 To a large extent, many of these are empirical issues that turn on the relative importance of the respective transmission processes in different episodes of social learning, as well as the relative effect of each process on cultural stability. However, there may be conceptual issues involved as well (Lewens 2015), concerning whether or not the type of cognitive reconstruction of cultural variants posited to occur in guided variation is necessarily at odds with replication, or is perhaps a process that sometimes produces high-fidelity copies, but other times does not (Boudry 2018). Such local discussions are part of the larger debate over how to best conceptualize, study, and understand the significance of cumulative culture, cultural complexity, and the psychology and population structure (e.g., Derex &amp; Mesoudi 2020) required to create and sustain it.