scholarly journals The human life history is adapted to exploit the adaptive advantages of culture

2020 ◽  
Vol 375 (1803) ◽  
pp. 20190498 ◽  
Author(s):  
Peter J. Richerson ◽  
Robert Boyd

Humans evolved from an ape ancestor that was highly intelligent, moderately social and moderately dependent on cultural adaptations for subsistence technology (tools). By the late Pleistocene, humans had become highly dependent on culture for subsistence and for rules to organize a complex social life. Adaptation by cultural traditions transformed our life history, leading to an extended juvenile period to learn subsistence and social skills, post-reproductive survival to help conserve and transmit skills, a dependence on social support for mothers of large-brained, very dependent and nutrient-demanding offspring, males devoting substantial effort to provisioning rather than mating, and the cultivation of large social networks to tap pools in information unavailable to less social species. One measure of the success of the exploitation of culture is that the minimum inter-birth interval of humans is nearly half that of our ape relatives. Another measure is the wide geographical distribution of humans compared with other apes, based on subsistence systems adapted to fine-scale spatial environmental variation. An important macro-evolutionary question is why our big-brained, culture-intensive life-history strategy evolved so recently and in only our lineage. We suggest that increasing spatial and temporal variation in the Pleistocene favoured cultural adaptations. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals'.

2006 ◽  
Vol 29 (3) ◽  
pp. 259-280 ◽  
Author(s):  
John L. Locke ◽  
Barry Bogin

It has long been claimed that Homo sapiens is the only species that has language, but only recently has it been recognized that humans also have an unusual pattern of growth and development. Social mammals have two stages of pre-adult development: infancy and juvenility. Humans have two additional prolonged and pronounced life history stages: childhood, an interval of four years extending between infancy and the juvenile period that follows, and adolescence, a stage of about eight years that stretches from juvenility to adulthood. We begin by reviewing the primary biological and linguistic changes occurring in each of the four pre-adult ontogenetic stages in human life history. Then we attempt to trace the evolution of childhood and juvenility in our hominin ancestors. We propose that several different forms of selection applied in infancy and childhood; and that, in adolescence, elaborated vocal behaviors played a role in courtship and intrasexual competition, enhancing fitness and ultimately integrating performative and pragmatic skills with linguistic knowledge in a broad faculty of language. A theoretical consequence of our proposal is that fossil evidence of the uniquely human stages may be used, with other findings, to date the emergence of language. If important aspects of language cannot appear until sexual maturity, as we propose, then a second consequence is that the development of language requires the whole of modern human ontogeny. Our life history model thus offers new ways of investigating, and thinking about, the evolution, development, and ultimately the nature of human language.


2021 ◽  
Vol 50 (1) ◽  
Author(s):  
Karen R. Rosenberg

Humans have a prolonged childhood, which begins with an immature developmental state at birth. We take care of these helpless infants through a variety of cultural adaptations, including material culture, provisioning of food, and shared child care. Our species has long been characterized as having secondary altriciality, but an examination of human life history shows that we are fundamentally precocial, despite seeming helpless at birth. Human babies are also relatively large and overall require substantial attention and energy from caregivers. Previous work has focused on how culture permits us to give birth to helpless young and how our cultural adaptation solves problems stemming from encephalization. The birth of these dependent, costly creatures poses challenges but also creates opportunities by enhancing the development of social and emotional relationships with caregivers as well as language acquisition and enculturation. Expected final online publication date for the Annual Review of Anthropology, Volume 50 is October 2021. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.


Author(s):  
Marco Del Giudice

The chapter introduces the basics of life history theory, the concept of life history strategy, and the fast–slow continuum of variation. After reviewing applications to animal behavior and physiology, the chapter reviews current theory and evidence on individual differences in humans as manifestations of alternative life history strategies. The chapter first presents a “basic model” of human life history–related traits, then advances an “extended model” that identifies multiple cognitive-behavioral profiles within fast and slow strategies. Specifically, it is proposed that slow strategies comprise prosocial/caregiving and skilled/provisioning profiles, whereas fast strategies comprise antisocial/exploitative and seductive/creative profiles. The chapter also reviews potential neurobiological markers of life history variation and considers key methodological issues in this area.


2020 ◽  
Vol 41 (3) ◽  
pp. 244-252 ◽  
Author(s):  
George B. Richardson ◽  
Caitlyn Placek ◽  
Vijaya Srinivas ◽  
Poornima Jayakrishna ◽  
Robert Quinlan ◽  
...  

