited knowledge about the biological basis of illness, children often have less expertise at disease avoidance than adults. However, affective reactions to contaminants through the acquisition of disgust and the social and cultural transmissions of knowledge about contamination and contagion provide impetus for children to learn effective disease-avoidant behaviours early in their development. In this article, we review the ontogenetic development of knowledge about contamination and contagion with particular attention to the role of socialization and culture. Together with their emerging cognitive abilities and affective reactions to contaminants, informal and formal cultural learning shape children's knowledge about disease. Through this process, the perceptual cues of contamination are linked to threats of disease outcomes and can act as determinants of disease-avoidant behaviours.

scholarly journals Extended parenting and the evolution of cognition

2020 ◽  
Vol 375 (1803) ◽  
pp. 20190495 ◽  
Author(s):  
Natalie Uomini ◽  
Joanna Fairlie ◽  
Russell D. Gray ◽  
Michael Griesser
Keyword(s):  
Life History ◽  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Role Models ◽  
Brain Size ◽  
Social Systems ◽  
Critical Role ◽  
Human Cognition ◽  
Cultural Learning

Traditional attempts to understand the evolution of human cognition compare humans with other primates. This research showed that relative brain size covaries with cognitive skills, while adaptations that buffer the developmental and energetic costs of large brains (e.g. allomaternal care), and ecological or social benefits of cognitive abilities, are critical for their evolution. To understand the drivers of cognitive adaptations, it is profitable to consider distant lineages with convergently evolved cognitions. Here, we examine the facilitators of cognitive evolution in corvid birds, where some species display cultural learning, with an emphasis on family life. We propose that extended parenting (protracted parent–offspring association) is pivotal in the evolution of cognition: it combines critical life-history, social and ecological conditions allowing for the development and maintenance of cognitive skillsets that confer fitness benefits to individuals. This novel hypothesis complements the extended childhood idea by considering the parents' role in juvenile development. Using phylogenetic comparative analyses, we show that corvids have larger body sizes, longer development times, extended parenting and larger relative brain sizes than other passerines. Case studies from two corvid species with different ecologies and social systems highlight the critical role of life-history features on juveniles’ cognitive development: extended parenting provides a safe haven, access to tolerant role models, reliable learning opportunities and food, resulting in higher survival. The benefits of extended juvenile learning periods, over evolutionary time, lead to selection for expanded cognitive skillsets. Similarly, in our ancestors, cooperative breeding and increased group sizes facilitated learning and teaching. Our analyses highlight the critical role of life-history, ecological and social factors that underlie both extended parenting and expanded cognitive skillsets. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.

Muticultural Discourse in Indonesia Cultural Response Education in the Classroom for Children

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Sukma Dewi Hapsari
Keyword(s):  
Human Resources ◽  
Multicultural Education ◽  
Interpersonal Relationship ◽  
Cultural Learning ◽  
Educational Goals ◽  
Journal Articles ◽  
Good Person ◽  
The Social ◽  
Literature Reviews

Abstract: Education is a process of activities carried out to live a good life and can also be said to be an activity of honing human resources (human resources) to gain expertise in the social field and the development of a good person to make a strong interpersonal relationship with the cultural environment of the surrounding community. . (Idris, 1987). On that basis, why education cannot be far from the culture or culture of a place it occupies, as the goal of education so far, namely, to hone taste, initiative and work. The achievement of these educational goals depends on how the culture is conveyed in the classroom, so this is where the role of multicultural education will become an intermediary for the development of human resources who have strong and good characters.This study aims to describe several things, namely as follows: (1) Culture-based learning, (2) Application of Cultural Learning to children in schools, and (3) Impact of implementing cultural curricula on children's characters. The approach in writing this paper uses literature analysis with literature reviews and data is collected through systematic search of scientific literature on journal articles and documents that discuss significantly and are related to the theme of this research. The data that I get will be processed or analyzed descriptively, interpretatively and comparatively.

