Access

You are not currently logged in.

Access your personal account or get JSTOR access through your library or other institution:

login

Log in to your personal account or through your institution.

If You Use a Screen Reader

This content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.

Is There Teaching in Nonhuman Animals?

T. M. Caro and M. D. Hauser
The Quarterly Review of Biology
Vol. 67, No. 2 (Jun., 1992), pp. 151-174
Stable URL: http://www.jstor.org/stable/2831436
Page Count: 24
  • Read Online (Free)
  • Download ($19.00)
  • Subscribe ($19.50)
  • Cite this Item
Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Is There Teaching in Nonhuman Animals?
Preview not available

Abstract

We derive a simple operational definition of teaching that distinguishes it from other forms of social learning where there is no active participation of instructors, and then discuss the constituent parts of the definition in detail. From a functional perspective, it is argued that the instructor's sensivity to the pupul's changing skills or knowledge, and the instructor's ability to attribute mental states to others, are not necessary conditions of teaching in nonhuman animals, as assumed by previous work, because guided instruction without these prerequisites could still be favored by natural selection. A number of cases of social interacion in several orders of mammals and birds that have been interpreted as evidence of teaching are then reviewed. These cases fall into two categories: situations where offsprings are provided with opportunities to practice skills ("opportunity teaching"), and instances where the behavior of young is either encouraged or punished by adults ("coaching"). Although certain taxonomic orders appear to use one form of teaching more often than the other, this may have more to do with the quality of the current data set than with inherent species-specific constraints. We suggest several directions for future research on teaching in nonhuman animals that will lead to a more thorough understanding of this poorly documented phenomenon. We argue throughout that adherence to conventional, narrow definitions of teaching, generally derived from observations of human adult-infant interactions, has caused many related but simpler phenomena in other species to go unstudied or unrecorded, and severely limits further exploration of this topic.

Page Thumbnails

  • Thumbnail: Page 
151
    151
  • Thumbnail: Page 
152
    152
  • Thumbnail: Page 
153
    153
  • Thumbnail: Page 
154
    154
  • Thumbnail: Page 
155
    155
  • Thumbnail: Page 
156
    156
  • Thumbnail: Page 
157
    157
  • Thumbnail: Page 
158
    158
  • Thumbnail: Page 
159
    159
  • Thumbnail: Page 
160
    160
  • Thumbnail: Page 
161
    161
  • Thumbnail: Page 
162
    162
  • Thumbnail: Page 
163
    163
  • Thumbnail: Page 
164
    164
  • Thumbnail: Page 
165
    165
  • Thumbnail: Page 
166
    166
  • Thumbnail: Page 
167
    167
  • Thumbnail: Page 
168
    168
  • Thumbnail: Page 
169
    169
  • Thumbnail: Page 
170
    170
  • Thumbnail: Page 
171
    171
  • Thumbnail: Page 
172
    172
  • Thumbnail: Page 
173
    173
  • Thumbnail: Page 
174
    174