2020 ◽  
Vol 375 (1803) ◽  
pp. 20190489
Author(s):  
Alison Gopnik ◽  
Willem E. Frankenhuis ◽  
Michael Tomasello

This special issue focuses on the relationship between life history and learning, especially during human evolution. ‘Life history’ refers to the developmental programme of an organism, including its period of immaturity, reproductive rate and timing, caregiving investment and longevity. Across many species an extended childhood and high caregiving investment appear to be correlated with particular kinds of plasticity and learning. Human life history is particularly distinctive; humans evolved an exceptionally long childhood and old age, and an unusually high level of caregiving investment, at the same time that they evolved distinctive capacities for cognition and culture. The contributors explore the relations between life history, plasticity and learning across a wide range of methods and populations, including theoretical and empirical work in biology, anthropology and developmental psychology. This article is part of the theme issue ‘Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals’.


2012 ◽  
Vol 53 (S6) ◽  
pp. S369-S382 ◽  
Author(s):  
Christopher W. Kuzawa ◽  
Jared M. Bragg

2014 ◽  
Vol 8 (3) ◽  
pp. 148-185 ◽  
Author(s):  
Aurelio José Figueredo ◽  
Pedro Sofio Abril Wolf ◽  
Sally Gayle Olderbak ◽  
Paul Robert Gladden ◽  
Heitor Barcellos Ferreira Fernandes ◽  
...  

2017 ◽  
Vol 114 (30) ◽  
pp. 7892-7899 ◽  
Author(s):  
Alison Gopnik ◽  
Shaun O’Grady ◽  
Christopher G. Lucas ◽  
Thomas L. Griffiths ◽  
Adrienne Wente ◽  
...  

How was the evolution of our unique biological life history related to distinctive human developments in cognition and culture? We suggest that the extended human childhood and adolescence allows a balance between exploration and exploitation, between wider and narrower hypothesis search, and between innovation and imitation in cultural learning. In particular, different developmental periods may be associated with different learning strategies. This relation between biology and culture was probably coevolutionary and bidirectional: life-history changes allowed changes in learning, which in turn both allowed and rewarded extended life histories. In two studies, we test how easily people learn an unusual physical or social causal relation from a pattern of evidence. We track the development of this ability from early childhood through adolescence and adulthood. In the physical domain, preschoolers, counterintuitively, perform better than school-aged children, who in turn perform better than adolescents and adults. As they grow older learners are less flexible: they are less likely to adopt an initially unfamiliar hypothesis that is consistent with new evidence. Instead, learners prefer a familiar hypothesis that is less consistent with the evidence. In the social domain, both preschoolers and adolescents are actually the most flexible learners, adopting an unusual hypothesis more easily than either 6-y-olds or adults. There may be important developmental transitions in flexibility at the entry into middle childhood and in adolescence, which differ across domains.


2013 ◽  
Vol 55 (3) ◽  
pp. 251-255 ◽  
Author(s):  
Aurelio José Figueredo ◽  
Tomás Cabeza de Baca ◽  
Michael Anthony Woodley

2020 ◽  
Author(s):  
Rebecca Sear

Interest in incorporating life history research from evolutionary biology into the human sciences has grown rapidly in recent years. Two core features of this research have the potential to prove valuable in strengthening theoretical frameworks in the health and social sciences: the idea that these is a fundamental trade-off between reproduction and health; and that environmental influences are important in determining individual life histories. For example, the idea that mortality risk in the environment shifts individuals along a ‘fast-slow continuum’ of ‘life history strategy’ is now popular in the evolutionary human sciences. In biology, ‘fast’ life history strategists prioritise reproduction over health so that individuals grow quickly, reproduce early and often, and suffer a rapid deterioration in health and relatively early death; ‘slow’ strategists start reproducing later, have fewer offspring, and die at an older age. Evolutionary human scientists tend to assume that, along with these life history outcomes, several behavioural traits, such as parenting, mating and risk-taking behaviour and, in the most expansive version, a whole suite of psychological and personality traits also cluster together into ‘fast’ and ‘slow’ life histories. Here, I review the different approaches to life history strategies from evolutionary anthropologists, developmental psychologists and evolutionary psychologists, in order to assess the theoretical and empirical evidence for human ‘life history strategies’. While there is precedent in biology for the argument that some behavioural traits, notably risk-taking behaviour, may be linked in predictable ways with life history outcomes, there is relatively little theoretical or empirical justification for including a very wide range of behavioural traits in a ‘life history strategy’. Given the diversity and lack of consistency in this human life history literature, I then make recommendations for improving its usefulness: 1) greater clarity over terminology, so that a distinction is made between life history outcomes such as age at maturity, first birth and death, and behavioural traits which may be associated with life history outcomes but are not life history traits themselves; 2) more empirical data on linkages between life history traits, behavioural traits and the environment, including the underlying mechanisms which generate these linkages; 3) more empirical work on life history strategies in a much broader range of populations than has so far been studied. Such a research programme on human life history has the potential to produce valuable insights for the health and social sciences, not least because of its interest in environmental influences on health, reproduction and behaviour.


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