Few systematic studies of play in foragers exist despite their significance for understanding the breadth of contexts for human development and the ontogeny of cultural learning. Forager societies ...lack complex social hierarchies, avenues for prestige or wealth accumulation, and formal educational institutions, and thereby represent a contrast to the contexts of most play research. Analysis of systematic observations of children's play among Aka forest foragers (n = 50, ages 4–16, M = 9.5) and Ngandu subsistence farmers (n = 48, ages 4–16, M = 9.1) collected in 2010 illustrates that while play and work trade off during development in both groups, and consistent patterns in sex-role development are evident, Aka children engage in significantly less rough-and-tumble play and competitive games than children among their socially stratified farming neighbors.
Social learning among Congo Basin hunter–gatherers Hewlett, Barry S.; Fouts, Hillary N.; Boyette, Adam H. ...
Philosophical transactions of the Royal Society of London. Series B. Biological sciences,
04/2011, Letnik:
366, Številka:
1567
Journal Article
Recenzirano
Odprti dostop
This paper explores childhood social learning among Aka and Bofi hunter–gatherers in Central Africa. Existing literature suggests that hunter–gatherer social learning is primarily vertical ...(parent-to-child) and that teaching is rare. We use behavioural observations, open-ended and semi-structured interviews, and informal and anecdotal observations to examine the modes (e.g. vertical versus horizontal/oblique) and processes (e.g. teaching versus observation and imitation) of cultural transmission. Cultural and demographic contexts of social learning associated with the modes and processes of cultural transmission are described. Hunter–gatherer social learning occurred early, was relatively rapid, primarily vertical under age 5 and oblique and horizontal between the ages of 6 and 12. Pedagogy and other forms of teaching existed as early as 12 months of age, but were relatively infrequent by comparison to other processes of social learning such as observation and imitation.
Compared to other species, the extent of human cooperation is unparalleled. Such cooperation is coordinated between community members via social norms. Developmental research has demonstrated that ...very young children are sensitive to social norms, and that social norms are internalized by middle childhood. Most research on social norm acquisition has focused on norms that modulated intra-group cooperation. Yet around the world, multi-ethnic communities also cooperate, and this cooperation is often shaped by distinct inter-group social norms. In the present study, we will investigate whether inter-ethnic and intra-ethnic social norm acquisition follows the same, or distinct, developmental trajectories. Specifically, we will work with BaYaka foragers and Bandongo fisher-farmers who inhabit multi-ethnic villages in the Republic of the Congo. In these villages, inter-ethnic cooperation is regulated by sharing norms. Through interviews with adult participants, we will provide the first descriptive account of the timing and mechanism by which BaYaka and Bandongo learn to share with out-group members. Children (5–17 years) and adults (17+ years) will also participate in a modified Dictator Game to investigate the developmental trajectories of children’s intra- and inter-ethnic sharing choices. Based on our ethnographic knowledge of the participating communities, we predict that children’s intra-ethnic sharing choices in the Dictator Game will match those of adults at an earlier age than their inter-ethnic sharing choices. We will analyze our data using logistic Bayesian modelling.
Investigating past and present human adaptation to the Congo Basin tropical forest can shed light on how climate and ecosystem variability have shaped human evolution. Here, we first review and ...synthesize genetic, palaeoclimatological, linguistic and historical data on the peopling of the Congo Basin. While forest fragmentation led to the increased genetic and geographical divergence of forest foragers, these groups maintained long-distance connectivity. The eventual expansion of Bantu speakers into the Congo Basin provided new opportunities for forging inter-group links, as evidenced by linguistic shifts and historical accounts. Building from our ethnographic work in the northern Republic of the Congo, we show how these inter-group links between forest forager communities as well as trade relationships with neighbouring farmers facilitate adaptation to ecoregions through knowledge exchange. While researchers tend to emphasize forager-farmer interactions that began in the Iron Age, we argue that foragers' cultivation of relational wealth with groups across the region played a major role in the initial occupation of the Congo Basin and, consequently, in cultural evolution among the ancestors of contemporary peoples. This article is part of the theme issue 'Tropical forests in the deep human past'.
Humans are an exceptionally cooperative species, but there is substantial variation in the extent of cooperation across societies. Understanding the sources of this variability may provide insights ...about the forces that sustain cooperation. We examined the ontogeny of prosocial behavior by studying 326 children 3–14 y of age and 120 adults from six societies (age distributions varied across societies). These six societies span a wide range of extant human variation in culture, geography, and subsistence strategies, including foragers, herders, horticulturalists, and urban dwellers across the Americas, Oceania, and Africa. When delivering benefits to others was personally costly, rates of prosocial behavior dropped across all six societies as children approached middle childhood and then rates of prosociality diverged as children tracked toward the behavior of adults in their own societies. When prosocial acts did not require personal sacrifice, prosocial responses increased steadily as children matured with little variation in behavior across societies. Our results are consistent with theories emphasizing the importance of acquired cultural norms in shaping costly forms of cooperation and creating cross-cultural diversity.
