[Charlie] There it is! Balloons!
[laughs]
Yes.
[woman] Hello.
-Hello!
-Hi!
[Morning-Star]
Hi, guys. Thanks for having us.
[overlapping chatter]
[woman 1] I think the world opens up
when a baby becomes a toddler.
And suddenly they have their own mind,
and their own experiences.
[woman 2] Being a toddler is like
being in love in Paris for the first time.
That's a situation in which
you're amazingly open to everything
in the world around you.
By looking at toddlers,
we can solve some of the deepest,
most profound philosophical questions...
like: how do we know what's going on
in other people's minds?
How do toddlers learn them?
[man]
One important aspect about humans
is our ability to cooperate with others.
We live in social groups.
We also have to associate with others,
work with others, learn from others.
And that raises the question:
where does that really come from?
[adults] One, two, three!
[applause, cheering]
[woman 1] I don't think there's any
more critical question in all of science
than really understanding
how we go from being infants...
to adulthood.
[Rich] Pas.
This is your party, it's over here.
Come on.
[repeating] Go, go, go!
[Amelia]
Big thank you for everyone for coming.
You've all been invited today
because you've been part of our lives
for the past year since we had Pascoe.
-[Rich] Thanks, everyone.
-[applause, cheers]
[Amelia] There you go.
You want another one?
[dog yips]
[Rich] What he's growing up to be
after one year only
is... yeah, it's really impressive.
-Yeah, he's a dude.
-He's--
-He's a total dude.
-Yeah.
Buddy, look.
-Look.
-[Pascoe coos]
[Amelia] His rate of learning
definitely has increased.
[Rich] Oh!
That's gonna be harder to get, that one.
[Amelia] Every day, his level
of understanding is pretty phenomenal.
She just put it in her mouth.
Okay, someone is eating
a lot of raspberries.
-[Pascoe grunts]
-[Rich] Hmm?
[Amelia] We know him now.
We know his ways and personality.
That's George playing with the ball.
He's no longer a baby, he's a toddler.
The next couple of years,
he's gonna grow into a proper little boy.
It's a little bit bittersweet.
[Rich] Chase it, Pas. Chase it.
He'll-- he'll chase it.
[Pascoe coos]
[Rich] That's it. Go, mate. Go, mate.
Kick, kick, kick.
[dog yipping]
[woman] Are we gonna do pancakes today?
Blueberry and banana?
-[utensils clattering]
-Alright, okay so we have...
[spoon clanging]
-[child] Now I'm sticky.
-[woman] I think that's fine.
It's perfect. Okay, great.
-[child] One.
-[woman] One.
I'm the oldest of six children,
so for my entire life, I've been
surrounded by children.
Now, I have three grandchildren.
-Can you help me?
-[woman] Yep.
In the mid-eighties,
when I became an academic,
I started out as a philosopher.
I wanted to answer
some of these big, grand questions
about what human beings are like.
Like: how do we ever figure out
what's going on
in the minds of other people?
So, understanding that I might want one
thing and you might want another thing...
-[Gopnik] What do you think? Perfect?
-It's good.
Unlike other philosophers,
I thought, "Maybe we could actually
not just ask those questions,
but try to answer those questions."
And then there was
a rather striking moment.
My son, who was just barely two,
not quite two years old,
said one day, "Mommy,
what's gonna be for dessert?"
And I said, "Oh, tonight we're having
pineapples in kirsch."
I was very enthusiastic.
And dessert came...
and his face just fell
after the first taste.
Pineapples in kirsch
is not a toddler favorite.
But the interesting thing was that
for really weeks and months afterwards,
completely apropos
of nothing out of the blue,
he would turn to me and say, "Mommy,
pineapple... it's yummy for you,
but it's yucky for me."
And that seemed like a clue
that toddlers could understand
that what I wanted
was different from what you wanted.
So that moment became
the driving force
of my life as a scientist.
[indistinct chatter]
[train bell clanging]
[Gopnik] Being a woman
who had children very early,
who cared for children
during my entire life,
really gave me a different perspective
than the largely male philosophers
who had thought about them before.
