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dc.contributor.authorCaldwell, Christine A.
dc.contributor.authorRenner, Elizabeth
dc.contributor.authorAtkinson, Mark
dc.date.accessioned2020-11-02T10:30:01Z
dc.date.available2020-11-02T10:30:01Z
dc.date.issued2018-12-01
dc.identifier.citationCaldwell , C A , Renner , E & Atkinson , M 2018 , ' Human teaching and cumulative cultural evolution ' , Review of Philosophy and Psychology , vol. 9 , no. 4 , pp. 751-770 . https://doi.org/10.1007/s13164-017-0346-3en
dc.identifier.issn1878-5158
dc.identifier.otherPURE: 270928667
dc.identifier.otherPURE UUID: 755fcb16-33d4-4ad9-a461-9115a03f24e5
dc.identifier.otherScopus: 85051560367
dc.identifier.urihttp://hdl.handle.net/10023/20872
dc.descriptionThis project has received funding from the European Research Council (ERC) under the European Union’s Horizon 2020 research and innovation programme under grant agreement No. 648841 RATCHETCOG ERC-2014-CoG.en
dc.description.abstractAlthough evidence of teaching behaviour has been identified in some nonhuman species, human teaching appears to be unique in terms of both the breadth of contexts within which it is observed, and in its responsiveness to needs of the learner. Similarly, cultural evolution is observable in other species, but human cultural evolution appears strikingly distinct. This has led to speculation that the evolutionary origins of these capacities may be causally linked. Here we provide an overview of contrasting perspectives on the relationship between teaching and cultural evolution in humans, and briefly review previous research which suggests that cumulative culture (here meaning cultural evolution featuring a trend towards improving functionality) can occur without teaching. We then report the results of a novel experimental study in which we investigated how the benefits of teaching may depend on the complexity of the skill to be acquired. Participants were asked to tie knots of varying complexity. In our Teaching condition, opportunities to interact with an experienced partner aided transmission of the most complex knots, but not simpler equivalents, relative to exposure to completed products alone (End State Only condition), and also relative to information about the process of completion (Intermediate States condition). We conclude by considering the plausibility of various accounts of the evolutionary relationship between teaching and cultural evolution in humans.
dc.format.extent20
dc.language.isoeng
dc.relation.ispartofReview of Philosophy and Psychologyen
dc.rightsCopyright © The Author(s) 2017. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.en
dc.subjectBF Psychologyen
dc.subjectExperimental and Cognitive Psychologyen
dc.subjectPhilosophyen
dc.subject3rd-DASen
dc.subject.lccBFen
dc.titleHuman teaching and cumulative cultural evolutionen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.contributor.institutionUniversity of St Andrews.School of Managementen
dc.identifier.doihttps://doi.org/10.1007/s13164-017-0346-3
dc.description.statusPeer revieweden


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