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Updated: Mar 26, 2026

Problem-Solving Before Instruction PS-I: A Protocol for Assessment and Intervention in Students with Different Abilities
Published on: September 11, 2021
The proximate-ultimate confusion in teaching and cooperation
Alex Thornton1, Nichola J Raihani2
1Centre for Ecology and Conservation,University of Exeter,Penryn Campus,Penryn TR10 9FE,United Kingdom.alex.thornton@exeter.ac.ukhttp://www.wildcognitionresearch.com.
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.
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