For a long time, people thought,
"Well, children don't know very much
about the minds of others."
So I thought,
"Was there a way that we could
really prove scientifically that toddlers
know much more
than we thought at the time?"
We started in the early '90s
and put together this really
wonderful design for a study...
posing this big question:
do you understand that I could want
something that's different
from what you want?
[indistinct chatter]
[babbling]
[babbles]
We had this thought that we might
be able to use food in particular,
something that's very vivid,
where your desires are very visible.
[Gopnik] Let's come in here
and see if we can play my game.
The official title of the paper was
"Toddlers Understanding Diverse Desires,"
but everyone before and since
has called it
the "Broccoli and Crackers Study."
We chose crackers,
a favorite of toddlers everywhere.
And then something they're
not so enthusiastic about,
raw broccoli.
You could have a taste if you want.
Yeah... yeah.
Yep, you could eat it.
Okay.
You like the crackers
and not the broccoli, right?
Yeah, putting them back in.
Yep, are those good?
Are you gonna have some more?
Oh, good.
Oh, delicious.
Okay, now.
Look, Emery, look.
I'm going to taste some, okay?
See, there's broccoli.
I'm going to taste that broccoli.
Mmm, mmm delicious.
Good.
Toddlers are good at reading
facial expressions.
I tasted the broccoli.
Mmm, mmm, that's so good.
Mmm, I like the broccoli... So good.
They're good at telling from your tone
of voice and the expression on your face
what you're feeling.
Okay, now I'm gonna taste
one of the crackers. Okay?
I'm gonna taste the crackers.
Yuck!
Oh, yuck, I don't like those crackers.
Oh, yucky crackers.
No, I don't like the crackers.
Oh, yucky.
The next step is that I'll push
both bowls in front of the child
and put my hand halfway between them
and say, "Can you give me some?"
Okay.
Can you give me some?
Emery, can you give me some?
And then the interesting question is:
what will the toddlers do?
[babbling]
[Gopnik] Can you give me some?
Will the toddlers give you
what they like, the crackers?
Or will they give you
what you really, really like, broccoli?
[Gopnik]
Could you give me some of what I like?
Good, thank you.
Could I have one, please?
-There you go.
-Thank you.
We started out with toddlers
between 14 months and 24 months.
-[babbles]
-Okay. Okay, there you go.
Are you gonna have one too?
Yeah, they're very good.
Fourteen-months-olds decided,
"Okay, I'm just gonna give her
the crackers,
even though it looked as if
you didn't want the crackers
and liked the broccoli."
[Gopnik]
Thank you for playing my game, Emery.
Oh, so good.
We did the same experiment
with the toddlers
in the second half
of the second year of life...
[Gopnik] Thank you.
Okay, let's go and play my game.
Okay?
We thought maybe it would
be different on the other side
of the 18-month-old divide.
Yeah, you're gonna come
and play my game.
[Gopnik] There we go.
Do you want to sit down with her
over there?
That's perfect.
Look, Marley.
Which one do you want to eat?
You can taste one.
Good girl.
Okay, let's see which one--
What I'm gonna do here.
Watch.
Oh, yuck.
Oh, yuck.
I don't like the crackers.
Let's see if I taste the broccoli.
Let's see if I taste the broccoli.
[crunching]
Mmm. Mmm. Good broccoli.
So tasty. I like that broccoli.
Marley... can you give me one?
Thank you!
Good girl.
You still know that you like
the crackers best, right?
With the older children...
you see something really different.
What do I want?
The children are quite happy to actually
give you the thing that you want...
whether it's what they wanted or not.
Thank you.
What the study showed was that
to understand...
about other people's desires.
About 90% of the time,
they're giving you the crackers.
But there's a very different picture,
if you look at the older toddlers.
About 70% of the time,
they're actually giving you the broccoli
rather than the crackers.
There seems to be this divide.
Sort of roughly about 18 months.
In that very brief period,
something really important has shifted.
They really seem to have
understood this deep thing that
different people
might like different things.
