 Some researchers have expressed surprise that social learning is thought to be so crucial for understanding what is distinctive about humans, especially in light of its apparent ubiquity in the animal (and even botanical) world (Hill 2010). Similar concerns have led some theorists to distinguish what they call ‘cultural learning’, holding it to be a form of social learning that essentially involves fairly sophisticated forms of cognition like perspective-taking or intersubjectivity (Tomasello, Kruger, &amp; Ratner 1993, also see Hoppit &amp; Laland 2013; Legare &amp; Nielsen 2015; J. Henrich 2016). The term “social transmission” remains useful, however, as it is neutral on this score. It is also intuitively inclusive of psychological capacities for learning but also for teaching, both of which support the flow of cultural information between individuals and generations (also see Heyes &amp; Moore forthcoming).