A Darwinian theory of the evolution of language must be incremental: to explain the transition from a hominin baseline with great ape grade communicative capacities to language-equipped hominins as a series of small steps. This paper takes up that project for the special case of words, giving an incremental model of the call to word transition. The model is embedded in a general conception of human social evolution with independent empirical support, but it also depends on some more specific assumptions (...) about language and about the earlier forms of hominin communication. Given these assumptions, the paper can be no more than a working draft of a more complete theory. (shrink)

From the premise that our biology imposes cognitive constraints on our epistemic activities, a series of prominent authors – most notably Fodor, Chomsky and McGinn – have argued that we are cognitively closed to certain aspects and properties of the world. Cognitive constraints, they argue, entail cognitive closure. I argue that this is not the case. More precisely, I detect two unwarranted conflations at the core of arguments deriving closure from constraints. The first is a conflation of what I will (...) refer to as ‘representation’ and ‘object of representation’. The second confuses the cognitive scope of the assisted mind for that of the unassisted mind. Cognitive closure, I conclude, cannot be established from pointing out the (uncontroversial) existence of cognitive constraints. (shrink)

The docility hypothesis holds that human social learning produces genuinely altruistic behaviors as a maladaptive by-product. This article examines five possible sources of such altruistic mistakes. The first two mechanisms, the smoke-detector principle and the cost-accuracy tradeoff, are not specifically linked to social learning. Both predict that it may be adaptive for cooperators to allow some altruistic mistakes to happen, as long as those mistakes are rare and cost little. The other three mechanisms are specific to social learning: Through culture, (...) individuals may come to adopt altruistic norms selected at the group level. Culture may provide people with cheap, accessible, but occasionally mediocre information that they are too reliant upon—a kind of informational dumping. Lastly, people may copy sources good to follow in one domain but not in another, thus committing calibration errors. I argue that those sources of errors are unlikely to lead to important amounts of altruism toward non-kin. Experimental evidence shows humans to be sufficiently skeptical, discriminative, and conscious of their own interest to avoid such altruistic mistakes in most cases. Docile altruism is unlikely to be an important aspect of human cooperation. (shrink)

True beliefs are better guides to the world than false ones. This is the common-sense assumption that undergirds theorizing in evolutionary epistemology. According to Alvin Plantinga, however, evolution by natural selection does not care about truth: it cares only about fitness. If our cognitive faculties are the products of blind evolution, we have no reason to trust them, anytime or anywhere. Evolutionary naturalism, consequently, is a self-defeating position. Following up on earlier objections, we uncover three additional flaws in Plantinga's latest (...) formulation of his argument: a failure to appreciate adaptive path dependency, an incoherent conception of content ascription, and a conflation of common-sense and scientific beliefs, which we diagnose as the ‘foundationalist fallacy’. More fundamentally, Plantinga's reductive formalism with respect to the issue of cognitive reliability is inadequate to deal with relevant empirical details. (shrink)

In evolutionary psychology predictions, women’s mate preferences shift between fertile and nonfertile times of the month to reflect ancestral fitness benefits. Our meta-analytic test involving 58 independent reports (13 unpublished, 45 published) was largely nonsupportive. Specifically, fertile women did not especially desire sex in short-term relationships with men purported to be of high genetic quality (i.e., high testosterone, masculinity, dominance, symmetry). The few significant preference shifts appeared to be research artifacts. The effects declined over time in published work, were limited (...) to studies that used broader, less precise definitions of the fertile phase, and were found only in published research. (shrink)

Much existing literature in anthropology suggests that teaching is rare in non-Western societies, and that cultural transmission is mostly vertical (parent-to-offspring). However, applications of evolutionary theory to humans predict both teaching and non-vertical transmission of culturally learned skills, behaviors, and knowledge should be common cross-culturally. Here, we review this body of theory to derive predictions about when teaching and non-vertical transmission should be adaptive, and thus more likely to be observed empirically. Using three interviews conducted with rural Fijian populations, we (...) find that parents are more likely to teach than are other kin types, high-skill and highly valued domains are more likely to be taught, and oblique transmission is associated with high-skill domains, which are learned later in life. Finally, we conclude that the apparent conflict between theory and empirical evidence is due to a mismatch of theoretical hypotheses and empirical claims across disciplines, and we reconcile theory with the existing literature in light of our results. (shrink)

