The early developing capacity of human learners to seek out reliable informants, initiate pedagogical episodes, and monitor and redirect ongoing instruction is critical to understanding humans' remarkable capacity for cumulative culture.

Locke & Bogin (L&B) propose that humans are unique in possessing stages of childhood and adolescence. Arguments to the contrary include evidence for a similar and adaptive juvenile period in simians of slow growth, intense play and learning, and provisioning with solid food by adults. Likewise, simians as well as humans undergo a compensatory growth spurt during puberty.

A consideration of selection pressures on the psychology of argument suggests that fixing the truth value of claims is not the primary criterion for argument generation or evaluation. Instead, argument psychology is designed to change representations in other minds as a way to negotiate conflicts of interest and as a way to signal social coordination.

Nothing is gained by opposing “sexual selection” and “social roles,” or by proclaiming the supremacy of one over the other. Instead, we should develop a unitary model of gene-culture coevolution, allowing for the complex interaction of both, and varying importance of each, all within our double, species-specific, adaptive, evolutionary track.

Philosophical, dynamical, neural, network-theoretical, and cognitive ingredients of Tsuda's brain theory are discussed and anayzed. The integrative approach emphasized by Tsuda would be a welcome one.

Sociocultural developmental psychology can drive new directions in gadgetry science. We use autobiographical memory, a compound capacity incorporating episodic memory, as a case study. Autobiographical memory emerges late in development, supported by interactions with parents. Intervention research highlights the causal influence of these interactions, whereas cross-cultural research demonstrates culturally determined diversity. Different patterns of inheritance are discussed.

Richerson et al. make a compelling case for cultural evolution. In focusing on cultural group selection, however, they neglect important individual-level accounts of cultural evolution. While scientific discourse typically links cultural evolution to group selection and genetic evolution to individual selection, this association is due to historical accident only. We thus call for more consideration of individual-level cultural evolution.

Redish et al. provide a significant advance in our understanding of addiction by showing that the various addictive processes are in fact all decision-making processes and each may undergird addiction. We propose means for identifying more central addiction processes. This recognition of the complexity of addiction followed by identification of more central processes would help guide the development of prevention and treatment.

The hypothesized brain evolution and preconditions for language may have allowed for the emergence of musicality either simultaneously with or before the emergence of language. Music and language are parallel in their hierarchical, temporally organized structure, and the evolution of hierarchical representation in hominids may have provided the basis for musical representation. Because music could have been produced manually or vocally before the production of spoken language, it remains possible that language emerged from music and that music thus served as a communicative precursor to language.

Ever since their discovery, mirror neurons have generated much interest and debate. A commonly held view of mirror neuron function is that they transform “visual information into knowledge,” thus enabling action understanding and non-verbal social communication between con-specifics (Rizzolatti & Craighero 2004). This functionality is thought to be so important that it has been argued that mirror neurons must be a result of selective pressure.

The dynamic systems approach simulates a wide range of effects and generates novel predictions, but it fails to explain age-related behavioral changes in psychological terms. We argue that the roles of conscious control and explicit knowledge must be addressed in any model of A-not-B performance, and a fortiori, in any model of goal-directed action.

Soltis' paper contains little data on the underlying neural substrate of the discussed signal function of early infant crying – probably because there is amazingly little known about it. We here discuss the interest of functional neuroimaging as an objective measurement of brain activity in (1) early infants during crying and (2) parents hearing their offspring cry.

I challenge two points in Cohen Kadosh & Walsh's (CK & W) argument: First, the definition of abstraction is too restricted; second, the distinction between representations and operations is too clear-cut. For example, taking Jean Piaget's “conservation of number task,” I propose that another way to avoid orthodoxy in the field of numerical cognition is to consider inhibition as an alternative idea of abstraction.

Lehar provides useful insights into spatially extended phenomenology that may have major consequences for neuroscience. However, Lehar's biological naturalism leads to counterintuitive conclusions, and he does not give an accurate account of preceding and competing work. This commentary compares Lehar's analysis with that of Velmans, which addresses similar issues but draws opposite conclusions. Lehar argues that the phenomenal world is in the brain and concludes that the physical skull is beyond the phenomenal world. Velmans argues that the brain is in the phenomenal world and concludes that the physical skull is where it seems to be.