It was one of the very first
examples of toddlers
understanding something about taking
the perspective of another person.
[Amelia] Pick up the ball.
-[Pascoe] Ball.
-Yeah, ball.
That's it, pick it up.
And put it in the bucket.
-Oh, yay!
-[Rich] Boing.
[Adam] Go get your shoes.
Oh... one...
two.
[woman]
You taking your shoes off?
Good girl.
Good girl, Kiki.
So instead of thinking the process doesn't
even start until children are in school,
what we realized is
a lot of it is already finished
by the time the children are in school.
The real action is in that
much, much earlier period.
[woman] For me? Is it for me?
You give it to me?
Oh, oopsie daisy. Mommy dropped it.
What happens now?
[Gopnik] And of course, the most important
things in the world for toddlers,
or for us grown-ups...
are other people.
[woman]
Hey. Hey. Are you giving me a kiss?
Oh, you gave the camera a kiss.
[Gopnik] Particularly
the other people that we love.
Ah, I got you, I got you, I got you,
I got you, I got you, I got you.
Yeah.
[laughter]
[Adam] Do you want the ham?
No.
[Adam] There's ham inside.
[Gopnik] Unless we had
these amazing abilities
to figure out what other people think,
what other people want,
we couldn't have
the kind of complex society we have.
[Morning-Star] Oh, ice cream.
-Wow.
-Whoa.
-[Morning-Star] Hi there.
-[Nelson] I want mint.
[Morning-Star]
Okay, you'd like mint please.
Mint, please.
You want it in a cup or in a cone?
-In a cone.
-In a cone.
-[Morning-Star] Please.
-[Nelson] Please.
[Morning-Star laughing]
Oh, I'll have lemon please.
I'd like this one please as well.
Yes, hazelnut.
Yes, please. I love hazelnut.
-Thank you.
-Thank you.
[Morning-Star] Good boy.
Do you want to try Mommy's?
What do you think?
You prefer yours, don't you?
That's so yummy.
What do you think of this?
Have a lick.
-What do you think of that one?
-I prefer mine.
[Charlie] I prefer mine?
Sharing is caring, right?
Mmm, nice one, Bubba.
-Cheers.
-[Nelson] Cheers.
[ball bouncing]
[man] One major capacity
that we have as humans
is to be able to cooperate with others...
that we are able to work in teams
in what's called altruistic behavior,
where we do something
for the benefit of another individual
rather than for ourselves.
This ability to cooperate is really
an important aspect of human social life.
[players groan]
[player] Do that again! Oh, god!
And that raised the question:
where does that really come from, right?
[laughter]
Maybe this is something
that we are, uh, born with,
but it differentiates us
from other animals.
And what we try to do in our research
is to look at the origin...
the starting state
of these cooperative behaviors
in toddlers.
When I started as a PhD student...
I was running some experiments where
a toddler and I would hold
what we called the trampoline
and bounce a ball onto it together.
The ball rolled off
to the corner of the room,
and then I pretended
like I couldn't get my ball back.
[Warneken grunts]
[in German] No, no, no, no, no.
I can't reach it.
And this toddler got up and picked up
the ball and returned it to me.
It's just, like... amazing behavior.
This moment of serendipity
then triggered the question,
"To what extent would kids help?"
Very often the assumption is that toddlers
are basically selfish critters, and...
they need to be taught
how to be altruistic,
how to cooperate with others.
And I wanted to show that view is wrong,
that toddlers have altruistic tendencies.
[woman] Let's go
to the washing machine, come on.
Okay, you see, you know where it goes.
Thank you very much.
No, we're not finished loading it.
No, we're not-- We have to put all of it
in first before we close it.
They want to be helpful sometimes.
Thank you. Kiki, take this one.
Like, "Oh, Mommy's doing that...
I'm gonna go and help her."
There's more bibs. Here. Thank you.
We need to wash this
so you can sleep in it. Here.
I don't necessarily ask them to do things.
They tend to copy behavior.
The brooms, the mops,
they'll pick those up,
and they'll try and do things.
