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  1. Five Clarifications about Cultural Evolution.Liane Gabora - 2011 - Journal of Cognition and Culture 11 (1-2):61-83.
    This paper reviews and clarifies five misunderstandings about cultural evolution identified by Henrich et al.. First, cultural representations are neither discrete nor continuous; they are distributed across neurons that respond to microfeatures. This enables associations to be made, and cultural change to be generated. Second, ‘replicator dynamics’ do not ensure natural selection. The replicator notion does not capture the distinction between actively interpreted self-assembly code and passively copied self-description, which leads to a fundamental principle of natural selection: inherited information is (...)
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  • Creativity, combination, and cognition.Terry Dartnall - 1994 - Behavioral and Brain Sciences 17 (3):537-537.
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  • The birth of an idea.Liane M. Gabora - 1994 - Behavioral and Brain Sciences 17 (3):543-543.
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  • The generative-rules definition of creativity.Joseph O'Rourke - 1994 - Behavioral and Brain Sciences 17 (3):547-547.
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  • Creativity: Myths? Mechanisms.Michel Treisman - 1994 - Behavioral and Brain Sciences 17 (3):554-555.
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  • What about everyday creativity?Nick V. Flor - 1994 - Behavioral and Brain Sciences 17 (3):540-542.
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  • Creativity is in the mind of the creator.Ashwin Ram, Eric Domeshek, Linda Wills, Nancy Nersessian & Janet Kolodner - 1994 - Behavioral and Brain Sciences 17 (3):549-549.
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  • Can computers be creative, or even disappointed?Robert J. Sternberg - 1994 - Behavioral and Brain Sciences 17 (3):553-554.
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  • Machine discoverers: Transforming the spaces they explore.Jan M. Zytkow - 1994 - Behavioral and Brain Sciences 17 (3):557-558.
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  • Creativity: A framework for research.Margaret A. Boden - 1994 - Behavioral and Brain Sciences 17 (3):558-570.
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  • What is the difference between real creativity and mere novelty?Alan Bundy - 1994 - Behavioral and Brain Sciences 17 (3):533-534.
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  • Goals, analogy, and the social constraints of scientific discovery.Kevin Dunbar & Lisa M. Baker - 1994 - Behavioral and Brain Sciences 17 (3):538-539.
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  • Creative thinking presupposes the capacity for thought.James H. Fetzer - 1994 - Behavioral and Brain Sciences 17 (3):539-540.
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  • Respecting the phenomenology of human creativity.Victor A. Shames & John F. Kihlstrom - 1994 - Behavioral and Brain Sciences 17 (3):551-552.
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  • Creativity, madness, and extra strong Al.K. W. M. Fulford - 1994 - Behavioral and Brain Sciences 17 (3):542-543.
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  • Creativity theory: Detail and testability.K. J. Gilhooly - 1994 - Behavioral and Brain Sciences 17 (3):544-545.
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  • Conscious thought processes and creativity.Maria F. Ippolito - 1994 - Behavioral and Brain Sciences 17 (3):546-547.
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  • (1 other version)Imagery and creativity.Klaus Rehkämper - 1994 - Behavioral and Brain Sciences 17 (3):550-550.
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  • Individual differences, developmental changes, and social context.Dean Keith Simonton - 1994 - Behavioral and Brain Sciences 17 (3):552-553.
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  • The creative mind versus the creative computer.Robert W. Weisberg - 1994 - Behavioral and Brain Sciences 17 (3):555-557.
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  • Art for art's sake.Alan Garnham - 1994 - Behavioral and Brain Sciences 17 (3):543-544.
    This piece is a commentary on a precis of Maggie Boden's book "The creative mind" published in Behavioral and Brain Sciences.
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  • Précis of The creative mind: Myths and mechanisms.Margaret A. Boden - 1994 - Behavioral and Brain Sciences 17 (3):519-531.
    What is creativity? One new idea may be creative, whereas another is merely new: What's the difference? And how is creativity possible? These questions about human creativity can be answered, at least in outline, using computational concepts. There are two broad types of creativity, improbabilist and impossibilist. Improbabilist creativity involves novel combinations of familiar ideas. A deeper type involves METCS: the mapping, exploration, and transformation of conceptual spaces. It is impossibilist, in that ideas may be generated which – with respect (...)
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  • Culture, biology and human ontogeny.Michael Tomasello, Ann Gale Kruger & Hilary Horn Ratner - 1993 - Behavioral and Brain Sciences 16 (3):540-552.
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  • Developing semiotic activity in cultural contexts.B. van Oers - 1993 - Behavioral and Brain Sciences 16 (3):536-537.
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  • From intra- to interpsychological analysis of cognition: Cognitive science at a developmental crossroad.Boris M. Velichkovsky - 1993 - Behavioral and Brain Sciences 16 (3):537-538.
