Rachel L. Kendal

TL;DR: The success of the children, but not of the chimpanzees or capuchins, in reaching higher-level solutions was strongly associated with a package of sociocognitive processes—including teaching through verbal instruction, imitation, and prosociality—that were observed only in the children and covaried with performance.

TL;DR: This chapter outlines that the laboratory and captive-population based evidence is amassing, mostly with regard to foraging and mate choice, indicating that individuals preferentially rely on personally acquired information but acquire and use social or public information when associal learning would be costly or asocial learning leaves them uncertain as to what to do.

TL;DR: The SLS concept needs updating to accommodate recent findings that individuals switch between strategies flexibly, that multiple strategies are deployed simultaneously, and that there is no one-to-one correspondence between psychological heuristics deployed and resulting population-level patterns.

TL;DR: This work reviews the literature on cumulative culture, highlighting advances made in understanding the underlying processes of cumulative culture and emphasising areas of agreement and disagreement amongst investigators in separate fields.

TL;DR: This work integrates teaching with the broader field of animal social learning, and shows how this aids understanding of how and why teaching evolved, and the diversity of teaching mechanisms.