A cognitive-evolutionary model for the evolution of teaching.

Mechanisms for social learning have rightly been the focus of much work in cultural evolution. But mechanisms for teaching-mechanisms that determine what information is available for learners to learn in the first place-are equally important to cultural evolution, especially in the case of humans. Here, we propose a simple model of teaching in the context of skill transmission. Our model derives the evolutionary cost and benefit of teaching by explicitly representing cognitive aspects of skill transmission as a dual-inheritance process. We then show that teaching cannot evolve when its direct cost is too high. We also show that there is an "explain-exploit" trade-off inherent to teaching: when payoffs from sharing information are not constant, there can be an indirect cost to teaching. This gives rise to an opportunity cost that goes beyond any direct cost that it may also entail. Finally, we show that evolution limits the strength of teaching provided that the direct cost of teaching is an increasing function of teaching effort. We then discuss how these factors might explain why teaching mechanisms are self-limiting, suggesting that such mechanisms may nevertheless play an important role in the evolution of cumulative culture in humans.
Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
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