scholarly journals Developmental Histories Facilitating the Emergence of Creative Scientific Expertise: The Role of Developed Cognitive Talents, Education, and Social and Cultural Contexts

2021 ◽  
Vol 12 ◽  
Author(s):  
Jonathan Wai ◽  
Matt I. Brown
Keyword(s):  
Cognitive Abilities ◽  
Spatial Reasoning ◽  
Thought Experiment ◽  
Gifted Students ◽  
Cognitive Mechanisms ◽  
Cultural Contexts ◽  
Creative Solutions ◽  
The Social ◽  
Bifactor Modeling

Understanding how individual and contextual factors collectively contribute to the developmental histories that facilitate the emergence of creative expertise in science is improved by considering the contribution of the broad structure of developed cognitive abilities to creativity, prospective research on the high achieving or gifted students who may choose careers in and end up as creative scientists later in life, as well as retrospective studies of established creative scientists themselves and what their educational histories reveal. We first review and elaborate on these connections as documented in research which explore the development of talent, including cognitive mechanisms that include math and spatial reasoning and science related educational opportunities. We propose a research thought experiment that utilizes the multi-trait, multi-method matrix, and bifactor modeling to help understand the true overlap between measurement structures of cognitive and creative aptitudes. Then we explore the social and cultural contexts that may facilitate and/or hinder creative solutions in science through the lens of how these ecosystems influence talent development for gifted students and also the production of elite scientists. Based on this review, some policies will be suggested that may enhance the development of scientific creativity and broader societal innovation and expand the pipeline to include and fully develop the talents of disadvantaged students and provide nurturing environments to improve the likelihood of the emergence of scientific creative expertise.

The role of communication in acquisition, curation, and transmission of culture

2020 ◽  
Vol 43 ◽  
Author(s):  
Hyowon Gweon
Keyword(s):  
Cognitive Science ◽  
Human Behavior ◽  
Social Cognitive ◽  
Cultural Learning ◽  
Cognitive Capacities ◽  
Communicative Behaviors ◽  
Abstract Knowledge ◽  
The Social ◽  
Computational Cognitive Science

Abstract Veissière et al.'s proposal aims to explain how cognition enables cultural learning, but fails to acknowledge a distinctively human behavior critical to this process: communication. Recent advances in developmental and computational cognitive science suggest that the social-cognitive capacities central to TTOM also support sophisticated yet remarkably early-emerging inferences and communicative behaviors that allow us to learn and share abstract knowledge.

scholarly journals The Neo-Industrial Nature of the Convergence of Information and Cognitive Technologies

2021 ◽  
Vol 93 ◽  
pp. 01002
Author(s):  
Natalia Ezdina
Keyword(s):  
Cognitive Abilities ◽  
Industrial Development ◽  
Lower Cost ◽  
The Social ◽  
Production Technologies ◽  
Technological Transition ◽  
Electronic Computers ◽  
And Robotics ◽  
Industrial Role

The development of information and cognitive technologies began with the advent of electronic computers. Today, with progress in the fields of grid computing and robotics, most of the tasks of electronic computers are able to solve without human assistance, thereby forming artificial intelligence. Robots and computers can not only perform a range of routine physical activities more efficiently and at lower cost than humans, but today they are also increasingly capable of performing activities that include cognitive abilities that were previously considered too difficult to automate, for example, the acceptance of tacit judgments, the perception of emotions. This predetermines the neo-industrial role of the convergence of information and cognitive technologies, which should form a platform for neo-industrial development. The latter is possible with the accelerated diffusion of convergent technologies in industry, in which they must replace production technologies that have reached their limit. Such a technological transition should be based not on the branch, but on the supra-branch principle of structural genesis. In its turn, to do this, it is necessary to take into account both the benefits and risks of neo-industrial modernization of industry based on convergent technologies. This is the social effect of information-and-convergent neo-industrialization.

