title: Cognitive mechanisms matter - but they do not explain the absence of teaching in chimpanzees.
abstract: Kline's functional categories for the evolution of teaching blur some valuable distinctions. Moreover, her account provides no answer to the question of why direct active teaching seems to be a uniquely human phenomenon.
authors.affiliation: Humboldt-Universität zu Berlin, Berlin School of Mind and Brain, Unter den Linden 6, 10099  Berlin, Germany r.t.moore@gmail.com https://sites.google.com/site/richardmoorecogsci.
authors.forename: Richard
authors.initials: R
authors.lastname: Moore
authors.affiliation: School of Psychology, University of Birmingham, Birmingham B15 2TT, United Kingdom. c.tennie@bham.ac.uk http://www.claudiotennie.com.
authors.forename: Claudio
authors.initials: C
authors.lastname: Tennie
mesh_terms: D000818:Animals; D005075:Biological Evolution; D003071:Cognition; D006801:Humans; D002679:Pan troglodytes