The benefits of an evolutionary framework for the investigation of teaching behaviour: Emphasis should be taken off humans as a benchmark

Amanda R. Ridley, B.J. Ashton

Research output: Contribution to journalArticlepeer-review

1 Citation (Scopus)

Abstract

We agree with Kline that a lack of unification is preventing progress in understanding the occurrence of teaching behaviour and the selective pressures influencing its presence. However, we feel that the proposed framework, which incorporates mentalistic and cultural approaches, continues to overlook cases of teaching in nonhuman animals. We advocate the comparative functionalist framework to identify the proximate causes of teaching behaviour in both humans and other animals.

Original languageEnglish
Article numbere59
JournalBehavioral and Brain Sciences
Volume38
DOIs
Publication statusPublished - 8 Jun 2015

Keywords

  • animal behavior
  • cognition
  • conceptual framework
  • environmental factor

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