Explaining the causal origins of what are taken to be uniquely human capacities for understanding the mind in the first years of life is a primary goal of social cognitive development research, which concerns so called “theory of mind” or “mindreading” skills. We review and discuss particular examples of this research in the context of its underlying evolutionary conceptual framework known as the neo-Darwinian modern synthesis. It is increasingly recognized that the modern synthesis is limited in its neglect of developmental (...) issues. A recent convergence of work from diverse sources, including but not limited to evolutionary developmental biology (evo-devo) and developmental systems approaches, demonstrate the need for a developmental expansion of modern evolutionary theory. We attempt to show that not only are nativist explanations of early human social cognition vulnerable to the criticisms of this developmental shift in thinking, but that these criticisms also problematize the dominant and more mainstream theories in early social cognitive development research. We conclude by discussing the importance of developmental analysis in understanding the ontogeny of cognitive capacities in individuals as well as species. (shrink)

The value alignment problem for artificial intelligence (AI) asks how we can ensure that the “values”—i.e., objective functions—of artificial systems are aligned with the values of humanity. In this paper, I argue that linguistic communication is a necessary condition for robust value alignment. I discuss the consequences that the truth of this claim would have for research programmes that attempt to ensure value alignment for AI systems—or, more loftily, those programmes that seek to design robustly beneficial or ethical artificial agents.

Theories of rational decision making often abstract away from computational and other resource limitations faced by real agents. An alternative approach known as resource rationality puts such matters front and center, grounding choice and decision in the rational use of finite resources. Anticipated by earlier work in economics and in computer science, this approach has recently seen rapid development and application in the cognitive sciences. Here, the theory of rationality plays a dual role, both as a framework for normative assessment (...) and as a source of scientific hypotheses about how mental processes in fact work. The latter project, often called rational analysis, depends for its success on a fine-grained characterization of the computational problem facing a decision maker, which may in turn depend on realistic assumptions about what the relevant agent is like. As a consequence, resource rationality involves a delicate, but often fruitful interplay between the normative and the descriptive. (shrink)

In this paper, we propose the expression cognitive twists for cognitive mechanisms that result from the coevolution of genes and learning. Evidence is available that at least some cultural learning mechanisms, such as imitation and language, have evolved genetically under the pressure produced by culture, even though they are mostly acquired through domain-general learning during development. Although the existence of these mechanisms is consistent with evolutionary theory, their importance has not been sufficiently emphasized by mind-centered accounts of human cognitive evolution, (...) namely evolutionary psychology and cultural evolutionary psychology. We provide concrete examples of cognitive twists, such as vocal imitation. Genetic changes in action-perception matching circuits suggest that human imitation and perhaps language are cognitive twists, namely plastic, learnable, yet genetically evolved cognitive mechanisms. We conclude that cognitive twists depict plausible evolutionary scenarios for the evolution of cognition in Homo sapiens. (shrink)

Many believe that moral education can cause moral progress. At first glance, this makes sense. A major goal of moral education is the improvement of the moral beliefs, values and behaviors of young people. Most would also consider all of these improvements to be important instances of moral progress. Moreover, moral education is a form of social learning, and there are good reasons to think that social learning processes shape episodes of progressive moral change. Despite this, we argue that instead (...) of being a cause of moral change, the main effect of moral education is often to provide stability or continuity. In addition, we will argue that even when the conditions are right for moral education to contribute to moral change, it is far from clear that the resulting changes will always, or even most of the time, end up being progressive. (shrink)

