Theory of mind and teaching in ni-Vanuatu children

While culture is common in the animal kingdom, cumulative culture appears to be limited to humans. Research suggests that this is due to (1) our advanced social cognition, in particular joint attention and Theory of Mind; and (2) our reliance on high-fidelity mechanisms of social learning such as teaching. However, some have argued that these mechanisms are themselves culturally transmitted, vary across cultures, and that contact with Western norms and institutions reshapes cognition in small-scale societies. These proposals require us to test whether developmental trajectories observed in industrialized populations translate to other societies. To this end, I examine the development of Theory of Mind and teaching among children living in rural areas of Vanuatu. In Chapter 2, I combine results from participant observations and informal interviews to explore the ethnographic context. I examine kinship systems, childrearing practices, and worldviews, and discuss how they relate to folk models of the mind and cultural transmission. In Chapter 3, I examine the development of Theory of Mind and mental state talk. Consistent with the idea that Theory of Mind is culturally learnt, the results diverge from Western findings. However, they also contradict earlier studies and point to methodological challenges, urging more caution in the interpretation of cross-cultural work. In Chapter 4, I examine the development of teaching. The results diverge from Western findings, with children’s teaching reflecting local norms and perceptions of cultural transmission. This suggests that while teaching as such is developmentally reliable, specific teaching styles, along with the way we conceptualize teaching, may be culturally learnt. In Chapter 5, I explore various socio-economic and demographic trends associated with ‘modernization’, such as market integration, formal education, overseas travel, and household structure, documenting considerable heterogeneity. However, I failed to find support for the idea that transformations associated with ‘Westernization’ shift children’s cognitive development

The Cultural Evolution of Teaching

Teaching is an important process of cultural transmission. Some have argued that human teaching is a cognitive instinct – a form of ‘natural cognition’ centred on mindreading, shaped by genetic evolution for the education of juveniles, and with a normative developmental trajectory driven by the unfolding of a genetically inherited predisposition to teach. Here, we argue instead that human teaching is a culturally evolved trait that exhibits characteristics of a cognitive gadget. Children learn to teach by participating in teaching interactions with socializing agents, which shape their own teaching practices. This process hijacks psychological mechanisms involved in prosociality and a range of domain-general cognitive abilities, such as reinforcement learning and executive function, but not a suite of cognitive adaptations specifically for teaching. Four lines of evidence converge on this hypothesis. The first, based on psychological experiments in industrialised societies, indicates that domain-general cognitive processes are important for teaching. The second and third lines, based on naturalistic and experimental research in small-scale societies, indicate marked cross-cultural variation in mature teaching practice, and in the ontogeny of teaching among children. The fourth line indicates that teaching has been subject to cumulative cultural evolution, i.e. the gradual accumulation of functional changes across generations

Development of teaching in ni-Vanuatu children

Teaching is an important mechanism of social learning. In industrialized societies, 3-year-olds tend to teach through demonstrations and short commands, while 5-year-olds use more verbal communication and abstract explanations. However, it remains unclear whether this generalizes to other cultures. This study presents results from a peer teaching game with 55 Melanesian children (4.7-11.4 years, 24 female) conducted in Vanuatu in 2019. Up to age 8, most participants taught through a participatory approach, emphasizing learning-by-doing, demonstrations, and short commands (57.1% of children aged 4-6 and 57.9% of children aged 7-8). Contrary to Western findings, abstract verbal communication only became common in children aged 9-11 (63.6%), suggesting that the ontogeny of teaching is shaped by the socio-cultural environment

Adoption, Fostering, and Parental Absence in Vanuatu

Alloparenting, wherein people provide care to children who are not their biological offspring, is a key aspect of human child-rearing. In the Pacific, many children are adopted or fostered by custodial alloparents even when both biological parents are still alive. From a behavioral ecology perspective, such behaviors are puzzling: why parent someone else's child at your expense? Furthermore, little is known about how these arrangements are made in Pacific Islander societies today, who provides care, and what kinds of outcomes fostered children experience. A better understanding of these proximate factors may help reveal the ultimate drivers behind custodial alloparenting. Here, we report findings from a survey carried out with the caregivers of 282 children in rural areas of Vanuatu, an island nation in Melanesia. Most fostered and adopted children lived with relatives such as aunts, uncles, and grandparents (87.5%) rather than unrelated caregivers, with a strong preference for maternal kin. The most common reasons for these arrangements were that the parents had separated (16.7%), were engaging in labor migration (27.1%), or a combination of both (27.1%). Results for investment in children's education and their educational outcomes were mixed, although children removed from crisis situations did more poorly than children removed for aspirational reasons. Our findings suggest that custodial alloparenting helps families adapt to socioeconomic transitions and changing marriage practices. Outcomes may depend on a range of factors, such as the reason children were transferred out of the natal home to begin with

Young children’s protest: what it can (not) tell us about early normative understanding

