 As this and above discussions suggest, much effort has been directed at distinguishing different grades of social learning and the kinds of cognitive sophistication required to engage in each. The disagreements between the participants seem to be mainly about the number and nature of genetically transmitted learning mechanisms, and how canalized the development of different types of social learning is. Of the different mechanisms, imitation, understood as the ability of an individual to observe and then copy another’s body movements, has attracted the most attention (Zentall 2006; Whiten et al. 2009). A key debate concerns whether imitation in particular is underpinned by genetically inherited, domain specific psychological mechanisms, or whether it is subserved by domain general associative learning mechanisms that are themselves further sculpted by cultural influences (Heyes 2016a, 2021; cf. Fessler &amp; Machery 2012). A related debate concerns the significance of over-imitation, the tendency of humans to copy all of the steps in the arc of a model’s behavior, even those that are superfluous to the perceived goal (Lyons et al. 2011; Keupp, Behne, &amp; Rakoczy 2013; Clay &amp; Tennie 2018; Hoehl et al. 2019). Researchers disagree about whether over-imitation is a mistake, produced by a generally adaptive capacity for social learning merely overreaching and exhibiting predictable false positives in certain circumstances, or whether it is a key to the human capacity to support not just culture but cumulative culture. An influential hypothesis about how it might do this is by driving the reproduction and spread of cultural traditions that are so complex that the adaptive benefits they provide are causally opaque to and unappreciated by their users (J. Henrich 2016).