 Efforts to articulate a precise and theoretically useful version of that distinction have run into complications, however, and have not always yielded intuitive results. For example, an episode of learning can be plausibly classified as social if a conspecific facilitates the acquisition of new information (Heyes 1994, 2012). Individual learning, on the other hand, is often construed as acquiring new information directly from the environment. But these specifications are not mutually exclusive, and together they entail that many episodes of human learning qualify as both individual and social. The environments that our species inhabits are often themselves engineered, and are thus to a large extent shaped by other humans, often in ways specifically designed to facilitate learning (Sterelny 2012; J. Henrich 2016; Lewens 2017). As many have noted, this is an important form of (epistemic) niche construction and ecological inheritance. It bears important similarities to behaviors found in a range of other species whose members live in environments that are deeply shaped by other members (and sometimes previous generations) of their own species (Laland, Odling-Smee, &amp; Feldman 2000; Kendal, Tehrani, &amp; Odling-Smee 2011; Aaby &amp; Ramsey forthcoming). In response to such difficulties, others have urged that individual learning should be distinguished from social learning in that only episodes of the latter involve social transmission, understood as happening when “the behaviour of an individual [comes] to resemble the behaviour of others through social interaction” (Heyes 2021: 228; also see R. Boyd, Richerson, &amp; Henrich 2011).