The mechanisms of selection, assimilation and transmission at work in cultural accumulation need to include evaluative processes for detecting informational lacunae and repair mechanisms. Novelty, interest, learnability of alternative concepts and practices need to be permanently monitored at the individual and at the group level. It is proposed that the evaluative mechanisms that control cultural accumulation are themselves subject to cultural evolution. This article outlines a plausible sequence of evolutionary steps from curiosity-based exploration to inquisitive communication and to collective epistemic deliberation. Procedural metacognition, based on affective monitoring, regulates curiosity and early forms of inquisitive communication. Explicit metacognition, based on transmitted concepts, rules and practices regulates collective epistemic deliberation. It successively expands across cultures the epistemic sensitivity to a range of distinct norms such as evidentiality, consistency, explanatory power and consensuality.
Purchase
Buy instant access (PDF download and unlimited online access):
Institutional Login
Log in with Open Athens, Shibboleth, or your institutional credentials
Personal login
Log in with your brill.com account
Aguirre, M., Brun, M., Reboul, A., & Mascaro, O. (2022). How do we interpret questions? Simplified representations of knowledge guide humans’ interpretation of information requests. Cognition, 218, 104954.
Bahrami, B., (2018). “Making the most of individual differences in joint decisions.” in J. Proust & M. Fortier (eds.), Metacognitive diversity: An interdisciplinary approach, Oxford University Press, 68–79.
Baron-Cohen S. (1999). The evolution of theory of mind, in Corballis, M. C., & Lea, S. E. (eds). The Descent of mind: Psychological perspectives on hominid evolution. Oxford University Press, pp. 261–277.
Begus, K., Gliga, T., & Southgate, V. (2014). Infants learn what they want to learn: responding to infant pointing leads to superior learning. PloS One, 9(10), e108817.
Begus, K., & Southgate, V. (2012). Infant pointing serves an interrogative function. Developmental Science, 15(5), 611–617.
Bernard, S., Proust, J., & Clément, F. (2015). Four‐to six‐year‐old children’s sensitivity to reliability versus consensus in the endorsement of object labels. Child Development, 86(4), 1112–1124.
Bromberger, S. (1988). Rational ignorance. Synthese, 74(1), 47–64.
Byrne, R. W. (1999). Human cognitive evolution in Corballis, M. C., & Lea, S. E. (eds). The descent of mind: Psychological perspectives on hominid evolution. Oxford University Press, pp. 71–87.
Carruthers, P. (2020). Explicit nonconceptual metacognition. Philosophical Studies, 1–20.
Chouinard, M. M., Harris, P. L., & Maratsos, M. P. (2007). Children’s questions: A mechanism for cognitive development. Monographs of the society for research in child development, 1–129.
Cisek, P. (2007). Cortical mechanisms of action selection: the affordance competition hypothesis. Philosophical Transactions of the Royal Society B: Biological Sciences, 362(1485), 1585–1599.
Cisek, P. (2021). Evolution of behavioural control from chordates to primates. Philosophical Transactions of the Royal Society B, 377(1844), 20200522.
Corriveau, K., & Harris, P. L. (2009). Choosing your informant: Weighing familiarity and recent accuracy. Developmental science, 12(3), 426–437.
Dunstone, J., & Caldwell, C. A. (2018). “Cumulative culture and explicit metacognition: a review of theories, evidence and key predictions.” Palgrave Communications 4.1: 1–11.
Frazier, B., Gelman, S., & Wellman, H. (2009). Preschoolers’ search for explanatory information within adult-child conversation. Child Development, 80(6), 1592–1611.
Friston, K. J., Lin, M., Frith, C. D., Pezzulo, G., Hobson, J. A., & Ondobaka, S. (2017). Active inference, curiosity and insight. Neural Computation, 29(10), 2633–2683.
Fusaroli, R., Bahrami, B., Olsen, K., Roepstorff, A., Rees, G., Frith, C., & Tylén, K. (2012). Coming to Terms. Psychological Science, 23(8), 931–939.
Gaskins, S., & Paradise, R. (2010). Learning Through Observation in Daily Life. In D. F. Lancy, J. C. Bock, & S. Gaskins, S. (eds.), The anthropology of learning in childhood. Rowman & Littlefield, pp. 85–116.
Gauvain, M., & Munroe, R. L. (2020). Children’s Questions in Social and Cultural Perspective. The Questioning Child, 183–211.
Ginzburg, J., & Kolliakou, D. (2018). Divergently seeking clarification: The emergence of clarification interaction. Topics in cognitive science, 10(2), 335–366.
