Stylistic Variation in Evolutionary Perspective: Inferences from Decorative Diversity and Interassemblage Distance in Illinois Woodland Ceramic Assemblages

1995 ◽  
Vol 60 (1) ◽  
pp. 7-36 ◽  
Author(s):  
Fraser D. Neiman
Keyword(s):  
Social Learning ◽  
Mathematical Models ◽  
Cultural Transmission ◽  
Sampling Error ◽  
Archaeological Record ◽  
Evolutionary Perspective ◽  
Stylistic Variation ◽  
Evolutionary Mechanisms ◽  
Neutral Variation ◽  
Ceramic Assemblages

Certain aspects of what archaeologists have traditionally called stylistic variation can be understood as the result of the introduction of selectively neutral variation into social-learning populations and the sampling error in the cultural transmission of that variation (drift). Simple mathematical models allow the deduction of expectations for the dynamics of these evolutionary mechanisms as monitored in the archaeological record through assemblage diversity and interassemblage distance. The models are applied to make inferences about the causes of change in decorative diversity and interassemblage distance for Woodland ceramics from Illinois.

scholarly journals Reconstructing social networks of Late Glacial and Holocene hunter–gatherers to understand cultural evolution

2021 ◽  
Vol 377 (1843) ◽  
Author(s):  
Valéria Romano ◽  
Sergi Lozano ◽  
Javier Fernández-López de Pablo
Keyword(s):  
Cultural Change ◽  
Cultural Evolution ◽  
Cultural Transmission ◽  
Structural Changes ◽  
Late Glacial ◽  
Archaeological Record ◽  
Evolutionary Mechanisms ◽  
Social Connectivity ◽  
Cultural Evolutionary ◽  
Analytical Approaches

Culture is increasingly being framed as a driver of human phenotypes and behaviour. Yet very little is known about variations in the patterns of past social interactions between humans in cultural evolution. The archaeological record, combined with modern evolutionary and analytical approaches, provides a unique opportunity to investigate broad-scale patterns of cultural change. Prompted by evidence that a population's social connectivity influences cultural variability, in this article, we revisit traditional approaches used to infer cultural evolutionary processes from the archaeological data. We then propose that frameworks considering multi-scalar interactions (from individuals to populations) over time and space have the potential to advance knowledge in cultural evolutionary theory. We describe how social network analysis can be applied to analyse diachronic structural changes and test cultural transmission hypotheses using the archaeological record (here specifically from the Marine Isotope Stage 3 ca 57–29 ka onwards). We argue that the reconstruction of prehistoric networks offers a timely opportunity to test the interplay between social connectivity and culture and ultimately helps to disentangle evolutionary mechanisms in the archaeological record. This article is part of a discussion meeting issue ‘The emergence of collective knowledge and cumulative culture in animals, humans and machines’.

scholarly journals Taking the Historical-Social Dimension Seriously: A Reply to Bandini et al.

2021 ◽  
Author(s):  
Miriam Noël Haidle ◽  
Oliver Schlaudt
Keyword(s):  
Social Learning ◽  
Cultural Evolution ◽  
Recent Article ◽  
Social Dimension ◽  
Archaeological Record ◽  
Cumulative Culture ◽  
Fundamental Notion ◽  
Dynamic Interpretation

AbstractIn our recent article, "Where Does Cumulative Culture Begin? A Plea for a Sociologically Informed Perspective" (Haidle and Schlaudt in Biol Theory 15:161–174, 2020) we commented on a fundamental notion in current approaches to cultural evolution, the “zones of latent solutions” (henceforth ZLS), and proposed a modification of it, namely a social and dynamic interpretation of the latent solutions which were originally introduced within an individualistic framework and as static, genetically fixed entities. This modification seemed, and still seems, relevant to us and, in particular, more adequate for coping with the archaeological record. Bandini et al. (Biol Theory, 2021) rejected our proposition and deemed it unnecessary. In their critique, they focused on: (1) our reservations about an individualistic approach; (2) our objections to the presumption of fully naive individuals; and (3) our demand for an extended consideration of forms of social learning simpler than emulation and imitation. We will briefly reply to their critique in order to clarify some misunderstandings. However, the criticisms also show that we are at an impasse on certain crucial topics, such as the meaning of ZLS and the scope and nature of culture in general. Thus, we consider it necessary to make an additional effort to identify the conceptual roots which are at the very basis of the dissent with Bandini et al.

