The proximate-ultimate confusion in teaching and cooperation
Behavioral and Brain Sciences
Cambridge University Press
Reason for embargo
Publisher 6 month embargo
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.
Biotechnology and Biological Sciences Research Council (BBSRC)
This is an author produced version of an article subsequently published in Behavioral and Brain Sciences. The definitive version is available via: http://dx.doi.org/10.1017/S0140525X14000636.
© Cambridge University Press 2015
Behavioral and Brain Sciences, 38, e69 doi:10.1017/S0140525X14000636