A theoretical framework is provided to explore teleonomy as a problem of self-causation, distinct from upward, downward and reticulate causation. Causality theories in biology are often formulated within hierarchy theories, where causation is conceptualized as running up or down the rungs of a ladder-like hierarchy or, more recently, as moving between multiple hierarchies. Research on the genealogy of cosmologies demonstrates that in addition to hierarchy theories, causality theories also depend upon ideas of time. This paper explores the roots and impact (...) of both time and hierarchy thinking on causal reasoning in the evolutionary sciences. Within evolutionary biology, the Neodarwinian synthesis adheres to a linear notion of time associated with linear hierarchies that portray upward causation. Eco-evo-devo schools recognize the importance of downward causation and consequently receive resistance from the standard view because downward causation is sometimes understood as backward causation, considered impossible by adherents of a linear time model. In contrast, downward causation works with a spatial or presential time notion. Hybridization, lateral gene transfer, infective heredity, symbiosis and symbiogenesis require recognition of reticulate causation occurring in both space and time, or spacetime, between distinct and interacting ontological hierarchies. Teleonomy is distinct from these types of causation because it invokes the problem of self-causation. By asking how the focal level in a hierarchy can persist through time, self-causation raises philosophical concerns on the nature of duration, identity and individuality. (shrink)

According to an intriguing though somewhat enigmatic line of thought first proposed by Jonathan Bennett, if humanity went extinct any time soon this would be unfortunate because important business would be left unfinished. This line of thought remains largely unexplored. I offer an interpretation of the idea that captures its intuitive appeal, is consistent with plausible constraints, and makes it non-redundant to other views in the literature. The resulting view contrasts with a welfare-promotion perspective, according to which extinction would be (...) bad because it would come at a massive opportunity cost in terms of feasibly achievable welfare over the lifetime of our species. (shrink)

This book provides a comprehensive overview of my recent theoretical work that aims to explain some of the more puzzling properties of life and mind, in particular agency, goal-directedness and consciousness. It contains published papers as well as new material. Table of contents: Preface - PART I: GROUNDWORK - 1. Introduction - 2. The basic mechanism - 3. Inclusive and extensive fitness - 4. Components of F and X - 5. The consequences: a preview - PART II: LIFE - 6. (...) What qualifies as life? - 7. Biological meaning - 8. Biological functions - PART III: MIND - 9. Minimal agency, goal-directedness and value - 10. Intentionality and meaning - 11. Language - 12. Consciousness - 13. The human self - PART IV: PHILOSOPHY - 14. Strong emergence - 15. The real, the true and the good - 16. Philosophical problems of consciousness - Epilogue - Appendix A: Summaries of computational simulations - Appendix B: Examples of minimal intentionality - References. -/- . (shrink)

Osteopathy is a person-centred healthcare discipline that emphasizes the body’s structure-function interrelationship—and its self-regulatory mechanisms—to inform a whole-person approach to health and wellbeing. This paper aims to provide a theoretical framework for developing an integrative hypothesis in osteopathy, which is based on the enactivist and active inference accounts. We propose that osteopathic care can be reconceptualised under active inference as a unifying framework. Active inference suggests that action-perception cycles operate to minimize uncertainty and optimize an individual’s internal model of the (...) lived world and, crucially, the consequences of their behaviour. We argue that active inference offers an integrative framework for osteopathy, which can evince the mechanisms underlying dyadic and triadic exchanges and osteopathic care outcomes. We propose that this theoretical framework can underpin osteopathic care across the lifespan, from preterm infants to the elderly and those with persistent pain and other physical symptoms. In situations of chronicity, as an ecological niche, the patient-practitioner dyad provides the osteopath and the patient with a set of affordances, i.e., possibilities for action provided by the environment, that through shared intentionally, can promote adaptations and restoration of productive agency. Through a dyadic therapeutic relationship, as they engage with their ecological niche’s affordances—a structured set of affordances shared by agents—osteopath and patient actively construct a shared sense-making narrative and realise a shared generative model of their relation to the niche. In general, touch plays a critical role in developing a robust therapeutic alliance, mental state alignment, and biobehavioural synchrony between patient and practitioner. However, its role is particularly crucial in the fields of neonatology and paediatrics, where it becomes central in regulating allostasis and restoring homeostasis. We argue that from an active inference standpoint, the dyadic shared ecological niche underwrites a robust therapeutic alliance, which is crucial to the effectiveness of osteopathic care. Considerations and implications of this model—to clinical practice and research, both within- and outside osteopathy—are critically discussed. (shrink)