Golman, R., & Loewenstein, G. (2018). Information gaps: A theory of preferences regarding the presence and absence of information. Decision, 5(3), 143–164.
Goupil, L. & Proust, J. (submitted). Curiosity as a metacognitive feeling.
Heyes, C., Bang, D., Shea, N., Frith, C. D., & Fleming, S. M. (2020). Knowing ourselves together: The cultural origins of metacognition. Trends in Cognitive Sciences, 24(5), 349–362.
Hipólito, I., Ramstead, M. J., Convertino, L., Bhat, A., Friston, K., & Parr, T. (2021). Markov blankets in the brain. Neuroscience & Biobehavioral Reviews, 125, 88–97.
Karabenick, S. A. (2004). Perceived achievement goal structure and college student help seeking. Journal of educational psychology 96.3, 569–581.
Kim, S., Shahaeian, A., & Proust, J. (2018). Developmental diversity in mindreading and metacognition. In J. Proust & M. Fortier, eds. Metacognitive diversity. Oxford University Press, pp. 97–133.
Koriat, A., & Levy-Sadot, R. (1999). Processes underlying metacognitive judgments: Information-based and experience-based monitoring of one’s own knowledge. In S. Chaïken & Y. Trope (Eds.), Dual Process theories in social psychology (pp. 483–502). Guilford.
Kuhn, T. S. (1962). The structure of scientific revolutions, Chicago: University of Chicago Press.
Laland, K. N. (2017). The origins of language in teaching. Psychonomic Bulletin & Review, 24(1), 225–231.
Laudan, L. (2001). Epistemic crises and justification rules. Philosophical Topics, 29(1/2), 271–317.
Legare, C. H. & Shtulman, A. (2018). Explanatory pluralism across cultures and development. in J. Proust & M. Fortier, eds. Metacognitive diversity. Oxford University Press, pp. 415–432.
List, C. & Pettit, P. (2011). Group agency: The possibility, design, and status of corporate agents. Oxford University Press.
Loewenstein, G. (1994). The Psychology of Curiosity: A Review and Reinterpretation. Psychological Bulletin 116(1), 75.
Lucca, K. (2020). The Development of Information-Requesting Gestures in Infancy and Their Role in Shaping Learning Outcomes. In The Questioning Child (pp. 89–117). Cambridge University Press.
Lucca, K., & Wilbourn, M. P. (2019). The what and the how: Information-seeking pointing gestures facilitate learning labels and functions. Journal of Experimental Child Psychology, 178, 417–436.
Luciw, M., Kompella, V., Kazerounian, S., & Schmidhuber, J. (2013). An intrinsic value system for developing multiple invariant representations with incremental slowness learning. Frontiers in Neurorobotics, 7(May).
Mercier, H., & Boyer, P. (2021). Truth-making institutions: From divination, ordeals and oaths to judicial torture and rules of evidence. Evolution and Human Behavior, 42(3), 259–267.
Morin, O., Jacquet, P. O., Vaesen, K., & Acerbi, A. (2021). Social information use and social information waste. Philosophical Transactions of the Royal Society B, 376 (1828), 20200052.
Morin, O., (2022). Cultural conservatism. Journal of Cognition and Culture, 22(5), 406–420.
Nelson, T. O., & Narens, L. (1990). “Metamemory: A theoretical framework and some new findings.” The Psychology of Learning and Motivation. Vol. 26: 125–173.
Nussinson, R., & Koriat, A. (2008). Correcting experience-based judgments: the perseverance of subjective experience in the face of the correction of judgment. Metacognition and learning, 3(2), 159–174.
Ochs, E., & Schieffelin, B. (1982/2001). Language acquisition and socialization: Three developmental stories and their implications. in A. Duranti (ed.), (2001) Linguistic Anthropology: A Reader, pp. 263–301. Malden, MA: John Wiley & Sons.
Origgi, G., & Sperber, D. (2000). Evolution, communication and the proper function of language. Evolution and the human mind: Language, modularity and social cognition, 140–169.
Oudeyer, Pierre Yves, & Smith, L. B. L. B. (2016). How Evolution May Work Through Curiosity-Driven Developmental Process. Topics in Cognitive Science, 8(2), 492–502.
Pettit,P. (2003). Groups with minds of their own, in F. F. Schmitt (ed). Socializing Metaphysics, Lanham, MD: Rowman & Littlefield, pp. 167–193.