We're not closing it yet, bubs.
Kiki's trying to get this inside.
Thank you, Kiki.
Here.
Now you want to put more in, here.
Okay, mind your hands.
Alright.
-Yeah.
-Yeah.
[child babbles]
Yeah, okay, you're finished.
Alright, see ya.
Ok-- Okay, is that it?
Are we finished?
Shall I put the soap powder in?
Are we gonna turn it on?
No?
Should we just ignore Mommy?
Hey Teddy. Do you want to--
I want to show you my room over there.
See this?
-Look, there are more toys.
-[Teddy] Oh!
[Warneken] Oh, yes!
You ready to come over?
Yeah, that's so cool... okay?
Alright, let's go over there. Look.
Ooh! [chuckles]
Okay.
Toddlers are really young, right,
so they have not yet gone through
a long period of socialization.
They're not in school yet,
where they are bombarded
with all these moral norms,
and mathematics,
and writing and so forth.
So, they're kind of pure
in... in some sense.
It's a really exciting period.
What about the red one?
We designed a series of experiments
to explore to what extent
toddlers would be willing
and able to help others.
Let's put this away for now.
We can play with it later again, okay?
One major challenge
was I'm a pretty tall guy.
I'm 6'6", so almost two meters.
And when these small toddlers come
into the lab and they see me
as this imposing figure--
So I had to use a few tricks to...
to try to get them to feel comfortable.
-[Teddy] Oh.
-Does it not work?
Let's try again.
I would always sit down.
Wouldn't wear my glasses often.
And? That one.
Whoa! All done! [claps]
And realize I'm actually not a scary guy.
Look, can we set up the clothesline?
We tried to bring real life into the lab.
Alright, look, I have to do
some work now, okay.
We hung a clothesline,
and hang towels on it.
Look... look, Teddy.
Look, I'm gonna put this here.
And I put that on there.
Alright.
And here's another one. Look... here.
I'm gonna go put this here... Oh, good.
And here's another one.
Look, just going to put this here.
Look at this, and then-- Oh!
Oh, no!
I use clothespins,
and I accidentally drop one on the ground.
My clothespin.
And the question is whether
the toddler understands that
I didn't want the clothespin
to be on the floor, because I needed it.
We see whether the toddlers walk over,
pick up the clothes pin,
and give it back to me.
So that's the critical test for us.
Ay, ay, ay, ay.
Oh! Oh!
Ahh! I'm going to put this up here.
Alright, I have another one here.
I take this... and put that on here.
Oh, no.
Oh, there you go.
Now, I can put this on here.
Yes, hooray.
And so the result is that,
in this clothespin task,
shown in green here,
around 70 percent of the time,
these toddlers would help
by picking up the clothespin
when I really need them back.
But as you can see here,
in the control condition
in which the clothespin on the floor
is not a problem for me,
they rarely pick it up.
So by showing this difference
indicates to us
that toddlers performing this behavior
because they want to help me.
This was really a striking finding to me.
[Belinda]
Oh, oh, oh, careful, careful.
[Adam] Come on, you.
Come and help your Daddy.
Put the brussel sprout in the pot.
-Alright.
-Good girl. Put it in. Yeah.
Now it's a bed of sprouts.
Tidy... tidy.
That's it.
Thank you.
Good boy.
Are we going to play? Do you want to play?
Yeah?
Do you want to play cars with Mommy?
What's this? A bridge. Oh.
[Morning-Star] What is that?
-A bridge.
-That's your bridge, yes.
What if the car upside down?
[Morning-Star] Nelson helps me a lot.
And he does it without being prompted.
He's very curious about
how everything is working.
And he's very happy doing it as well.
Yay, thank you Nelson.
[Warneken] In my research,
we wanted to explore helping further.
This triggered a whole series
of more complex experiments.
Would toddlers leave behind a fun activity
in order to help another person?
Yeah, you are on your way already.
You can come in.
Can we basically ramp it up?
Whoo. That's fun, huh?
We have this ball pit.
You wanna jump in there?
Yes!
That is fun, right?
