 Henrich, also, remarks that ‘...the least sophisticated forms of social learning occur simply as a by-product of being around others, and engaging in individual learning’. He reserves the term ‘cultural learning’ for the ‘more sophisticated subclass of social learning abilities in which individuals seek to acquire information from others...’ (2015, 12–13). Critics of these final comments (e.g. Clarke and Heyes 2017) have urged that we seek more detailed information concerning whether individual learning—which, as we have seen, can take place in felicitously structured environments—truly is less sophisticated than forms of learning that attend directly to the behaviours of others. We need to ask both whether there is an additional form of sophistication in the cognitive mechanisms that underpin social (compared with individual) learning, and also whether social learning has greater functionality, specifically with respect to the generation of increasingly refined behaviours, technologies, norms and institutions across populations. These are just the types of questions to which the methods of cultural evolutionary work—which combine populational modelling with work in cognitive science—are well placed to give answers.