title: Learning in and about opaque worlds.
abstract: 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.
authors.affiliation: Cognitive Development Center,Department of Cognitive Science,Central European University,Budapest 1051,Hungary.tatone_denis@ceu-budapest.educsibrag@ceu.huhttp://www.babakutato.hu/lab-members/denis-tatonehttp://cognitivescience.ceu.edu/people/gergely-csibra.
authors.forename: Denis
authors.initials: D
authors.lastname: Tatone
authors.affiliation: Cognitive Development Center,Department of Cognitive Science,Central European University,Budapest 1051,Hungary.tatone_denis@ceu-budapest.educsibrag@ceu.huhttp://www.babakutato.hu/lab-members/denis-tatonehttp://cognitivescience.ceu.edu/people/gergely-csibra.
authors.forename: Gergely
authors.initials: G
authors.lastname: Csibra
mesh_terms: D006801:Humans; D007858:Learning; D013850:Thinking