Ooh! While you play here, I have
to do some more work. Okay?
The question is, would the kids
get out of the ball pit
and walk over and help?
This one here,
and this one.
And then this here.
Oh!
Oh, no.
Ay-ay-ay.
[Warneken] Oy-oy-oy.
Aww...
My cup.
My cup.
Alright, and then I can put this on here.
We don't say "thank you."
We obviously know that this
would be the right thing to do.
But we are really interested in children's
spontaneous altruistic tendencies.
Yes! Yes!
There it is. Yeah, you can go in.
There it is.
-Wow! Whoa! Ball!
-You're swimming.
Another factor is seeing
whether toddlers are able to help,
even if there's no parent
around to nudge them.
Would they help
without getting some kind of praise?
[child babbles]
Gonna play?
Look, here.
Oh.
Ay, ay, ay.
Ay, ay, ay.
I found it really amazing to see
toddlers are really willing to do that.
And they do it over and over.
-[child] ...cups.
-[Warneken] Ha! Yeah, all these cups.
And are willing to sacrifice
their own fun, for at least
for the moment, to help me.
Look, Tiberius.
And put it here. Great.
And that raised the question,
"Where does that really come from?"
Folding this.
Is that a human unique capacity?
Is it something that we are born with?
Is there maybe a deeper evolutionary
root of this kind of behavior?
[elephant trumpeting]
The best thing would be
if we had a time machine...
and could travel back in history
and look at our ancestors...
before we developed societies.
We don't have this kind of time machine.
But we have something
that's also really amazing,
and that is chimpanzees.
[screaming]
[Warneken] Chimpanzees share with us
the last common ancestor that lived
five to seven million years ago.
Maybe they'd show these
basic helping behaviors as well.
I don't have anything.
I don't have anything.
We basically took our task
that we developed with toddlers
and tried to put chimpanzees
in similar situations...
and see if they help.
We find, actually to our surprise...
similar to the toddlers...
chimpanzees are also
willing and able to help.
So what we can conclude from our studies
is that our basic ability to help others
goes back in time,
um, to the last common ancestor.
It's not the case that toddlers
start out being purely selfish.
We have now accumulated
a lot of evidence to show that...
we are born motivated
to be helpful to others.
-[Natasha] What's that, Hugo?
-Choo-choo.
-Choo-choo.
-[Lola] Can I help you?
Can I help you?
[Natasha] Why don't you get
his other blocks, that's it,
-and play together?
-Blocks.
[Warneken]
We have to give toddlers more credit...
[Lola] Okay. Chugga-chugga choo-choo.
Chugga-chugga choo-choo...
[Natasha laughs]
[Lola] Hugo, can you bring me this train?
[Warneken]
...that they're really quite clever,
and they're often more competent
than one might think.
[Hugo] I bring it to Lola.
[Natasha] Pardon?
I bring Lola train.
[Warneken] Without us caring about others,
life wouldn't exist as we know it.
[Belinda] Aww.
-You love Kiki?
-Yeah.
Yes. Mommy kiss. Give Mommy a kiss.
Can Mommy have a kiss?
[Rich] He's coming in for hugs. Eh?
-Cuddle time!
-[Amelia laughs]
If we all were just selfish individuals
only caring about ourselves...
so-- social life would crumble.
[in Spanish] Hello!
[speaking in Spanish]
[Adam] What should we see? Monkey?
Yeah?
See monkey.
It's like, if you drop something,
look around.
Maybe there's a toddler to help you.
[Belinda] Finished?
Can I put it back in your bag, please?
Oh no. Hat. Pick it up.
Gonna put it on? Kiki, help Yaya.
Help Yaya, Kiki.
Has she got it on right?
[woman] I have four children.
My youngest, Adele, is still in the home.
The big kids were the guinea pigs
for a lot of my research.
because I was a graduate student
and actually did experiments on them.
I really stumbled into
developmental psychology... then,
and just loved it.
My children have been very helpful
in the work that I've done.
If we're gonna understand who we are,
we really need to understand
what is happening
in those first few years of life.