Pezzulo, G., & Cisek, P. (2016). Navigating the affordance landscape: feedback control as a process model of behavior and cognition. Trends in cognitive sciences, 20(6), 414–424.
Poirier, P., Faucher, L., & Bourdon, J. N. (2021). Cultural blankets: Epistemological pluralism in the evolutionary epistemology of mechanisms. Journal for General Philosophy of Science, 52(2), 335–350.
Qiu, F. W., & Moll, H. (2022). Children’s pedagogical competence and child-to-child knowledge transmission: Forgotten factors in theories of cultural evolution. Journal of Cognition and Culture, 22(5), 421–435.
van Prooijen, J. W., & Van Vugt, M. (2018). Conspiracy theories: Evolved functions and psychological mechanisms. Perspectives on psychological science, 13(6), 770–788.
Proust, J. (2013). The philosophy of Metacognition. Oxford University Press.
Proust, J. (2015). Time and action: Impulsivity, habit, strategy. Review of Philosophy and Psychology, 6(4), 717–743.
Proust, J. (2016). The evolution of primate communication and metacommunication. Mind & language, 31(2), 177–203.
Proust, J. (2018). Consensus as an epistemic norm for group acceptance. in J. A. Carter, A. Clark, J. Kallestrup, S. O. Palermos, and D. Pritchard (eds.), Socially Extended Epistemology, Oxford: Oxford University Press, 132–154.
Proust, J. (2021). Penser vite ou penser bien? Paris, O. Jacob. Proust, J. (2018).
Proust, J., & Fortier, M. (Eds.) (2018). Metacognitive diversity. Oxford University Press.
Roberts, C. (2012). Information Structure: Towards an integrated formal theory of pragmatics. Semantics and Pragmatics, 5(0), 6: 1–69.
Schwartenbeck, P., Passecker, J., Hauser, T. U., Fitzgerald, T. H. B., Kronbichler, M., & Friston, K. J. (2019). Computational mechanisms of curiosity and goal-directed exploration. ELife, 8.
Shea, N., Boldt, A., Bang, D., Yeung, N., Heyes, C., & Frith, C. D. (2014). Supra-personal cognitive control and metacognition. Trends in Cognitive Sciences, 18(4), 186–193.
Sterelny, K. (2016). Cumulative cultural evolution and the origins of language. Biological Theory, 11(3), 173–186.
Ten, A., Kaushik, P., Oudeyer, P. Y., & Gottlieb, J. (2021). Humans monitor learning progress in curiosity-driven exploration. Nature Communications, 12(1).
Tomasello, M., Carpenter, M., & Liszkowski, U. (2007). A new look at infant pointing. Child Development, 78(3), 705–722.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Whiten, A., and Erdal, D. (2012) “The human socio-cognitive niche and its evolutionary origins.” Philosophical Transactions of the Royal Society B: Biological Sciences 367.1599: 2119–2129.
Wilson, V. A., Zuberbühler, K., & Bickel, B. (2022). The evolutionary origins of syntax: Event cognition in nonhuman primates. Science Advances, 8(25), eabn8464.
Zawidzki, T. W. (2021). A new perspective on the relationship between metacognition and social cognition: Metacognitive concepts as socio-cognitive tools. Synthese, 198(7), 6573–6596.
All Time | Past Year | Past 30 Days | |
---|---|---|---|
Abstract Views | 430 | 115 | 7 |
Full Text Views | 43 | 11 | 0 |
PDF Views & Downloads | 92 | 23 | 0 |
The mechanisms of selection, assimilation and transmission at work in cultural accumulation need to include evaluative processes for detecting informational lacunae and repair mechanisms. Novelty, interest, learnability of alternative concepts and practices need to be permanently monitored at the individual and at the group level. It is proposed that the evaluative mechanisms that control cultural accumulation are themselves subject to cultural evolution. This article outlines a plausible sequence of evolutionary steps from curiosity-based exploration to inquisitive communication and to collective epistemic deliberation. Procedural metacognition, based on affective monitoring, regulates curiosity and early forms of inquisitive communication. Explicit metacognition, based on transmitted concepts, rules and practices regulates collective epistemic deliberation. It successively expands across cultures the epistemic sensitivity to a range of distinct norms such as evidentiality, consistency, explanatory power and consensuality.
All Time | Past Year | Past 30 Days | |
---|---|---|---|
Abstract Views | 430 | 115 | 7 |
Full Text Views | 43 | 11 | 0 |
PDF Views & Downloads | 92 | 23 | 0 |