Work-themed play may allow children to learn complex skills, and ethno-typical and gender-typical behaviors. Thus, play may have made important contributions to the evolution of childhood through the ...development of embodied capital. Using data from Aka foragers and Ngandu farmer children from the Central African Republic, we ask whether children perform ethno- and gender-typical play and work activities, and whether play prepares children for complex work. Focal follows of 50 Aka and 48 Ngandu children were conducted with the aim of recording children’s participation in 12 categories of work and work-themed play. Using these data, we test a set of hypotheses regarding how age, gender, ethnicity, and task complexity influence children’s activities. As hypothesized, we find performance of work-themed play is negatively correlated with age. Contrary to our hypothesis, children do not play more than they work at complex tasks, but they work more than they play at simple ones. Gender and ethnicity are associated with play and work at culturally salient activities, despite availability of other-gender and other-ethnicity social partners. Our findings show that ethnic and gender biases are apparent in the play and work behavior of Aka and Ngandu children. Moreover, our results show that play helps both forager and farmer children learn complex skills, consistent with play having an adaptive learning function.
Unlike most mammals, human fathers cooperate with mothers to care for young to an extraordinary degree. Human paternal care likely evolved alongside our unique life history strategy of raising ...slow-developing, energetically costly children, often in rapid succession. Adaptive frameworks generally assume that paternal provisioning played a critical role in this pattern's emergence. We draw on nonhuman primate data to propose that nonprovisioning forms of low-cost hominin male care were potentially foundational and ratcheted up through evolutionary time, helping facilitate social contexts for later subsistence specialization and sharing. We then argue for expanding the breadth of anthropological research on paternal effects in families, particularly in three domains: direct care and teaching;social capital cultivation; and reduction of family conflict. Anthropologists can greatly contribute to conversations about the determinants of children's development across contexts, but we need to ask more expansive questions about the pathways through which caregivers (including fathers) affect child outcomes.
Few data exist on gender‐typed and gender‐segregated play in hunter‐gatherer societies, despite their unique demographic and cultural features which may influence children’s gendered play. Using ...naturalistic observations of Hadza (N = 46, 41% female) and BaYaka (N = 65, 48% female) hunter‐gatherer 3‐ to 18‐year‐olds from Tanzania and the Republic of Congo, we showed that access to playmates was negatively associated with playing in mixed‐gender groups. Young boys did not engage in more rough‐and‐tumble play than girls, but adolescent boys participated in this type of play more than adolescent girls. Children were also more likely to participate in work‐themed play which conformed to gender norms within their society. Findings are discussed within the context of gendered division of labor, child autonomy, and demography.
Teaching in Hunter-Gatherers Boyette, Adam H.; Hewlett, Barry S.
Review of philosophy and psychology,
12/2018, Letnik:
9, Številka:
4
Journal Article
Recenzirano
Most of what we know about teaching comes from research among people living in large, politically and economically stratified societies with formal education systems and highly specialized roles with ...a global market economy. In this paper, we review and synthesize research on teaching among contemporary hunter-gatherer societies. The hunter-gatherer lifeway is the oldest humanity has known and is more representative of the circumstances under which teaching evolved and was utilized most often throughout human history. Research among contemporary hunter-gatherers also illustrates a complex pattern of teaching that is both consistent with and distinct from teaching in other small- and large-scale societies with different subsistence practices and cultural forms. In particular, we find that the cultural emphasis on individual autonomy and socio-political egalitarianism among hunter-gatherers differently shapes how teaching occurs. For example, teaching clearly exists among hunter-gatherers and appears in many forms, including institutionalized instruction in valued cultural and technical skills. However, teaching tends to be less common in hunter-gatherer societies because people live in small, intimate egalitarian, groups that support each other’s learning in a variety of ways without teaching. Furthermore, foundational cultural schemas of autonomy and egalitarianism impact the nature of teaching. For example, adults and older children limit their interventions, permitting autonomous learning, and, when they occur, teaching episodes are generally brief, subtle, indirect, and situated in a present activity (i.e. knowledge is not objectified or intended to be generalizable). We discuss the implications of this research in terms of discussions of the evolution of human cognition and the co-evolution of teaching and culture through the process of cultural niche construction.
The significance of teaching to the evolution of human culture is under debate. We contribute to the discussion by using a quantitative, cross-cultural comparative approach to investigate the role of ...teaching in the lives of children in two small-scale societies: Aka foragers and Ngandu farmers of the Central African Republic. Focal follows with behavior coding were used to record social learning experiences of children aged 4 to 16 during daily life. “Teaching” was coded based on a functional definition from evolutionary biology. Frequencies, contexts, and subtypes of teaching as well as the identity of teachers were analyzed. Teaching was rare compared to observational learning, although both forms of social learning were negatively correlated with age. Children received teaching from a variety of individuals, and they also engaged in teaching. Several teaching types were observed, including instruction, negative feedback, and commands. Statistical differences in the distribution of teaching types and the identity of teachers corresponded with contrasting forager vs. farmer foundational cultural schema. For example, Aka children received less instruction, which empirically limits autonomous learning, and were as likely to receive instruction and negative feedback from other children as they were from adults. Commands, however, exhibited a different pattern suggesting a more complex role for this teaching type. Although consistent with claims that teaching is relatively rare in small-scale societies, this evidence supports the conclusion that teaching is a universal, early emerging cognitive ability in humans. However, culture (e.g., values for autonomy and egalitarianism) structures the nature of teaching.
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