scholarly journals Experimental studies illuminate the cultural transmission of percussive technologies in Homo and Pan

2015 ◽  
Vol 370 (1682) ◽  
pp. 20140359 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Learning ◽  
Tool Use ◽  
Cultural Transmission ◽  
Experimental Studies ◽  
Field Studies ◽  
Learning Processes ◽  
Cognitive Context ◽  
The Social ◽  
Special Power ◽  
Social Learning Processes

The complexity of Stone Age tool-making is assumed to have relied upon cultural transmission, but direct evidence is lacking. This paper reviews evidence bearing on this question provided through five related empirical perspectives. Controlled experimental studies offer special power in identifying and dissecting social learning into its diverse component forms, such as imitation and emulation. The first approach focuses on experimental studies that have discriminated social learning processes in nut-cracking by chimpanzees. Second come experiments that have identified and dissected the processes of cultural transmission involved in a variety of other force-based forms of chimpanzee tool use. A third perspective is provided by field studies that have revealed a range of forms of forceful, targeted tool use by chimpanzees, that set percussion in its broader cognitive context. Fourth are experimental studies of the development of flint knapping to make functional sharp flakes by bonobos, implicating and defining the social learning and innovation involved. Finally, new and substantial experiments compare what different social learning processes, from observational learning to teaching, afford good quality human flake and biface manufacture. Together these complementary approaches begin to delineate the social learning processes necessary to percussive technologies within the Pan – Homo clade.

scholarly journals Testing differential use of payoff-biased social learning strategies in children and chimpanzees

2017 ◽  
Vol 284 (1868) ◽  
pp. 20171751 ◽  
Author(s):  
Gillian L. Vale ◽  
Emma G. Flynn ◽  
Jeremy Kendal ◽  
Bruce Rawlings ◽  
Lydia M. Hopper ◽  
...  
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Cultural Transmission ◽  
The Difference ◽  
Beneficial Traits ◽  
Children’S Behaviour ◽  
Social Exposure ◽  
Reward Information ◽  
Social Learning Strategies ◽  
Exchange Behaviour

Various non-human animal species have been shown to exhibit behavioural traditions. Importantly, this research has been guided by what we know of human culture, and the question of whether animal cultures may be homologous or analogous to our own culture. In this paper, we assess whether models of human cultural transmission are relevant to understanding biological fundamentals by investigating whether accounts of human payoff-biased social learning are relevant to chimpanzees ( Pan troglodytes ). We submitted 4- and 5-year-old children ( N = 90) and captive chimpanzees ( N = 69) to a token–reward exchange task. The results revealed different forms of payoff-biased learning across species and contexts. Specifically, following personal and social exposure to different tokens, children's exchange behaviour was consistent with proportional imitation, where choice is affected by both prior personally acquired and socially demonstrated token–reward information. However, when the socially derived information regarding token value was novel, children's behaviour was consistent with proportional observation; paying attention to socially derived information and ignoring their prior personal experience. By contrast, chimpanzees' token choice was governed by their own prior experience only, with no effect of social demonstration on token choice, conforming to proportional reservation. We also find evidence for individual- and group-level differences in behaviour in both species. Despite the difference in payoff strategies used, both chimpanzees and children adopted beneficial traits when available. However, the strategies of the children are expected to be the most beneficial in promoting flexible behaviour by enabling existing behaviours to be updated or replaced with new and often superior ones.

Modeling Social Learning and Culture

2013 ◽  
Author(s):  
William Hoppitt ◽  
Kevin N. Laland
Keyword(s):  
Social Learning ◽  
Cultural Evolution ◽  
Cultural Transmission ◽  
Model Building ◽  
Biological Evolution ◽  
Reaction Diffusion ◽  
Agent Based ◽  
Mathematical Expressions ◽  
Mathematical Techniques ◽  
Neutral Models

This chapter describes a variety of approaches to modeling social learning, cultural evolution, and gene-culture coevolution. The model-building exercise typically starts with a set of assumptions about the key processes to be explored, along with the nature of their relations. These assumptions are then translated into the mathematical expressions that constitute the model. The operation of the model is then investigated, normally using a combination of analytical mathematical techniques and simulation, to determine relevant outcomes, such as the equilibrium states or patterns of change over time. The chapter presents examples of the modeling of cultural transmission and considers parallels between cultural and biological evolution. It then discusses theoretical approaches to social learning and cultural evolution, including population-genetic style models of cultural evolution and gene-culture coevolution, neutral models and random copying, social foraging theory, spatially explicit models, reaction-diffusion models, agent-based models, and phylogenetic models.

