Rachel L. Kendal

Identification of the Social and Cognitive Processes Underlying Human Cumulative Culture

Acquire and Share Few would argue with the stance that human social cognition supports an unequaled capacity to acquire knowledge and to share it with others. Dean et al. (p. 1114; see the Perspective by Kurzban and Barrett) compared the extent to which these social and cognitive psychological processes can be elicited in children, capuchins, and chimpanzees through the use of a three-level puzzlebox task. Incentivized by improving rewards, 3- to 4-year-old children progressed from the first to the third level by imitating observed actions, taught other members of their social group how to solve the problem, and shared the rewards obtained. By contrast, neither the capuchins nor chimpanzees, very few of which ever reached the third level, exhibited these charactertistics. Humans not only watch and imitate each other but also learn from each other in multiple ways. The remarkable ecological and demographic success of humanity is largely attributed to our capacity for cumulative culture, with knowledge and technology accumulating over time, yet the social and cognitive capabilities that have enabled cumulative culture remain unclear. In a comparative study of sequential problem solving, we provided groups of capuchin monkeys, chimpanzees, and children with an experimental puzzlebox that could be solved in three stages to retrieve rewards of increasing desirability. The success of the children, but not of the chimpanzees or capuchins, in reaching higher-level solutions was strongly associated with a package of sociocognitive processes—including teaching through verbal instruction, imitation, and prosociality—that were observed only in the children and covaried with performance.

Trade‐Offs in the Adaptive Use of Social and Asocial Learning

Publisher Summary Theoretical models investigating the adaptive advantages of social learning conclude that social learning cannot be employed in a blanket or indiscriminate manner and that individuals should adopt flexible strategies that dictate the circumstances under which they copy others. This chapter outlines that the laboratory and captive-population based evidence is amassing, mostly with regard to foraging and mate choice, indicating that individuals preferentially rely on personally acquired information but acquire and use social or public information when asocial learning would be costly or asocial learning leaves them uncertain as to what to do. Individuals ignore social cues when they have relevant personal experience but rely on social learning when the costs of acquiring or implementing personal knowledge is high, they are uncertain of the optimal behavior, their personal information is unreliable, or it has become outdated. The consideration of the trade-offs inherent in the adaptive use of social and asocial learning will contribute to an increased understanding of the observed pattern of social learning processes and behavioral traditions in the animal kingdom, especially as the use of social information may lead to cultural evolution, which may in turn affect biological evolution. The hypothesis that individuals increasingly rely on social learning as the costs of asocial learning increase potentially explains the existence of maladaptive cultural traditions in humans and other animals. Furthermore, consideration of social learning strategies may explain why evidence for complex social learning processes appears to be related to ecological rather than taxonomic affinities among species

Lessons from animal teaching

Many species are known to acquire valuable life skills and information from others, but until recently it was widely believed that animals did not actively facilitate learning in others. Teaching was regarded as a uniquely human faculty. However, recent studies suggest that teaching might be more common in animals than previously thought. Teaching is present in bees, ants, babblers, meerkats and other carnivores but is absent in chimpanzees, a bizarre taxonomic distribution that makes sense if teaching is treated as a form of altruism. Drawing on both mechanistic and functional arguments, we integrate teaching with the broader field of animal social learning, and show how this aids understanding of how and why teaching evolved, and the diversity of teaching mechanisms.

Human cumulative culture: A comparative perspective

Many animals exhibit social learning and behavioural traditions, but human culture exhibits unparalleled complexity and diversity, and is unambiguously cumulative in character. These similarities and differences have spawned a debate over whether animal traditions and human culture are reliant on homologous or analogous psychological processes. Human cumulative culture combines high‐fidelity transmission of cultural knowledge with beneficial modifications to generate a ‘ratcheting’ in technological complexity, leading to the development of traits far more complex than one individual could invent alone. Claims have been made for cumulative culture in several species of animals, including chimpanzees, orangutans and New Caledonian crows, but these remain contentious. Whilst initial work on the topic of cumulative culture was largely theoretical, employing mathematical methods developed by population biologists, in recent years researchers from a wide range of disciplines, including psychology, biology, economics, biological anthropology, linguistics and archaeology, have turned their attention to the experimental investigation of cumulative culture. We review this literature, highlighting advances made in understanding the underlying processes of cumulative culture and emphasising areas of agreement and disagreement amongst investigators in separate fields.

Evidence for social learning in wild lemurs (Lemur catta).

Interest in social learning has been fueled by claims of culture in wild animals. These remain controversial because alternative explanations to social learning, such as asocial learning or ecological differences, remain difficult to refute. Compared with laboratory-based research, the study of social learning in natural contexts is in its infancy. Here, for the first time, we apply two new statistical methods, option-bias analysis and network-based diffusion analysis, to data from the wild, complemented by standard inferential statistics. Contrary to common thought regarding the cognitive abilities of prosimian primates, our evidence is consistent with social learning within subgroups in the ring-tailed lemur (Lemur catta), supporting the theory of directed social learning (Coussi-Korbel & Fragaszy, 1995). We also caution that, as the toolbox for capturing social learning in natural contexts grows, care is required in ensuring that the methods employed are appropriate-in particular, regarding social dynamics among study subjects. Supplemental materials for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental.

