 Cognitive scientists have traditionally been interested in learning, broadly defined as the acquisition by individuals of new information, knowledge, and skills. There is also an established history of research on related cognitive phenomena such as attention, perception and memory, much of which focuses on identifying functions and causal mechanisms, and on developing methods to optimize learning and memory (De Houwer &amp; Hughes 2020). Historically speaking, the distinction between social and individual learning does not seem to have been given much theoretical significance. Those participating in cognitive science’s recent cultural turn accord it greater importance.