When does cultural transmission favour or instead substitute for general intelligence?

2017 ◽  
Vol 40 ◽  
Author(s):  
Andrew Whiten
Keyword(s):  
Social Learning ◽  
Cultural Transmission ◽  
Cultural Intelligence ◽  
General Intelligence ◽  
New Development ◽  
Individual Cognition

AbstractThe cultural intelligence hypothesis is an exciting new development. The hypothesis that it encourages general intelligence is intriguing, but it presents a paradox insofar as social learning is often suggested to instead reduce reliance on individual cognition and exploration. There is thus a need to specify more clearly the contexts in which cultural transmission may select for general intelligence.

Are the New Mass Media Subverting Cultural Transmission?

2012 ◽  
Vol 16 (2) ◽  
pp. 121-133 ◽  
Author(s):  
Jerome H. Barkow ◽  
Rick O'Gorman ◽  
Luke Rendell
Keyword(s):  
Popular Culture ◽  
New Media ◽  
Evolutionary Psychology ◽  
Information Acquisition ◽  
Physical Attractiveness ◽  
Cultural Transmission ◽  
High Status ◽  
Evolutionary Perspective ◽  
Attentional Processes ◽  
Research Questions

Popular culture is a subcategory of culture. Today, mass and new media appear to be interfering with the evolved mechanisms that permit the acquisition and editing of culture. We know surprisingly little about these cognitive attentional processes that enable the information acquisition and editing packed into the term “cultural transmission.” It was Michael Chance who first concluded that we attend to and learn preferentially from those high in status. For Chance, high status based on fear leads to agonistic attention and a constricted type of learning, while hedonic attention based on respect permits much broader learning possibilities. If Chance's theories are supported, then it would follow that much of the current unpredictability of popular culture and culture change in general reflects the replacement of family and community high-status figures by influential media celebrities, thereby damaging the transmission of local culture. Chance's approach would also explain why we seem to find it difficult to pay attention to those low in status and power. There may be attractors of attention involved in cultural transmission in addition to status, including physical attractiveness. We consider, from an evolutionary perspective, various researchable hypotheses that stem from Chance's and related work and from ethnography, we discuss this work's implications for how we understand culture and “popular culture,” and we argue that the kind of research in cognitive and evolutionary psychology we espouse is also needed for the next generation of mathematical models of gene–culture coevolution. We conclude with a list of research questions.

scholarly journals Behavioural variation in 172 small-scale societies indicates that social learning is the main mode of human adaptation

2015 ◽  
Vol 282 (1810) ◽  
pp. 20150061 ◽  
Author(s):  
Sarah Mathew ◽  
Charles Perreault
Keyword(s):  
Native American ◽  
Social Learning ◽  
Cultural History ◽  
Cultural Transmission ◽  
Causal Reasoning ◽  
Human Behaviour ◽  
Small Scale ◽  
Human Adaptation ◽  
Learning Mechanisms ◽  
Main Mode

The behavioural variation among human societies is vast and unmatched in the animal world. It is unclear whether this variation is due to variation in the ecological environment or to differences in cultural traditions. Underlying this debate is a more fundamental question: is the richness of humans’ behavioural repertoire due to non-cultural mechanisms, such as causal reasoning, inventiveness, reaction norms, trial-and-error learning and evoked culture, or is it due to the population-level dynamics of cultural transmission? Here, we measure the relative contribution of environment and cultural history in explaining the behavioural variation of 172 Native American tribes at the time of European contact. We find that the effect of cultural history is typically larger than that of environment. Behaviours also persist over millennia within cultural lineages. This indicates that human behaviour is not predominantly determined by single-generation adaptive responses, contra theories that emphasize non-cultural mechanisms as determinants of human behaviour. Rather, the main mode of human adaptation is social learning mechanisms that operate over multiple generations.

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