In this paper we address the question how children come to understand normativity through simple forms of social interaction. A recent line of research suggests that even very young children can understand social norms quite independently of any moral context. We focus on a methodological procedure developed by Rakoczy et al., Developmental Psychology, 44, 875-881, that measures children's protest behaviour when a pre-established constitutive rule has been violated. Children seem to protest when they realize that rule violations are not allowed or should not have happened. We point out that there is more than one possible explanation for children's reactions in these studies. They could be due to disobeying an authority, an inability to follow a rule, or the violation of an empirical expectation due to the mismatch between statement and action. We thus question whether it would still count as an indicator for normative understanding if children responded to aspects of the game other than the violation of a constitutive rule and conclude that the protesting behavior, when taken in isolation, does not suffice as evidence for normative understanding

Empowerment through participation in community-based participatory research — effects of a physical activity promotion project among socially disadvantaged women

Introduction: Community-based participatory research (CBPR) approaches are associated with a range of positive impacts on empowerment. However, only a few studies have investigated the influence of different modes of target group participation on empowerment. The present study examined the empowerment processes and outcomes of women in difficult life situations through their participation as co-researchers in the form of Photovoice in “Stark durch Bewegung” (English: “Strong through Movement”), a CBPR project for physical activity (PA) promotion. The extent to which women’s participation as co-researchers leads to empowerment was compared with other forms of participation. Methods: The Photovoice approach consisted of three components: (1) photo task, (2) focus group interviews, and (3) exhibition of photos. It was then extended through participant observation. A total of 18 women took part in Photovoice. They took photos, were involved in four focus groups, helped in the analysis of data, and supported their exhibition. Two additional short focus group interviews in which four more women participated were conducted at the end of the project. The interview guideline was based on the SHOWeD questions proposed within the framework of Photovoice and enriched with various other questions (e.g., self-efficacy, social contacts, and community involvement). The data were analyzed based on a grounded theory approach. Results: “Stark durch Bewegung” contributed to women’s empowerment in several ways. By participating in the project’s PA programs, the women reported numerous empowerment effects, such as improved self-efficacy, perceived competencies like swimming and language skills, and social networks. By participating as co-researchers, they perceived empowering processes on organizational and community levels that are comparable with other forms of participation (e.g., participation in a cooperative planning group) but also differ from them at relevant points (e.g., encouraging them to reflect on their own PA behaviors). The willingness to get involved in Photovoice was estimated to be significantly higher than in other possible forms of participation. Conclusion: Our findings support the notion that health promotion interventions with marginalized groups can contribute to their empowerment on multiple levels when participants become equal partners in the CBPR project. Involving women as co-researchers has advantages over other forms of participation in terms of their empowerment

Psychosocial Impact of COVID-19 Pandemic in Elderly Psychiatric Patients: a Longitudinal Study

The study was designed to investigate the impact of the Coronavirus Disease 2019 (COVID-19) pandemic on mental health and perceived psychosocial support for elderly psychiatric patients in a longitudinal design. n = 32 patients with affective or anxiety disorders aged >= 60 years were included. Telephone interviews were conducted in April/May 2020 (T1) and August 2020 (T2). The psychosocial impact (PSI) of the pandemic and psychopathology were measured. Changes between T1 and T2 were examined. Patients' psychosocial support system six months before the pandemic and at T1/T2 was assessed. We found a significant positive correlation between general PSI and depression as well as severity of illness. General PSI differed significantly depending on social contact. Neither general PSI nor psychopathology changed significantly between T1 and T2. At T1, patients' psychosocial support systems were reduced as compared to six months before. Patients reported an increase in psychosocial support between T1 and T2 and high demand for additional support (sports, arts/occupational therapy, physiotherapy, psychotherapy). Elderly psychiatric patients show a negative PSI of the pandemic. They are likely to suffer from an impaired psychosocial situation, emphasizing the importance of developing concepts for sufficient psychosocial support during a pandemic

HST/WFPC2 and VLT/ISAAC observations of PROPLYDS in the giant HII region NGC 3603

We report the discovery of three proplyd-like structures in the giant HII region NGC 3603. The emission nebulae are clearly resolved in narrow-band and broad-band HST/WFPC2 observations in the optical and broad-band VLT/ISAAC observations in the near-infrared. All three nebulae are tadpole shaped, with the bright ionization front at the head facing the central cluster and a fainter ionization front around the tail pointing away from the cluster. Typical sizes are 6,000 A.U. x 20,000 A.U. The nebulae share the overall morphology of the proplyds (``PROto PLanetarY DiskS'') in Orion, but are 20 to 30 times larger in size. Additional faint filaments located between the nebulae and the central ionizing cluster can be interpreted as bow shocks resulting from the interaction of the fast winds from the high-mass stars in the cluster with the evaporation flow from the proplyds. The striking similarity of the tadpole shaped emission nebulae in NGC 3603 to the proplyds in Orion suggests that the physical structure of both types of objects might be the same. We present 2D radiation hydrodynamical simulations of an externally illuminated star-disk-envelope system, which was still in its main accretion phase when first exposed to ionizing radiation from the central cluster. The simulations reproduce the overall morphology of the proplyds in NGC 3603 very well, but also indicate that mass-loss rates of up to 10^-5 Mo/yr are required in order to explain the size of the proplyds. (abbreviated)Comment: 10 pages, 4 Postscript figures, uses emulateapj.sty and psfig.tex. Astronomical Journal, in press (January 2000 issue