Learning in and about opaque worlds

Denis Tatone, Gergely Csibra

Research output: Review article

1 Citation (Scopus)

Abstract

We argue that direct active teaching in humans exhibits at least two properties (open-endedness and content opacity) that make the recognition of teaching episodes without ostension untenable. Thus, while we welcome Kline's functional approach to the analysis of teaching, we think that she ignores important features of the socio-environmental niche in which human teaching likely evolved.

Original languageEnglish
Article numbere68
JournalBehavioral and Brain Sciences
Volume38
DOIs
Publication statusPublished - jan. 1 2015

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ASJC Scopus subject areas

  • Neuropsychology and Physiological Psychology
  • Physiology
  • Behavioral Neuroscience

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