| Behavioural form |
The specific action component(s) and organisation of a behaviour. Can be organised in a linear and/or hierarchical relationship. |
| Artefact form |
The specific physical component(s) and configuration(s) as outcomes of behaviour. Can be organised in a linear and/or hierarchical relationship. |
| Copying social learning |
Mechanisms that transmit the actual form of a behaviour and/or artefact (must be in a causal relationship between original and copy). Transmits ‘know-how’. Includes social learning mechanisms such as end-state emulation and imitation. |
| End-state emulation |
An individual learns about the environmental affordances and the products of a behaviour, and causally reproduces a similar end-state but in doing so applies their own strategies to produce the end-state (these strategies may or may not match the originally used strategies; Tomasello, 1996). |
| Imitation |
An individual copies the form of a behaviour (compare also Galef, 1998). |
| Non-copying social learning |
Mechanisms that do not transmit the form of a behaviour or artefact. Instead, these mechanisms often regulate the frequencies of forms (e.g. by increasing a subject’s motivation to interact with certain objects and/or locations). Typical mechanisms here include local (‘know-where’) and stimulus enhancement (‘know-what’). |
| Local enhancement |
The salience of a location is enhanced by other individuals being at or interacting with or near that location (compare Hoppitt & Laland, 2013; Tennie, Hopper & Van Schaik, 2020) |
| Stimulus enhancement |
The salience of an object is enhanced by other individuals interacting with this type of object (Hoppitt & Laland, 2013) |
