title: The proximate-ultimate confusion in teaching and cooperation.
abstract: Kline does an admirable job of extending the functionalist framework developed by comparative researchers to help understand the function and form of human teaching. Functionalist approaches consider the adaptive value and underlying mechanisms of behaviour as separate but complementary questions, avoiding the conflation of ultimate and proximate explanations that has long hindered research on teaching and other forms of cooperation.
authors.affiliation: Centre for Ecology and Conservation,University of Exeter,Penryn Campus,Penryn TR10 9FE,United Kingdom.alex.thornton@exeter.ac.ukhttp://www.wildcognitionresearch.com.
authors.forename: Alex
authors.initials: A
authors.lastname: Thornton
authors.affiliation: Department of Genetics,Evolution and Environment,University College London,London WC1E 6BT,United Kingdom.nicholaraihani@gmail.comhttp://raihanilab.weebly.com.
authors.forename: Nichola J
authors.initials: NJ
authors.lastname: Raihani
mesh_terms: D005075:Biological Evolution; D003221:Confusion; D006801:Humans; D007398:Interpersonal Relations; D012106:Research