Cultural Evolution in Non-Human Animals

Author(s):  
Robert F. Lachlan ◽  
Andrew Whiten

“Culture” is generally regarded as a population’s shared array of traditions, transmitted between individuals by processes of social learning, and which may persist from one generation to later ones. If we consider genetic material to provide the primary system of inheritance in living things, then social learning—learning from others—provides a second inheritance system in those species of animals that have the cognitive capacity to learn in this way. Once it was thought that cultural traditions inherited in this way were unique to, and defining of, our own species. This view was challenged by research arising particularly in the middle of the 20th century, which revealed evidence of the spread of innovations in the behavior of nonhuman species, generating traditions that passed from one generation to the next. Early examples included regional birdsong dialects and novel foraging techniques in Japanese macaque monkeys. Research over the last seventy years or so has accumulated a wealth of evidence that animal traditions exist in many aspects of behavior, from migration to mate choice and predator avoidance, and in numerous taxa including fish, birds, and mammals. Social learning has also been well documented in insects, although the existence of traditions in the wild remains less clear. Once such a second inheritance system does emerge, supporting the transmission of behavioral traditions, the potential exists for a second system of evolution—cultural evolution—which can be defined most simply as changes in culture over time. As in the case of organic evolution based on genetic inheritance, imperfect copying and sampling error may be sufficient to cause evolutionary changes, known as drift. Alternatively, some innovations may prove to be more adaptive than others, in which case we can expect the essential Darwinian processes of variation, selection, and inheritance to generate some directional cultural evolution. Both drift and Darwinian evolution have long been evident in human cultural evolution, but evidence has begun to accumulate for them also in nonhuman species. Humans additionally display cumulative culture, in which some form of progress builds cumulatively on the achievements of previous generations. Examples are legion, from the evolution of wheeled vehicles to languages and religions. A currently contentious issue is whether such cumulative cultural evolution is unique to our species, or is shared in some ways with others. Other current areas of uncertainty include which cognitive mechanisms underlie animal social learning and whether the precision of animal social learning can support long-lasting traditions; the degree to which animal cultures extend broadly enough across behavioral repertoires, or deeply enough in the complexity of individual traits, to be usefully compared to those of humans; and whether culture creates selection pressures that are long lasting enough to shape animals’ genomes. In general, while it is very clear that human culture is more extensive than in any other species, there is less agreement about which qualitative differences in psychological and cultural processes are responsible for this gulf.

Author(s):  
Marieke Woensdregt ◽  
Kenny Smith

Pragmatics is the branch of linguistics that deals with language use in context. It looks at the meaning linguistic utterances can have beyond their literal meaning (implicature), and also at presupposition and turn taking in conversation. Thus, pragmatics lies on the interface between language and social cognition. From the point of view of both speaker and listener, doing pragmatics requires reasoning about the minds of others. For instance, a speaker has to think about what knowledge they share with the listener to choose what information to explicitly encode in their utterance and what to leave implicit. A listener has to make inferences about what the speaker meant based on the context, their knowledge about the speaker, and their knowledge of general conventions in language use. This ability to reason about the minds of others (usually referred to as “mindreading” or “theory of mind”) is a cognitive capacity that is uniquely developed in humans compared to other animals. What we know about how pragmatics (and the underlying ability to make inferences about the minds of others) has evolved. Biological evolution and cultural evolution are the two main processes that can lead to the development of a complex behavior over generations, and we can explore to what extent they account for what we know about pragmatics. In biological evolution, changes happen as a result of natural selection on genetically transmitted traits. In cultural evolution on the other hand, selection happens on skills that are transmitted through social learning. Many hypotheses have been put forward about the role that natural selection may have played in the evolution of social and communicative skills in humans (for example, as a result of changes in food sources, foraging strategy, or group size). The role of social learning and cumulative culture, however, has been often overlooked. This omission is particularly striking in the case of pragmatics, as language itself is a prime example of a culturally transmitted skill, and there is solid evidence that the pragmatic capacities that are so central to language use may themselves be partially shaped by social learning. In light of empirical findings from comparative, developmental, and experimental research, we can consider the potential contributions of both biological and cultural evolutionary mechanisms to the evolution of pragmatics. The dynamics of types of evolutionary processes can also be explored using experiments and computational models.