Identifying Social Learning in Animal Populations: A New ‘Option-Bias’ Method

Background Studies of natural animal populations reveal widespread evidence for the diffusion of novel behaviour patterns, and for intra- and inter-population variation in behaviour. However, claims that these are manifestations of animal ‘culture’ remain controversial because alternative explanations to social learning remain difficult to refute. This inability to identify social learning in social settings has also contributed to the failure to test evolutionary hypotheses concerning the social learning strategies that animals deploy. Methodology/Principal Findings We present a solution to this problem, in the form of a new means of identifying social learning in animal populations. The method is based on the well-established premise of social learning research, that - when ecological and genetic differences are accounted for - social learning will generate greater homogeneity in behaviour between animals than expected in its absence. Our procedure compares the observed level of homogeneity to a sampling distribution generated utilizing randomization and other procedures, allowing claims of social learning to be evaluated according to consensual standards. We illustrate the method on data from groups of monkeys provided with novel two-option extractive foraging tasks, demonstrating that social learning can indeed be distinguished from unlearned processes and asocial learning, and revealing that the monkeys only employed social learning for the more difficult tasks. The method is further validated against published datasets and through simulation, and exhibits higher statistical power than conventional inferential statistics. Conclusions/Significance The method is potentially a significant technological development, which could prove of considerable value in assessing the validity of claims for culturally transmitted behaviour in animal groups. It will also be of value in enabling investigation of the social learning strategies deployed in captive and natural animal populations.

Target Article with Commentaries: Developmental Niche Construction.

Niche construction is the modification of components of the environment through an organisms activities. Humans modify their environments mainly through ontogenetic and cultural processes, and it is this reliance on learning, plasticity and culture that lends human niche construction a special potency. In this paper we aim to facilitate discussion between researchers interested in niche construction and those interested in human cognitive development by highlighting some of the related processes. We discuss the transmission of culturally relevant information, how the human mind is a symbol-generating and artefact-devising system, and how these processes are bi-directional, with infants and children both being directed, and directing, their own development. We reflect on these in the light of four approaches: natural pedagogy, activity theory, distributed cognition and situated learning. Throughout, we highlight pertinent examples in non-humans that parallel or further explicate the processes discussed. Finally we offer three future directions; two involving the use of new techniques in the realms of neuroscience and modelling, and the third suggesting exploration of changes in the effects of niche construction across the lifespan.

Social learning research outside the laboratory: How and why?

Social learning enables both human and nonhuman animals to acquire information relevant to many biologically important activities: foraging (Galef & Giraldeau, 2001; Mesoudi & O’Brien, 2008), mate choice (Jones, De- Bruine, Little, Burriss, & Feinberg, 2007; Laland, 1994; White, 2004), conflict (Peake & McGregor, 2004), and predator avoidance (Griffin, 2004). Although use of social information is not inherently adaptive (Boyd & Richerson, 1985; Laland, 2004), its frequent roles in the development in animals of both innovations (sensu Reader & Laland, 2003) and routine skills (Jaeggi et al., 2010; Krakauer, 2005), as well as its exceptional prevalence in human societies, suggest the importance of social information in biological and cultural evolution.

Copy Me or Copy You? The Effect of Prior Experience on Social Learning.

The current study investigated childrens solution choice and imitation of causally-irrelevant actions by using a controlled design to mirror naturalistic learning contexts in which children receive social information for tasks about which they have some degree of prior knowledge. Five-year-old children (N=167) were presented with a reward retrieval task and either given a social demonstration of a solution or no information, thus potentially acquiring a solution through personal exploration. Fifty-three children who acquired a solution either socially or asocially were then presented with an alternative solution that included irrelevant actions. Rather than remaining polarised to their initial solution like non-human animals, these children attempted the newly presented solution, incorporating both solutions into their repertoire. Such an adaptive and flexible learning strategy could increase task knowledge, provide generalizable knowledge in our tool-abundant culture and facilitate cumulative culture. Furthermore, children who acquired a solution through personally acquired information omitted subsequently demonstrated irrelevant actions to a greater extent than did children with prior social information. However, as some children with successful personally acquired information did copy the demonstrated irrelevant actions, we suggest that copying irrelevant actions may be influenced by social and causal cognition, resulting in an effective strategy which may facilitate acquisition of cultural norms when used discerningly.

Eureka! : What is innovation, how does it develop, and who does it?

Innovation is not only central to changes in traditional practice but arguably responsible for humanitys remarkable success at colonizing the earth and diversifying the products, technologies, and systems within it. Surprisingly little is known of how this integral component of behavioral flexibility develops and the factors that are responsible for individual differences therein. This review highlights two primary ways in which the process and development of innovation may be better understood: By emulating the critical advances of animal behavior researchers in examining innovation in nonhuman species and establishing a clearer conceptualization of what is “innovation”. A pathway to innovation is suggested and an innovation classification system offered to aid recognition of its appearance and potential cultural contributions.