Dogs’ insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy

Abstract Executive function plays a critical role in regulating behaviour. Behaviour which directs attention towards the correct solution leads to increased executive function performance in children, but it is unknown how other animals respond to such scaffolding behaviour. Dogs were presented with...

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Autores principales:	Patrick Neilands, Olivia Kingsley-Smith, Alex H. Taylor
Formato:	article
Lenguaje:	EN
Publicado:	Nature Portfolio 2021
Materias:	Medicine R Science Q
Acceso en línea:	https://doaj.org/article/37cde26fa95e4277b9c2860af09c9863
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spelling	oai:doaj.org-article:37cde26fa95e4277b9c2860af09c98632021-12-02T15:23:07ZDogs’ insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy10.1038/s41598-020-79557-82045-2322https://doaj.org/article/37cde26fa95e4277b9c2860af09c98632021-01-01T00:00:00Zhttps://doi.org/10.1038/s41598-020-79557-8https://doaj.org/toc/2045-2322Abstract Executive function plays a critical role in regulating behaviour. Behaviour which directs attention towards the correct solution leads to increased executive function performance in children, but it is unknown how other animals respond to such scaffolding behaviour. Dogs were presented with an A-not-B detour task. After learning to go through gap A to obtain the reward, the barrier was reversed, and the dogs had to inhibit their learned response and enter through gap B on the opposite side. Failure to do so is known as the perseveration error. In test trials, dogs taking part in one of two scaffolding conditions, a pointing condition, where the experimenter pointed to the new gap, and a demonstration condition, where the experimenter demonstrated the new route, were no less likely to commit the perseveration error than dogs in a control condition with no scaffolding behaviour. Dogs’ lack of responsiveness to scaffolding behaviour provides little support for suggestions that simple social learning mechanisms explains scaffolding behaviour in humans. Instead, our results suggest that the theory of natural pedagogy extends to the development of executive function in humans. This suggests that human children’s predisposition to interpret ostensive-communicative cues as informative may be an innate, species-specific adaptation.Patrick NeilandsOlivia Kingsley-SmithAlex H. TaylorNature PortfolioarticleMedicineRScienceQENScientific Reports, Vol 11, Iss 1, Pp 1-7 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	Medicine R Science Q
spellingShingle	Medicine R Science Q Patrick Neilands Olivia Kingsley-Smith Alex H. Taylor Dogs’ insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy
description	Abstract Executive function plays a critical role in regulating behaviour. Behaviour which directs attention towards the correct solution leads to increased executive function performance in children, but it is unknown how other animals respond to such scaffolding behaviour. Dogs were presented with an A-not-B detour task. After learning to go through gap A to obtain the reward, the barrier was reversed, and the dogs had to inhibit their learned response and enter through gap B on the opposite side. Failure to do so is known as the perseveration error. In test trials, dogs taking part in one of two scaffolding conditions, a pointing condition, where the experimenter pointed to the new gap, and a demonstration condition, where the experimenter demonstrated the new route, were no less likely to commit the perseveration error than dogs in a control condition with no scaffolding behaviour. Dogs’ lack of responsiveness to scaffolding behaviour provides little support for suggestions that simple social learning mechanisms explains scaffolding behaviour in humans. Instead, our results suggest that the theory of natural pedagogy extends to the development of executive function in humans. This suggests that human children’s predisposition to interpret ostensive-communicative cues as informative may be an innate, species-specific adaptation.
format	article
author	Patrick Neilands Olivia Kingsley-Smith Alex H. Taylor
author_facet	Patrick Neilands Olivia Kingsley-Smith Alex H. Taylor
author_sort	Patrick Neilands
title	Dogs’ insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy
title_short	Dogs’ insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy
title_full	Dogs’ insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy
title_fullStr	Dogs’ insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy
title_full_unstemmed	Dogs’ insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy
title_sort	dogs’ insensitivity to scaffolding behaviour in an a-not-b task provides support for the theory of natural pedagogy
publisher	Nature Portfolio
publishDate	2021
url	https://doaj.org/article/37cde26fa95e4277b9c2860af09c9863
work_keys_str_mv	AT patrickneilands dogsinsensitivitytoscaffoldingbehaviourinananotbtaskprovidessupportforthetheoryofnaturalpedagogy AT oliviakingsleysmith dogsinsensitivitytoscaffoldingbehaviourinananotbtaskprovidessupportforthetheoryofnaturalpedagogy AT alexhtaylor dogsinsensitivitytoscaffoldingbehaviourinananotbtaskprovidessupportforthetheoryofnaturalpedagogy
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Dogs’ insensitivity to scaffolding behaviour in an A-not-B task provides support for the theory of natural pedagogy

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