Author(s):  
Laureano Castro ◽  
Luis Castro ◽  
Miguel Á. Castro ◽  
Miguel Á. Toro

RESUMENEn la primera parte de este artículo defendemos que la evolución de la cultura en nuestra especie es consecuencia de una naturaleza humana esencialmente valorativa, la naturaleza de Homo suadens. La propuesta considera que nuestros antepasados homínidos dotados de la capacidad de aprobar y reprobar la conducta ajena desarrollaron un sistema de transmisión cultural assessor entre padres e hijos, el cual transformó el aprendizaje social en un sistema de herencia acumulativo. En la segunda parte, defendemos, desde nuestra condición de Homo suadens, la necesidad de reconceptualizar algunos de los problemas presentes en el núcleo teórico de las ciencias sociales.PALABRAS CLAVEAPRENDIZAJE SOCIAL, EVOLUCIÓN CULTURAL, TRANSMISIÓN ASSESSOR, HOMO SUADENSABSTRACTIn this paper, first we argue that the evolution of culture in our species is the result of an essentially evaluative human nature, the nature of Homo suadens. The proposal considers that our hominid ancestors endowed with the ability to approve or disapprove of the conduct of others developed a system of assessor cultural transmission between parents and children, who transformed social learning into a cumulative inheritance system. Second, we defend, from our Homo suadens condition, the need to reconceptualise some of the problems lying at the theoretical core of social sciences.KEY WORDSSOCIAL LEARNING, CULTURAL EVOLUTION, ASSESSOR TRANSMISSION, HOMO SUADENS


2009 ◽  
Vol 364 (1528) ◽  
pp. 2429-2443 ◽  
Author(s):  
Nicholas Shea

What is the evolutionary significance of the various mechanisms of imitation, emulation and social learning found in humans and other animals? This paper presents an advance in the theoretical resources for addressing that question, in the light of which standard approaches from the cultural evolution literature should be refocused. The central question is whether humans have an imitation-based inheritance system—a mechanism that has the evolutionary function of transmitting behavioural phenotypes reliably down the generations. To have the evolutionary power of an inheritance system, an imitiation-based mechanism must meet a range of demanding requirements. The paper goes on to review the evidence for and against the hypothesis that there is indeed an imitation-based inheritance system in humans.


2018 ◽  
Author(s):  
Marieke Woensdregt ◽  
Kenny Smith

Pragmatics is the branch of linguistics that deals with language use in context. It looks at the meaning linguistic utterances can have beyond their literal meaning (implicature), and also at presupposition and turn taking in conversation. Thus, pragmatics lies on the interface between language and social cognition.From the point of view of both speaker and listener, doing pragmatics requires reasoning about the minds of others. For instance, a speaker has to think about what knowledge they share with the listener to choose what information to explicitly encode in their utterance and what to leave implicit. A listener has to make inferences about what the speaker meant based on the context, their knowledge about the speaker, and their knowledge of general conventions in language use. This ability to reason about the minds of others (usually referred to as “mindreading” or “theory of mind”) is a cognitive capacity that is uniquely developed in humans compared to other animals.What we know about how pragmatics (and the underlying ability to make inferences about the minds of others) has evolved. Biological evolution and cultural evolution are the two main processes that can lead to the development of a complex behavior over generations, and we can explore to what extent they account for what we know about pragmatics.In biological evolution, changes happen as a result of natural selection on genetically transmitted traits. In cultural evolution on the other hand, selection happens on skills that are transmitted through social learning. Many hypotheses have been put forward about the role that natural selection may have played in the evolution of social and communicative skills in humans (for example, as a result of changes in food sources, foraging strategy, or group size). The role of social learning and cumulative culture, however, has been often overlooked. This omission is particularly striking in the case of pragmatics, as language itself is a prime example of a culturally transmitted skill, and there is solid evidence that the pragmatic capacities that are so central to language use may themselves be partially shaped by social learning.In light of empirical findings from comparative, developmental, and experimental research, we can consider the potential contributions of both biological and cultural evolutionary mechanisms to the evolution of pragmatics. The dynamics of types of evolutionary processes can also be explored using experiments and computational models.Woensdregt, M., & Smith, K. (2017). Pragmatics and Language Evolution. In Aronoff, M. (Ed.), Oxford Research Encyclopedia of Linguistics. Oxford: Oxford University Press. doi:10.1093/acrefore/9780199384655.013.321. Reproduced by permission of Oxford University Press. Published version available at: http://linguistics.oxfordre.com/abstract/10.1093/acrefore/9780199384655.001.0001/acrefore-9780199384655-e-321?rskey=YdHgxy&result=18