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  • Human enculturation, chimpanzee enculturation (?) and the nature of imitation.Andrew Whiten - 1993 - Behavioral and Brain Sciences 16 (3):538-539.
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  • Instructed and cooperative learning in human evolution.Thomas Wynn - 1993 - Behavioral and Brain Sciences 16 (3):539-540.
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  • Predispositions to cultural learning in young infants.Colwyn Trevarthen - 1993 - Behavioral and Brain Sciences 16 (3):534-535.
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  • Interpersonal interaction as foundation for cultural learning.Ina Č Užgiris - 1993 - Behavioral and Brain Sciences 16 (3):535-536.
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  • Questioning assumptions about culture and individuals.Barbara Rogoff, Pablo Chavajay & Eugene Matusov - 1993 - Behavioral and Brain Sciences 16 (3):533-534.
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  • Cultural learning is cultural.Bernard Schneuwly - 1993 - Behavioral and Brain Sciences 16 (3):534-534.
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  • Cultural learning and teaching: Toward a nonreductionist theory of development.Peter Renshaw - 1993 - Behavioral and Brain Sciences 16 (3):532-533.
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  • Cultural learning and educational process.David R. Olson & Janet Wilde Astington - 1993 - Behavioral and Brain Sciences 16 (3):531-532.
    Tomasello, Kruger & Ratner relate the evolution of social cognition – the understanding of others' minds – to the evolution of culture. Tomasello et al. conceive of the accumulation of culture as the product of cultural learning, a kind of learning dependent upon recognizing others' intentionality. They distinguish three levels of this recognition: of intention (what isxtrying to do), of beliefs (what doesxthink aboutp), and of beliefs about beliefs (what doesxthinkythinks aboutp). They then tie these levels to three discrete forms (...)
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  • Cultural transmission is more than cultural learning.Peter Midford - 1993 - Behavioral and Brain Sciences 16 (3):529-530.
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  • Kinesthetic-visual matching, perspective-taking and reflective self-awareness in cultural learning.Robert W. Mitchell - 1993 - Behavioral and Brain Sciences 16 (3):530-531.
    Tomasello, Kruger & Ratner deserve congratulations for their well-reasoned ideas on the development of cultural learning. Their arguments are generally convincing, perhaps because their distinctions and developmental relations among types of cultural learning and agency mirror concepts of my own.
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  • The primate behavioral continuum: What are its limits?Barbara J. King - 1993 - Behavioral and Brain Sciences 16 (3):527-528.
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  • Moving forward on cultural learning.Angelina S. Lillard - 1993 - Behavioral and Brain Sciences 16 (3):528-529.
    Tomasello, Kruger & Ratner make the very interesting and valid point that the transmission of culture must depend on understanding others' minds. Culture is shared among a people and is passed on to progeny. The sharing of culture implies that the purpose of (and therefore the meaning behind) any given cultural element (behavioral tradition, word, or artifact) is understood. Because meaning or purpose emanates from minds, something about others' minds must be understood in order to truly learn some element of (...)
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  • On acquiring the concept of “persons”.R. Peter Hobson - 1993 - Behavioral and Brain Sciences 16 (3):525-526.
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  • A social anthropological view.Tim Ingold - 1993 - Behavioral and Brain Sciences 16 (3):526-527.
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  • Imitation without perspective-taking.C. M. Heyes - 1993 - Behavioral and Brain Sciences 16 (3):524-525.
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  • Cultural learning: Are there functional consequences?Marc D. Mauser - 1993 - Behavioral and Brain Sciences 16 (3):524-524.
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  • Imitation, cultural learning and the origins of “theory of mind”.Alison Gopnik & Andrew Meltzoff - 1993 - Behavioral and Brain Sciences 16 (3):521-523.
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  • Child development and theories of culture: A historical perspective.Robin L. Harwood - 1993 - Behavioral and Brain Sciences 16 (3):523-523.
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  • Cultural learning as the transmission mechanism in an evolutionary process.Liane M. Gabora - 1993 - Behavioral and Brain Sciences 16 (3):519-519.
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  • Learning stages and person conceptions.Alvin I. Goldman - 1993 - Behavioral and Brain Sciences 16 (3):520-520.
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  • (1 other version)Do we “acquire” culture or vice versa?Jerome Bruner - 1993 - Behavioral and Brain Sciences 16 (3):515-516.
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  • Hierarchical levels of imitation.R. W. Byrne - 1993 - Behavioral and Brain Sciences 16 (3):516-517.
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  • Whence the motive for collaboration?John Collier - 1993 - Behavioral and Brain Sciences 16 (3):517-518.
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  • Are children with autism acultural?Simon Baron-Cohen - 1993 - Behavioral and Brain Sciences 16 (3):512-513.
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  • A developmental theory requires developmental data.Kim A. Bard - 1993 - Behavioral and Brain Sciences 16 (3):511-512.
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