Abstract (may include machine translation)
We welcome Kline's systematic overview of teaching from a functional evolutionary perspective. However, Kline's framework does not provide satisfying characterization of the adaptive problems driving the evolution of teaching through communication found in humans, where the key function is better characterized in terms of licensing inferences to opaque generic content than in terms of overcoming shortages of access and attention.
| Original language | English |
|---|---|
| Article number | e42 |
| Journal | Behavioral and Brain Sciences |
| Volume | 38 |
| DOIs | |
| State | Published - 2015 |