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E. C. Tolman emphasized the purposiveness of behavior — the idea that much of our behavior is goal-directed. For instance, employees who aim for a promotion work diligently to meet their targets. Tolman argued that when classical conditioning and operant conditioning occur, the organism acquires certain expectations. In classical conditioning, a child might fear a dog because they expect it to bite. In operant conditioning, a person might consistently work overtime because they expect a...
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Learning in and about opaque worlds.

Denis Tatone1, Gergely Csibra1

  • 1Cognitive 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.

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Summary
This summary is machine-generated.

Direct active teaching in humans is difficult to identify without explicit cues due to its open-endedness and content opacity. This challenges functional analyses that overlook the evolutionary socio-environmental niche of human teaching.

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Area of Science:

  • Cognitive Science
  • Evolutionary Anthropology
  • Human Behavior

Background:

  • Direct active teaching is a hallmark of human behavior.
  • Previous functional approaches have analyzed teaching without considering its inherent complexities.

Purpose of the Study:

  • To argue that direct active teaching in humans possesses unique properties making it difficult to recognize without explicit cues (ostension).
  • To critique functional approaches to teaching analysis by highlighting overlooked aspects of the human socio-environmental niche.

Main Methods:

  • Conceptual analysis of direct active teaching in humans.
  • Critique of existing functional approaches to teaching.

Main Results:

  • Direct active teaching exhibits open-endedness and content opacity, complicating recognition without ostension.
  • Functional analyses may fail to account for the evolutionary context of human teaching.

Conclusions:

  • The inherent properties of human teaching necessitate a nuanced approach beyond simple functional analysis.
  • Understanding the socio-environmental niche is crucial for a comprehensive theory of human teaching evolution.