University of Notre Dame

File(s) stored somewhere else

Please note: Linked content is NOT stored on University of Notre Dame and we can't guarantee its availability, quality, security or accept any liability.

The Transformative Cultural Intelligence Hypothesis: Evidence from Young Children’s Problem-Solving

journal contribution
posted on 2022-05-25, 00:00 authored by Henrike Moll
This study examined 4-year-olds’ problem-solving under different social conditions. Children had to use water in order to extract a buoyant object from a narrow tube. When faced with the problem ‘cold’ without cues, nearly all children were unsuccessful (Experiment 1). But when a solution-suggesting video was pedagogically delivered prior to the task, most children (69% in Experiment 1, 75% in Experiment 2) succeeded. Showing children the same video in a non-pedagogical manner did not lift their performance above baseline (Experiment 1) and was less effective than framing it pedagogically (Experiments 1 and 2). The findings support ideas central to natural pedagogy (Csibra and Gergely *Trends in Cognitive Sciences*, 13(4), 148–153, 2009). They also challenge the Cultural Intelligence hypothesis, according to which only humans’ social, but not their physical, cognition differs qualitatively from that of great apes. A more radical, transformative variant of the Cultural Intelligence hypothesis is suggested according to which humans’ physical cognition is shaped by their social nature and must therefore be recognized as equally distinctive as their social cognition.


Date Modified


Usage metrics

    Notre Dame Institute for Advanced Study


    No categories selected



    Ref. manager