Human behavior and thought often exhibit a familiar pattern of within group similarity and between group difference. Many of these patterns are attributed to cultural differences. For much of the history of its investigation into behavior and thought, however, cognitive science has been disproportionately focused on uncovering and explaining the more universal features of human minds—or the universal features of minds in general. -/- This entry charts out the ways in which this has changed over recent decades. It sketches the (...) motivation behind the cultural turn in cognitive science, and situates some of its central findings with respect to the questions that animate it and the debates that it has inspired. Woven throughout the entry are examples of how the cognitive science of culture, and especially its elevated concern with different forms of diversity and variation, continues to influence and be influenced by philosophers. -/- One cluster of philosophical work falls within the traditional subject matter of philosophy of science, in this case of the cognitive and social sciences. Philosophers have analyzed and assessed the methods and evidence central to the scientific study of cognition and culture, and have offered conceptual scrutiny, clarification, and synthesis. Research in a second vein sees philosophers themselves contributing more directly to cognitive scientific projects, (co)constructing theories, helping build computational models, even gathering empirical data. A third kind of work is naturalistic philosophy or philosophy of nature, wherein philosophers seek to use results from the cognitive science of culture to inform or transform debates over long-standing philosophical questions, including questions about the nature of philosophy and philosophical methodology itself. (shrink)

Biometric technologies are becoming more pervasive in the workplace, augmenting managerial processes such as hiring, monitoring and terminating employees. Until recently, these devices consisted mainly of GPS tools that track location, software that scrutinizes browser activity and keyboard strokes, and heat/motion sensors that monitor workstation presence. Today, however, a new generation of biometric devices has emerged that can sense, read, monitor and evaluate the affective state of a worker. More popularly known by its commercial moniker, Emotional AI, the technology stems (...) from advancements in affective computing. But whereas previous generations of biometric monitoring targeted the exterior physical body of the worker, concurrent with the writings of Foucault and Hardt, we argue that emotion-recognition tools signal a far more invasive disciplinary gaze that exposes and makes vulnerable the inner regions of the worker-self. Our paper explores attitudes towards empathic surveillance by analyzing a survey of 1015 responses of future job-seekers from 48 countries with Bayesian statistics. Our findings reveal affect tools, left unregulated in the workplace, may lead to heightened stress and anxiety among disadvantaged ethnicities, gender and income class. We also discuss a stark cross-cultural discrepancy whereby East Asians, compared to Western subjects, are more likely to profess a trusting attitude toward EAI-enabled automated management. While this emerging technology is driven by neoliberal incentives to optimize the worksite and increase productivity, ultimately, empathic surveillance may create more problems in terms of algorithmic bias, opaque decisionism, and the erosion of employment relations. Thus, this paper nuances and extends emerging literature on emotion-sensing technologies in the workplace, particularly through its highly original cross-cultural study. (shrink)

The dominant theory of the evolution of moral cognition across a variety of fields is that moral cognition is a biological adaptation to foster social cooperation. This chapter argues, to the contrary, that moral cognition is likely an evolutionary exaptation: a form of cognition where neurobiological capacities selected for in our evolutionary history for a variety of different reasons—many unrelated to social cooperation—were put to a new, prosocial use after the fact through individual rationality, learning, and the development and transmission (...) of social norms. This chapter begins with a brief overview of the emerging behavioral neuroscience of moral cognition. It then outlines a novel theory of moral cognition that I have previously argued explains these findings better than alternatives. Finally, it shows how the evidence for this theory of moral cognition and human evolutionary history together suggest that moral cognition is likely not a biological adaptation. Instead, like reading sheet music or riding a bicycle, moral cognition is something that individuals learn to do—in this case, in response to sociocultural norms created in our ancestral history and passed down through the ages to enable cooperative living. (shrink)

