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The Evolved Apprentice Model: Scope and Limits

机译：不断发展的学徒模型：范围和局限性

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Downes, Gerrans, and Sutton all raise important issues for the account of human social learning and cooperation developed in The Evolved Apprentice. Downes suggests that I have bought too uncritically into the view that hunting was economically critical to forager life; I remain unpersuaded, while conceding something to the alternative view that hunting was signaling. Downes also suggests that I consider extending the evolved apprentice model to contemporary issues in social epistemology; I wonder whether that might make the model so general that it loses explanatory force. Gerrans probes the model on the relationship between social learning and imitation; I respond by arguing that imitation became important relatively late in the human social learning career, probably via learning to communicate via gesture. Sutton wonders whether the model of social learning developed is too in-tellectualist and individualist; I respond by emphasizing the varied task demands in different domains, and the change over time of the different elements involved in social learning.
机译：Downes，Gerrans和Sutton都提出了重要的问题，以说明《进化的学徒》中开发的人类社会学习与合作。唐斯（Downes）认为我对狩猎对于觅食的生命在经济上至为重要的观点太不客气了。我仍然没有说服力，但在承认狩猎正在发出信号的另类观点中承认了一些东西。唐斯还建议我考虑将进化的学徒模型扩展到社会认识论的当代问题。我想知道这是否会使模型如此笼统，以至于失去解释力。 Gerrans探讨了社会学习与模仿之间关系的模型。我回应说，模仿在人类社会学习生涯中相对较晚变得很重要，可能是通过学习通过手势进行交流来实现的。萨顿想知道，发展的社会学习模式是否过于讲授思想和个人主义？作为回应，我强调了不同领域中任务的不同要求，以及社会学习中涉及的不同要素随时间的变化。

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