Learning in and about opaque worlds
|Title||Learning in and about opaque worlds|
|Publication Type||Journal Article|
|Authors||Tatone, D., and G. Csibra|
|Journal title||Behavioral and Brain Sciences|
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.