This is the age where all kinds of
knowledge is being consolidated...
and all kinds of discoveries
are being made.
I got interested in the question
of how children learn so much
from so little so quickly.
Okay, so I think we can just put
the camera over in the far corner there.
-[woman] Great.
-Here.
And this guy right here.
[Schulz] In 2015, my PhD student
Julia Leonard and I...
decided to set up a study
to test what toddlers understand
when they see us trying to solve problems.
-Okay, we are all set to go.
-Alright, excellent. Shall we head out?
-Yeah, let's go.
-Great.
And in particular, what they learn
about the effort involved.
It's a very simple experiment.
You could have them watch
an adult doing things.
Hi there.
Thank you for coming in today.
-Hi, who's this?
-This is Teddy.
Hi, Teddy. And who's this?
-Ben.
-Hi, Ben.
-Hi.
-Oh!
-Oh.
-Thank you.
So if you have an adult
really engaged in a task,
the toddler is probably gonna watch
that spontaneously
and extract something,
like how hard they were trying...
and then use that to shape
their own sense of how hard to try.
So that's really what led
to this particular design.
Hi. Hi. Ben, would you
like to see my toys?
Look at that.
Something inside there, do you see that?
I wonder how I get it out.
I wonder how I can get the toy out.
How I get it out.
We try to get a toy out of a container.
The toddler watches, and we succeed
effortlessly in ten seconds.
Look at that. I got my toy out.
I got it out.
The real challenge there is to make sure
they watch the demonstration long enough
to understand that you
are succeeding effortlessly.
Look at that. I got it out.
Do you see that?
Now, it's your turn.
Then we give the toddler a task.
They have a different toy from the toys
we used, so they can't just imitate us.
Let's see, do you see this toy?
Listen to this.
[device plays piano music]
This toy makes music.
They hear that the toy makes music.
You see that?
But they don't actually
see how that happens.
Okay, now it's your turn.
You go ahead and play.
So the toddler is not going
to be able to succeed at this toy.
And we walk away.
The real challenge is what
the toddler does on their own.
How long do toddlers persist?
[toddler murmurs]
So he tries it.
[babbles]
[Schulz] And he's immediately frustrated.
He's like, why didn't that work?
-And he throws it.
-He's done.
He's done.
[Schulz] In part two of the experiment,
the toddlers do something very different.
Let's see. Oh look,
there's something inside here.
Do you see that?
I wonder how I can get this out.
Hmm. I wonder how I can get this out.
How can I get this out of here?
In this case, toddlers are seeing
adults struggle and struggle and struggle
to figure out how to open this box
and get the object out of the box.
I can't get my toy out.
We worked a lot harder...
Can't get my toy out.
...struggling for 29 seconds
before succeeding in the end.
It's inside. I wonder how I get this out.
If the toddlers can understand something
about effort here,
then if they've just seen
an adult struggle...
Oh, look at that.
...they might think, "Well, sometimes
things take a lot of work.
Let me just try a little bit longer."
Do you want to try? Now it's your turn,
you go ahead and try.
He's trying a lot.
-Still pushing.
-Still at it, he's not going to give up.
[Schulz] He is really-- Yeah, that is
a whole hand. Boom, boom, boom!
So he saw that things take
a lot of work in this context
and he's going to work hard too, which is
also a very reasonable thing to do.
Now, he's shaking his head "no."
[child crying]
[Schulz] When Julia first brought back
the results, we were very excited.
They were surprising
and really quite amazing.
When the toddlers saw us
succeed effortlessly,
they tried a few times
and then they throw it away.
So the score that's in the middle
is what we call the median score,
and the median score was about 12 presses,
and then discarded the toy.
They had no reason to think
it was going to be difficult.
[cries out]
By contrast, when the toddlers saw us
struggle and work really, really hard,
they tend to be much more persistent
and try again and again and again.
So 22 and a half is the median
for button presses overall.
One of the things that is striking
is it suggests how closely
toddlers are watching us.
They really are learning
from the things that we do
to try to figure out,
"Well, how should I use this information?
