The “prescription” of humans' social learning bifocals is fine-tuned by cultural norms and, as a result, the readiness with which the instrumental or conventional lenses are used to view behavior differs across cultures. We present evidence for this possibility from cross-cultural work examining children's imitation and innovation.

Affordances, i.e. the opportunity of actions offered by the environment, are one of the central research topics for the theoretical perspectives that view cognition as emerging from the interaction between the environment and the body. Being at the bridge between perception and action, affordances help to question a dichotomous view of perception and action. While Gibson’s view of affordances is mainly externalist, many contemporary approaches define affordances as the product of long-term visuomotor associations in the brain. These studies have emphasized (...) the fact that affordances are activated automatically, independently from the context and the previous intention to act: for example, affordances related to objects’ size would emerge even if the task does not require focusing on size. This emphasis on the automaticity of affordances has led to overlook their flexibility and contextual-dependency. In this contribution I will outline and discuss recent perspectives and evidence that reveal the flexibility and context-dependency of affordances, clarifying how they are modulated by the physical, cultural and social context. I will focus specifically on social affordances, i.e. on how perception of affordances might be influenced by the presence of multiple actors having different goals. (shrink)

Although other animals can make simple tools, the expanded and complex material culture of humans is unprecedented in the animal kingdom. Tool making is a slow and late-developing ability in humans, and preschool children find making tools to solve problems very challenging. This difficulty in tool making might be related to the lack of familiarity with the tools and may be overcome by children's long term perceptual-motor knowledge. Thus, in this study, the effect of tool familiarity on tool making was (...) investigated with a task in which 5-to-6-year-old children (n = 75) were asked to remove a small bucket from a vertical tube. The results show that children are better at tool making if the tool and its relation to the task are familiar to them (e.g., soda straw). Moreover, we also replicated the finding that hierarchical complexity and tool making were significantly related. Results are discussed in light of the ideomotor approach. (shrink)