Learning in and about opaque worlds

Denis Tatone; Gergely Csibra

doi:10.1017/S0140525X14000740

Learning in and about opaque worlds

Denis Tatone^*
, Gergely Csibra

^*Corresponding author for this work

Central European University

Research output: Contribution to journal › Review Article › peer-review

Abstract (may include machine translation)

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 language	English
Article number	e68
Journal	Behavioral and Brain Sciences
Volume	38
DOIs	https://doi.org/10.1017/S0140525X14000740
State	Published - 2015

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10.1017/S0140525X14000740

https://eprints.bbk.ac.uk/id/eprint/12633/

Cite this

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title = "Learning in and about opaque worlds",

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.",

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AU - Tatone, Denis

AU - Csibra, Gergely

N1 - Publisher Copyright: © Cambridge University Press 2015.

PY - 2015

Y1 - 2015

N2 - 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.

AB - 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.

UR - https://www.scopus.com/pages/publications/84930846636

U2 - 10.1017/S0140525X14000740

DO - 10.1017/S0140525X14000740

M3 - Review Article

C2 - 26785815

AN - SCOPUS:84930846636

SN - 0140-525X

VL - 38

JO - Behavioral and Brain Sciences

JF - Behavioral and Brain Sciences

M1 - e68

ER -

Learning in and about opaque worlds

Abstract (may include machine translation)

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