Pre-construction of third-person elicited narratives

2008 ◽  
Vol 18 (2) ◽  
pp. 274-298
Author(s):  
Elena T. Levy
Keyword(s):  
Present Article ◽  
Personal Experience ◽  
Ontogenetic Development ◽  
The Social ◽  
Short Period ◽  
Third Person ◽  
Perceived Experiences ◽  
Insight Into

Recently, Labov (2006) described a process of narrative pre-construction that must occur during the short period of time between a conversationalist’s question, “Where should I begin?,” and the start of a narrative of personal experience. The present article is concerned with the microgenesis of narrative pre-construction in elicited third-person retellings. The central proposal is that the microgenesis of anticipatory goal statements — summaries of characters’ motivations for their actions, feelings and beliefs — relies on processes of increasing discourse cohesion that are learned, practiced and automatized in earlier ontogenetic development. In the proposed account these form a trajectory from extra- to intralinguistic (anaphoric) reference, and from sequenced descriptions of events to cataphoric summaries that are generalizations of original, perceived experiences. Analyses of narrative change across an intermediate, mesodevelopmental span of time — the repeated retellings of a story — provide insight into how change may occur in microgenesis. The proposal extends to the level of discourse Vygotsky’s (1987) account of the role of the social word in advancing thought from heaps to complexes to concepts.

Refining our understanding of the “elephant in the room”

2020 ◽  
Vol 43 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Cognition ◽  
Cultural Evolution ◽  
Cognitive Abilities ◽  
Critical Factors ◽  
Technological Culture

Abstract The authors do the field of cultural evolution a service by exploring the role of non-social cognition in human cumulative technological culture, truly neglected in comparison with socio-cognitive abilities frequently assumed to be the primary drivers. Some specifics of their delineation of the critical factors are problematic, however. I highlight recent chimpanzee–human comparative findings that should help refine such analyses.

Top-Down Processing and Visual Reorientation Illusions in a Virtual Reality Environment

2004 ◽  
Vol 63 (3) ◽  
pp. 143-149 ◽  
Author(s):  
Fred W. Mast ◽  
Charles M. Oman
Keyword(s):  
Virtual Reality ◽  
Visual Processing ◽  
Line Length ◽  
Perceptual Cues ◽  
Virtual Reality Environment ◽  
Top Down ◽  
Test Conditions ◽  
The Subject ◽  
Processing Mechanisms

The role of top-down processing on the horizontal-vertical line length illusion was examined by means of an ambiguous room with dual visual verticals. In one of the test conditions, the subjects were cued to one of the two verticals and were instructed to cognitively reassign the apparent vertical to the cued orientation. When they have mentally adjusted their perception, two lines in a plus sign configuration appeared and the subjects had to evaluate which line was longer. The results showed that the line length appeared longer when it was aligned with the direction of the vertical currently perceived by the subject. This study provides a demonstration that top-down processing influences lower level visual processing mechanisms. In another test condition, the subjects had all perceptual cues available and the influence was even stronger.

Social Representations and Commitment

2018 ◽  
Vol 23 (3) ◽  
pp. 233-249 ◽  
Author(s):  
Eric Bonetto ◽  
Fabien Girandola ◽  
Grégory Lo Monaco
Keyword(s):  
Social Representations ◽  
Social Representation ◽  
Second Line ◽  
Review Of The Literature ◽  
First Line ◽  
Research Perspectives ◽  
The Social ◽  
Bibliographic Search ◽  
English Articles

Abstract. This contribution consists of a critical review of the literature about the articulation of two traditionally separated theoretical fields: social representations and commitment. Besides consulting various works and communications, a bibliographic search was carried out (between February and December, 2016) on various databases using the keywords “commitment” and “social representation,” in the singular and in the plural, in French and in English. Articles published in English or in French, that explicitly made reference to both terms, were included. The relations between commitment and social representations are approached according to two approaches or complementary lines. The first line follows the role of commitment in the representational dynamics: how can commitment transform the representations? This articulation gathers most of the work on the topic. The second line envisages the social representations as determinants of commitment procedures: how can these representations influence the effects of commitment procedures? This literature review will identify unexploited tracks, as well as research perspectives for both areas of research.

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