In this special issue of Human Nature we explore the possible adaptive links between teaching and learning during childhood, and we aim to expand the dialogue on the ways in which the social sciences, and in particular current anthropological research, may better inform our shifting understanding of how these processes vary in different social and ecological environments. Despite the cross-disciplinary trend toward incorporating more behavioral and cognitive data outside of postindustrial state societies, much of the published cross-cultural data is presented (...) as stand-alone population-level studies, making it challenging to extrapolate trends or incorporate both ecological and developmental perspectives. Here, contributors explore how human life history, ecological experience, cumulative culture, and ethnolinguistics impact social learning and child development in foraging and transitioning societies around the world. Using historical ethnographic data and qualitative and quantitative data from studies with contemporary populations, authors interrogate the array of factors that likely interact with cognitive development and learning. They provide contributions that explore the unique environmental, social, and cultural conditions that characterize such populations, offering key insights into processes of social learning, adaptive learning responses, and culture change. This series of articles demonstrates that children are taught culturally and environmentally salient skills in myriad ways, ranging from institutionalized instruction to brief, nuanced, and indirect instruction. Our hope is that this collection stimulates more research on the evolutionary and developmental implications associated with teaching and learning among humans. (shrink)

A naturalistic theory of intentionality is proposed that differs from previous evolutionary and tracking theories. Full-blown intentionality is constructed through a series of evolvable refinements. A first, minimal version of intentionality originates from a conjectured internal process that estimates an organism’s own fitness and that continually modifies the organism. This process produces the directedness of intentionality. The internal estimator can be parsed into intentional components that point to components of the process that produces fitness. It is argued that such intentional (...) components can point to mistaken or non-existing entities. Different Fregian senses of the same reference correspond to different components that have different roles in the estimator. Intentional components that point to intentional components in other organisms produce directedness towards semi-abstract entities. Finally, adding a general, population-wide means of communication enables intentional components that point to fully abstract entities. Intentionality thus naturalized has all of its expected properties: being directed; potentially making errors; possibly pointing to non-existent, abstract, or rigid entities; capable of pointing many-to-one and one-to-many; distinguishing sense and reference; having perspective and grain; and having determinate content. Several examples, such as ‘swampman’ and ‘brain-in-a-vat’, illustrate how the theory can be applied. (shrink)

Climate change has historically been an evolutionary determinant for our species, affecting both hominin evolutionary innovations and extinction rates, and the early waves of migration and expansion outside Africa. Today Homo sapiens has turned itself into a major geological force, able to cause a biodiversity crisis comparable to previous mass extinction events, shaping the Earth surface and impacting biogeochemical cycles and the climate at a global level. We argue that anthropogenically-driven climate change must be understood in terms of a monumental (...) niche construction process, generating long-term ecological inheritance and eco-evolutionary feedbacks that are putting our health and well-being and those of future generations at risk. We then list five major sources of climate change counter-intuitiveness, highlighting how evolved cognitive biases and heuristics may stand in the way of providing effective responses within tight deadlines. Drawing on our framing of the climate breakdown, we finally call for an evolutionary perspective in approaching the adaptive challenge posed by climate change: we argue that putting the brakes on a genuine self-endangering evolutionary trap ultimately depends on our counteractive niche constructing abilities, played at the level of our institutional and innovation capacity. (shrink)

Some cultural evolution researchers have argued for the importance of prestige bias as a systematic and widespread social learning bias, that structures human social learning and cultural transmission patterns. Broadly speaking, prestige bias accounts understand it as a bias towards copying ‘prestigious’ individuals. Prestige bias, along with other social learning biases, has been argued to pay a crucial role in allowing cumulative cultural selection to take place, thereby generating adaptations that are key to our success as a species. However, I (...) argue for skepticism about the plausibility and scope of a prestige bias account. I argue that although an account of prestige bias seems plausible or compelling on their face, it is committed to a particular view of the cognition underpinning the bias, and therefore to predictions regarding its flexibility and context-sensitivity. Given this, current empirical evidence gives us reason to doubt the explanatory value of a prestige bias account over a naive, goal-directed agent account. Additionally, the way that prestige is defined in empirical work is in tension with a general understanding of prestige, casting doubt upon its status as evidence of prestige bias. I examine two studies cited as evidence of prestige bias, arguing that in these cases we cannot clearly favour a prestige bias explanation over a goal-directed agent explanation. (shrink)

