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Cited by 1,891Child and Animal Learning DevelopmentLanguage and cultural evolutionPrimate Behavior and Ecology

Cultural learning

Tomasello, Michael, Kruger, Ann Cale, Ratner, Hilary Horn·1993·Behavioral and Brain Sciences
DOI 10.1017/s0140525x0003123x
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Abstract

This target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidence is provided that this progression arises from the developmental ordering of the underlying social-cognitive concepts and processes involved. Imitative learning relies on a concept of intentional agent and involves simple perspective-taking. Instructed learning relies on a concept of mental agent and involves alternating/coordinated perspective-taking (intersubjectivity). Collaborative learning relies on a concept of reflective agent and involves integrated perspective-taking (reflective intersubjectivity). A comparison of normal children, autistic children and wild and enculturated chimpanzees provides further evidence for these correlations between social cognition and cultural learning. Cultural learning is a uniquely human form of social learning that allows for a fidelity of transmission of behaviors and information among conspecifics not possible in other forms of social learning, thereby providing the psychological basis for cultural evolution.

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Crossref · 10.1017/s0140525x0003123x

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  • Human social behavior involves contingent, interactive choices.

    “The recognition that humans are responsive to the workings of other minds (Tomasello, Kruger, & Ratner, 1993) has clarified that human social behavior involves contingent, interactive choices.”

    From Implications of an Emerging Integration of Universal and Culturally Specific Psychologies (2006) · cites this paper as Tomasello, Kruger, & Ratner, 1993

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Authors
Tomasello, M., Kruger, A. C., & Ratner, H. H.
Affiliations
  • Emory University (US)
  • Georgia State University (US)
  • Wayne State University (US)
ORCID
Venue
Behavioral and Brain Sciences
Publisher
Cambridge University Press (CUP)
Published
1993-09
Volume
16
Issue
3
Pages
495-511
ISSN
  • 0140-525X (ISSN-L)
  • 1469-1825
DOI
10.1017/s0140525x0003123x
OpenAlex
W4211219997
Cited by
1,891
References
12
Citations by year
2026: 44 · 2025: 41 · 2024: 85 · 2023: 65 · 2022: 75 · 2021: 64 · 2020: 172 · 2019: 83 · 2018: 73 · 2017: 52 · 2016: 79 · 2015: 80 · 2014: 41 · 2013: 50 · 2012: 47
FWCI
144.80
Type
journal article
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified, 6000 d)
Locations
Behavioral and Brain Sciences (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
  • Social Sciences › Cultural Studies › Language and cultural evolution
  • Social Sciences › Psychology › Social Psychology › Primate Behavior and Ecology
Keywords
cultural learning, social learning, perspective taking, intersubjectivity, imitation learning, cooperative learning, social cognition, ontogeny, autism spectrum disorder, chimpanzees, cultural evolution, intentional agents, reflective agents

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