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Learning in and about opaque worlds

Published online by Cambridge University Press:  08 June 2015

Denis Tatone  and
Gergely Csibra
Denis Tatone
Affiliation:
Cognitive Development Center, Department of Cognitive Science, Central European University, Budapest 1051, Hungary. tatone_denis@ceu-budapest.educsibrag@ceu.huhttp://www.babakutato.hu/lab-members/denis-tatonehttp://cognitivescience.ceu.edu/people/gergely-csibra
Gergely Csibra
Affiliation:
Cognitive Development Center, Department of Cognitive Science, Central European University, Budapest 1051, Hungary. tatone_denis@ceu-budapest.educsibrag@ceu.huhttp://www.babakutato.hu/lab-members/denis-tatonehttp://cognitivescience.ceu.edu/people/gergely-csibra
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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.

Type
Open Peer Commentary
Information
Behavioral and Brain Sciences , Volume 38 , 2015 , e68
Copyright
Copyright © Cambridge University Press 2015 

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