Using a model of cognition as extended and enactive, we examine the role of materiality in making minds as exemplified by lithics and writing, forms associated with conceptual thought and meta-awareness of conceptual domains. We address ways in which brain functions may change in response to interactions with material forms, the attributes of material forms that may cause such change, and the spans of time required for neurofunctional reorganization. We also offer three hypotheses for investigating co-influence and change in cognition (...) and material culture. This project has received funding from the European Union’s Horizon 2020 research and innovation program under grant agreement No. 785793. (shrink)

In the past two decades, epistemologists have significantly expanded the focus of their field. To the traditional question that has dominated the debate — under what conditions does belief amount to knowledge? — they have added questions about testimony, epistemic virtues and vices, epistemic trust, and more. This broadening of the range of epistemic concern has coincided with an expansion in conceptions of epistemic agency beyond the individualism characteristic of most earlier epistemology. We believe that these developments have not gone (...) far enough. While the weak anti-individualism we see in contemporary epistemology may be adequate for the kinds of cases it tends to focus on, a great deal of human knowledge production and transmission does not conform to these models. Furthermore, the dispositions and norms that are knowledge-conducive in the familiar cases may not be knowledge-conducive generally. In fact, dispositions that, at an individual level, count as epistemic vices may be epistemic virtues in common social contexts. We argue that this overlooked feature of human social life means that epistemology must become more deeply and pervasively social. (shrink)

In this paper, we analyse how GPS-based navigation systems are transforming some of our intellectual virtues and then suggest two strategies to improve our practices regarding the use of such epistemic tools. We start by outlining the two main approaches in virtue epistemology, namely virtue reliabilism and virtue responsibilism. We then discuss how navigation systems can undermine five epistemic virtues, namely memory, perception, attention, intellectual autonomy, and intellectual carefulness. We end by considering two possible interlinked ways of trying to remedy (...) this situation: [i] redesigning the epistemic tool to improve the epistemic virtues of memory, perception, and attention; and [ii] the cultivation of cognitive diligence for wayfinding tasks scaffolding intellectual autonomy and carefulness. (shrink)

Cognitive innovation has shaped and transformed our cognitive capacities throughout history. Until recently, cognitive innovation has not received much attention by empirical and conceptual research in the cognitive sciences. This paper is a first attempt to help close this gap. It will be argued that cognitive innovation is best understood in connection with cumulative cultural evolution and enculturation. Cumulative cultural evolution plays a vital role for the inter-generational transmission of the products of cognitive innovation. Furthermore, there are at least two (...) important functions of enculturation for cognitive innovation. First, enculturation is responsible for the ontogenetic acquisition of cognitive practices governing the interaction with innovative products. Second, successful processes of enculturation provide opportunities for subsequent innovative processes. The trans-generational trajectory of calculation from mathematical symbol systems to the first digital computers will serve as a paradigm example of the delicate interplay of cognitive innovation, cumulative cultural evolution, and enculturation. (shrink)

Moral rationalism has long been an attractive position within moral philosophy. However, among empirical-minded philosophers, it is widely dismissed as scientifically untenable. In this essay, I argue that moral rationalism’s lack of uptake in the empirical domain is due to the widespread supposition that moral rationalists must hold that moral judgments and actions are produced by rational capacities. But this construal is mistaken: moral rationalism’s primary concern is not with the relationship between moral judgments and rational capacities per se, but (...) rather with developing a conception objectivity normativity that avoids Platonism. In light of this, I develop an alternative approach to translating moral rationalism into the empirical domain that builds on the common rationalist view that normative requirements are explained by the relationship between agents and the social structures and practices in which they are embedded. I propose that this social conception of normativity can be translated into a scientific framework by interpreting it as a claim about the importance of constraint-based explanation when accounting for norm-governed behavior. In order to develop this point more concretely and show that it is empirically tractable, I turn to research on macaque social organization that highlights the ways in which normative standards are generated by empirically observable social structures. The insights garnered from the macaque case allow me to then locate moral rationalism’s core claims about the relationship between morality and the standards of practical rationality within an empirically plausible framework. (shrink)