What should I do?"
-[Rich laughing]
-[Amelia] Is that Daddy? [laughs]
-Yeah, it's Daddy.
-[Rich] Are you gonna come in?
I tell you what, do you wanna come
through the window?
-This is exciting.
-Over the lavender.
Toddlers are remarkable learners.
[laughs]
Throw it. Up... Up...
Go on. Up. Yeah, up.
-Boing, oh, oh.
-Boing.
Oh, oh, oh, oh, oh... get it.
[Schulz] They're learning an astonishing
amount from the world around them...
[Rich] Pick it up, pick it up.
Get it like that. Get it like that.
[Schulz] ...in ways that...
scientists are working
extremely hard to understand.
[Rich] Oh boy.
Hey, good one. Hey, good one.
Good catch. Whoa.
[Schulz] They're learning
from the actions that we do
and how we go about
trying to achieve our goals
and our own successes and failures.
[Amelia] Where's it gone?
-[Pascoe] Gone.
-[Amelia] I don't know, where's it gone?
People have long been interested
into what degree attitudes about effort,
um, might affect children's
well-being in the long run.
[woman] Yes. Nice work.
[Schulz] The research suggests that...
that children who think
that effort matters, right,
and who value effort tend to do better...
and especially tend to do better
when things are difficult.
Those children tend to go back,
study harder,
and, of course,
then succeed in the long run.
And that's a really remarkable ability.
I think it's it's one of the... um...
really amazing things about human beings.
Excellent.
That was great. You learned a new climb.
[Rich] Egg.
One more big crack.
[Rich, Amelia cheer]
Alright. Daddy's gonna get the whisk.
Can you do some whisking?
I think the work with toddlers
is important because it provides a window
into the origins
of our cooperative behaviors.
[Rich] Okay, remember what we say.
Hold the bowl.
You gotta hold it with one hand.
That's it. Whisk, whisk, whisk.
And life would be miserable if we...
would have to depend on ourselves
all the time,
and there's never, ever
anyone to help us out.
[Amelia] Daddy's going to get the pan.
[Warneken] It's such an important
aspect of human social life.
[Amelia] Very good.
[Warneken] Without us caring about others,
life wouldn't exist as we know it.
-[Amelia] Okay.
-[Pascoe] Okay.
-[Rich] Okay.
-[Amelia] Okay.
-[Amelia] Okay, you ready to pour it in?
-[Pascoe] Pour it in.
[Rich] Okay.
Ready? Pour it in.
Good boy.
[Rich] We're going to do the egg flip.
Oh, yes.
It's not gonna be the prettiest one.
[Rich] Flip it. Holding.
-[Pascoe] Wow.
-Ready, set...
-Go!
-Whoa!
[Gopnik] One of the things
we know about human beings
is we're the most cooperative,
most social of species.
No! No!
Our dominance in the world,
for good or for ill, comes because
a bunch of us can get together and decide,
"Here's a joint project,
something we're all going to do."
-[bell rings]
-[Rich] Nice.
And that kind of social coordination...
really depends on
this sophisticated understanding we have
of other people's minds.
[Rich] Pas, can you come
and test the bell for me?
-Yeah, on.
-You're on.
And now... yep, push that bell.
[bell rings]
Yeah!
Mommy loves bells, doesn't she?
[rubber ducky squeaking]
[Belinda] Bubbles, Kiki.
Yaya, don't eat it. Can you stop, please?
[Adam] Willow, you're...
-Walking.
-That's right.
Oh, not running. Walking today.
Running's next week.
I hope that the kind of science we do,
in revealing just how sophisticated
and intelligent children's learning is,
helps to have us rethink our priorities
as a culture and society.
[woman] Well done. [clapping]
[cheers] Yay!
[in Spanish] Very good! Two, three...
[Morning-Star] This boy! I don't watch him
for two seconds, and off he--
Look at him, he knows I'm coming.
He's running. He's so cheeky.
-[Pascoe exclaims]
-Good boy.
-[Amelia] Oh!
-[Amelia, Rich laughing]
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