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"Cultural Evolution."
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Minds make societies : how cognition explains the world humans create
A scientist integrates evolutionary biology, genetics, psychology, economics, and more to explore the development and workings of human societies.
\"There is no good reason why human societies should not be described and explained with the same precision and success as the rest of nature.\" Thus argues evolutionary psychologist Pascal Boyer in this uniquely innovative book.
Integrating recent insights from evolutionary biology, genetics, psychology, economics, and other fields, Boyer offers precise models of why humans engage in social behaviors such as forming families, tribes, and nations, or creating gender roles. In fascinating, thought-provoking passages, he explores questions such as: Why is there conflict between groups? Why do people believe low-value information such as rumors? Why are there religions? What is social justice? What explains morality? Boyer provides a new picture of cultural transmission that draws on the pragmatics of human communication, the constructive nature of memory in human brains, and human motivation for group formation and cooperation.
\"Cool and captivating…It will change forever your understanding of society and culture.\"—Dan Sperber, co-author of The Enigma of Reason
\"It is highly recommended…to researchers firmly settled within one of the many single disciplines in question. Not only will they encounter a wealth of information from the humanities, the social sciences and the natural sciences, but the book will also serve as an invitation to look beyond the horizons of their own fields.\"—Eveline Seghers, Evolutionary Studies in Imaginative Culture
eBook
The cultural evolution of cultural evolution
What makes fast, cumulative cultural evolution work? Where did it come from? Why is it the sole preserve of humans? We set out a self-assembly hypothesis: cultural evolution evolved culturally. We present an evolutionary account that shows this hypothesis to be coherent, plausible, and worthy of further investigation. It has the following steps: (0) in common with other animals, early hominins had significant capacity for social learning; (1) knowledge and skills learned by offspring from their parents began to spread because bearers had more offspring, a process we call CS1 (or Cultural Selection 1); (2) CS1 shaped attentional learning biases; (3) these attentional biases were augmented by explicit learning biases (judgements about what should be copied from whom). Explicit learning biases enabled (4) the high-fidelity, exclusive copying required for fast cultural accumulation of knowledge and skills by a process we call CS2 (or Cultural Selection 2) and (5) the emergence of cognitive processes such as imitation, mindreading and metacognition—'cognitive gadgets' specialized for cultural learning. This self-assembly hypothesis is consistent with archaeological evidence that the stone tools used by early hominins were not dependent on fast, cumulative cultural evolution, and suggests new priorities for research on 'animal culture'.
This article is part of the theme issue 'Foundations of cultural evolution'.
Journal Article
Thinking big : how the evolution of social life shaped the human mind
When and how did the brains of our hominin ancestors become human minds? When and why did our capacity for language or art, music and dance evolve? It is the contention of this pathbreaking and provocative book that it was the need for early humans to live in ever-larger social groups, and to maintain social relations over ever-greater distances the ability to think big that drove the enlargement of the human brain and the development of the human mind. This social brain hypothesis, put forward by evolutionary psychologists such as Robin Dunbar, one of the authors of this book, can be tested against archaeological and fossil evidence, as archaeologists Clive Gamble and John Gowlett show in the second part of Thinking Big. Along the way, the three authors touch on subjects as diverse and diverting as the switch from finger-tip grooming to vocal grooming or the crucial importance of making fire for the lengthening of the social day. Ultimately, the social worlds we inhabit today can be traced back to our Stone Age ancestors.
Book
Beyond social learning
Cultural evolution requires the social transmission of information. For this reason, scholars have emphasized social learning when explaining how and why culture evolves. Yet cultural evolution results from many mechanisms operating in concert. Here, we argue that the emphasis on social learning has distracted scholars from appreciating both the full range of mechanisms contributing to cultural evolution and how interactions among those mechanisms and other factors affect the output of cultural evolution. We examine understudied mechanisms and other factors and call for a more inclusive programme of investigation that probes multiple levels of the organization, spanning the neural, cognitive-behavioural and populational levels. To guide our discussion, we focus on factors involved in three core topics of cultural evolution: the emergence of culture, the emergence of cumulative cultural evolution and the design of cultural traits. Studying mechanisms across levels can add explanatory power while revealing gaps and misconceptions in our knowledge.
This article is part of the theme issue 'Foundations of cultural evolution'.
Journal Article
Our story : how cultures shaped people to get things done
\"The story of human evolution, or Our Story, is about the development and refinement of cultures. Individuals cannot do things on their own, this book argues; their choices are driven by heuristics, biases, illogical preferences, and irrational assumptions about the nature of reality. So how did humanity survive? By forming more and more successful cultures, which are teams of people who share a specific vision of the world. Because cultures-as-teams are more effective if there is a strong correspondence among the members, they select individuals who clarify the team's vision and force compliance to that vision. Thus, cultures-as-teams are powerful agents for change in the world. They offer the individual the opportunity to accomplish unimaginable goals, but they can also destroy him or her in the process\"-- Provided by publisher.
Book
Social information use and social information waste
Social information is immensely valuable. Yet we waste it. The information we get from observing other humans and from communicating with them is a cheap and reliable informational resource. It is considered the backbone of human cultural evolution. Theories and models focused on the evolution of social learning show the great adaptive benefits of evolving cognitive tools to process it. In spite of this, human adults in the experimental literature use social information quite inefficiently: they do not take it sufficiently into account. A comprehensive review of the literature on five experimental tasks documented 45 studies showing social information waste, and four studies showing social information being over-used. These studies cover 'egocentric discounting' phenomena as studied by social psychology, but also include experimental social learning studies. Social information waste means that human adults fail to give social information its optimal weight. Both proximal explanations and accounts derived from evolutionary theory leave crucial aspects of the phenomenon unaccounted for: egocentric discounting is a pervasive effect that no single unifying explanation fully captures. Cultural evolutionary theory's insistence on the power and benefits of social influence is to be balanced against this phenomenon.
This article is part of the theme issue 'Foundations of cultural evolution'.
Journal Article
Not by transmission alone
Innovation—the combination of invention and social learning—can empower species to invade new niches via cultural adaptation. Social learning has typically been regarded as the fundamental driver for the emergence of traditions and thus culture. Consequently, invention has been relatively understudied outside the human lineage—despite being the source of new traditions. This neglect leaves basic questions unanswered: what factors promote the creation of new ideas and practices? What affects their spread or loss? We critically review the existing literature, focusing on four levels of investigation: traits (what sorts of behaviours are easiest to invent?), individuals (what factors make some individuals more likely to be inventors?), ecological contexts (what aspects of the environment make invention or transmission more likely?), and populations (what features of relationships and societies promote the rise and spread of new inventions?). We aim to inspire new research by highlighting theoretical and empirical gaps in the study of innovation, focusing primarily on inventions in non-humans. Understanding the role of invention and innovation in the history of life requires awell-developed theoretical framework (which embraces cognitive processes) and a taxonomically broad, cross-species dataset that explicitly investigates inventions and their transmission. We outline such an agenda here.
This article is part of the theme issue 'Foundations of cultural evolution'.
Journal Article