Hunting and gathering is, evolutionarily, the defining subsistence strategy of our species. Studying how children learn foraging skills can, therefore, provide us with key data to test theories about the evolution of human life history, cognition, and social behavior. Modern foragers, with their vast cultural and environmental diversity, have mostly been studied individually. However, cross-cultural studies allow us to extrapolate forager-wide trends in how, when, and from whom hunter-gatherer children learn their subsistence skills. We perform a meta-ethnography, which allows us (...) to systematically extract, summarize, and compare both quantitative and qualitative literature. We found 58 publications focusing on learning subsistence skills. Learning begins early in infancy, when parents take children on foraging expeditions and give them toy versions of tools. In early and middle childhood, children transition into the multi-age playgroup, where they learn skills through play, observation, and participation. By the end of middle childhood, most children are proficient food collectors. However, it is not until adolescence that adults (not necessarily parents) begin directly teaching children complex skills such as hunting and complex tool manufacture. Adolescents seek to learn innovations from adults, but they themselves do not innovate. These findings support predictive models that find social learning should occur before individual learning. Furthermore, these results show that teaching does indeed exist in hunter-gatherer societies. And, finally, though children are competent foragers by late childhood, learning to extract more complex resources, such as hunting large game, takes a lifetime. (shrink)

Rules regulating social behavior raise challenging questions about cultural evolution in part because they frequently confer group-level benefits. Current multilevel selection theories contend that between-group processes interact with within-group processes to produce norms and institutions, but within-group processes have remained underspecified, leading to a recent emphasis on cultural group selection as the primary driver of cultural design. Here we present the self-interested enforcement (SIE) hypothesis, which proposes that the design of rules importantly reflects the relative enforcement capacities of competing parties. (...) We show that, in addition to explaining patterns in cultural change and stability, SIE can account for the emergence of much group-functional culture. We outline how this process can stifle or accelerate cultural group selection, depending on various social conditions. Self-interested enforcement has important bearings on the emergence, stability, and change of rules. (shrink)

A growing body of empirical research suggests many animal species are capable of social learning and even have cultural behavioral traditions. Social learning has implications for community ecology; changes in behavior can lead to changes in inter- and intra-specific interactions. The paper explores possible implications of social learning for ecological community dynamics. Four arguments are made: social learning can result in locally-specific ecological relationships; socially-mediated, locally-specific ecological relationships can have localized indirect interspecific population effects; the involvement of multiple co-existing species (...) in socially learned, locally-specific behavior has the potential to create community-wide effects, including varying levels of stability and instability; and social learning can create new intra- and inter-specific selection pressures on local taxa, potentially resulting in rapid evolution. Implications of all four arguments are discussed in relation to community ecology research and modeling. (shrink)

Many scholars have rejected cultural evolutionary theory on the grounds that cultural variation is directed and intentionally created, rather than incremental and blind with respect to function, as is the case for novel genetic variation in genetic evolution. Meanwhile, some cultural evolution researchers insist that cultural variation is blind and undirected, and the only directional force is selection of randomly-generated variants. Here I argue that neither of these positions are tenable. Cultural variation is directed in various ways. While this does (...) not invalidate cultural evolution, more attention should be paid to the different sources of non-randomness in culturally evolving systems. (shrink)