Author(s):  
William Hoppitt ◽  
Kevin N. Laland

Many animals, including humans, acquire valuable skills and knowledge by copying others. Scientists refer to this as social learning. It is one of the most exciting and rapidly developing areas of behavioral research and sits at the interface of many academic disciplines, including biology, experimental psychology, economics, and cognitive neuroscience. This book provides a comprehensive, practical guide to the research methods of this important emerging field. It defines the mechanisms thought to underlie social learning and demonstrate how to distinguish them experimentally in the laboratory. It presents techniques for detecting and quantifying social learning in nature, including statistical modeling of the spatial distribution of behavior traits. It also describes the latest theory and empirical findings on social learning strategies, and introduces readers to mathematical methods and models used in the study of cultural evolution. This book is an indispensable tool for researchers and an essential primer for students.


2021 ◽  
Author(s):  
Miriam Noël Haidle ◽  
Oliver Schlaudt

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.


2021 ◽  
pp. 095679762110322
Author(s):  
Marcel Montrey ◽  
Thomas R. Shultz

Surprisingly little is known about how social groups influence social learning. Although several studies have shown that people prefer to copy in-group members, these studies have failed to resolve whether group membership genuinely affects who is copied or whether group membership merely correlates with other known factors, such as similarity and familiarity. Using the minimal-group paradigm, we disentangled these effects in an online social-learning game. In a sample of 540 adults, we found a robust in-group-copying bias that (a) was bolstered by a preference for observing in-group members; (b) overrode perceived reliability, warmth, and competence; (c) grew stronger when social information was scarce; and (d) even caused cultural divergence between intermixed groups. These results suggest that people genuinely employ a copy-the-in-group social-learning strategy, which could help explain how inefficient behaviors spread through social learning and how humans maintain the cultural diversity needed for cumulative cultural evolution.


2017 ◽  
Author(s):  
Alex Mesoudi

AbstractHow do migration and acculturation (i.e. psychological or behavioral change resulting from migration) affect within- and between-group cultural variation? Here I answer this question by drawing analogies between genetic and cultural evolution. Population genetic models show that migration rapidly breaks down between-group genetic structure. In cultural evolution, however, migrants or their descendants can acculturate to local behaviors via social learning processes such as conformity, potentially preventing migration from eliminating between-group cultural variation. An analysis of the empirical literature on migration suggests that acculturation is common, with second and subsequent migrant generations shifting, sometimes substantially, towards the cultural values of the adopted society. Yet there is little understanding of the individual-level dynamics that underlie these population-level shifts. To explore this formally, I present models quantifying the effect of migration and acculturation on between-group cultural variation, for both neutral and costly cooperative traits. In the models, between-group cultural variation, measured using F statistics, is eliminated by migration and maintained by conformist acculturation. The extent of acculturation is determined by the strength of conformist bias and the number of demonstrators from whom individuals learn. Acculturation is countered by assortation, the tendency for individuals to preferentially interact with culturally-similar others. Unlike neutral traits, cooperative traits can additionally be maintained by payoff-biased social learning, but only in the presence of strong sanctioning institutions. Overall, the models show that surprisingly little conformist acculturation is required to maintain realistic amounts of between-group cultural diversity. While these models provide insight into the potential dynamics of acculturation and migration in cultural evolution, they also highlight the need for more empirical research into the individual-level learning biases that underlie migrant acculturation.


Author(s):  
William Hoppitt ◽  
Kevin N. Laland

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.


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