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Learning in and about opaque worlds

  • Denis Tatone (a1) and Gergely Csibra (a1)


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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Gergely, G. & Jacob, P. (2012) Reasoning about instrumental and communicative agency in human infancy. In: Advances in Child Development and Behavior, vol. 43: Rational constructivism in cognitive development, ed. Kushnir, T. & Xu, F., pp. 5994. [Book Series editor, Benson, J. B.]. Academic Press.
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Learning in and about opaque worlds

  • Denis Tatone (a1) and Gergely Csibra (a1)


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