Much recent empirical work in the developmental sciences has emphasized the importance of cultural knowledge transmission for the processes of human evolution and development. This body of empirical work provides indirect support for the “knowledge economy framework” developed by John Greco in his book The Transmission of Knowledge. In doing so, however, it also raises questions concerning the scope or generality of Greco’s framework. Whereas Greco contends that testimonial knowledge transmission is paradigmatic of the process of knowledge transmission generally, this (...) empirical literature recognizes a variety of non-testimonial forms of knowledge transmission, many of which function in ways that are importantly different from outright testimony. This leaves us with some decisions to make concerning the extent to which we wish to tie the concept of knowledge transmission to the topic of testimony and concerning how to characterize the various non-testimonial ways in which knowledge gets around within epistemic communities. (shrink)

Humans are standouts in their propensity to trade. More specially, the kind of trading found in humans—featuring the exchange of many different goods and services with many different others, for the mutual benefit of all the involved parties—far exceeds anything that is found in any other creature. However, a number of important questions about this propensity remain open. First, it is not clear exactly what makes this propensity so different in the human case from that of other animals. Second, it (...) is not clear why other animals did not acquire this propensity to the extent that humans did. Third, it is not clear what explains the fact that the extent to which humans engage in trade is culturally highly variable. The paper argues that at the heart of the human-animal divergence in this propensity is the particular socio-cultural environment in which humans evolved. This has led them to sometimes, but not always, acquire the cognitive technology (writing, algebra, tallying devices, money, etc.) to support a sophisticated disposition and capacity for reciprocal cooperation, and deep and wide concepts of property and exchange value. (shrink)

Tinbergen’s classic “On Aims and Methods of Ethology” (_Zeitschrift für Tierpsychologie, 20_, 1963) proposed four levels of explanation of behavior, which he thought would soon apply to humans. This paper discusses the need for multilevel explanation; Huxley and Mayr’s prior models, and others that followed; Tinbergen’s differences with Lorenz on “the innate”; and Mayr’s ultimate/proximate distinction. It synthesizes these approaches with nine levels of explanation in three categories: phylogeny, natural selection, and genomics (ultimate causes); maturation, sensitive period effects, and routine (...) environmental effects (intermediate causes); and hormonal/metabolic processes, neural circuitry, and eliciting stimuli (proximate causes), as a respectful extension of Tinbergen’s levels. The proposed classification supports and builds on Tinbergen’s multilevel model and Mayr’s ultimate/proximate continuum, adding intermediate causes in accord with Tinbergen’s emphasis on ontogeny. It requires no modification of Standard Evolutionary Theory or The Modern Synthesis, but shows that much that critics claim was missing was in fact part of Neo-Darwinian theory (so named by J. Mark Baldwin in _The American Naturalist_ in 1896) all along, notably reciprocal causation in ontogeny, niche construction, cultural evolution, and multilevel selection. Updates of classical examples in ethology are offered at each of the nine levels, including the neuroethological and genomic findings Tinbergen foresaw. Finally, human examples are supplied at each level, fulfilling his hope of human applications as part of the biology of behavior. This broad ethological framework empowers us to explain human behavior—eventually completely—and vindicates the idea of human nature, and of humans as a part of nature. (shrink)

A broader conception of the user’s perceptual, cognitive, and motor capabilities considers tools as body extensions. By identifying specific tool-related motor-grounded mechanisms, the embodied approach assumes that this “extensional phenomenon” takes place not only at a behavioral level but also at a psychological level. At least four ways of conceiving embodiment in tool use have been offered in relation to the concepts of incorporation, perception, knowledge, and observation. Nevertheless, the validity of these conceptions has been rarely, if not never, assessed. (...) In this article, we attempt to fill this gap by discussing each of these conceptions in turn, with the aim of determining whether it is justified to consider tools as detached objects of a special sort in embodied terms. We argue that tool incorporation is made possible by “distalization”, that is, an embodied mechanism specific to tool use. Nevertheless, there is neither empirical nor theoretical support for the hypothesis that specific tool-related embodied mechanisms are involved in perception, knowledge, and observation. In broad terms, there is a tendency in the literature to overinterpret tool use as an embodied phenomenon at a psychological level. Inevitably, this limitation leads us to under-intellectualize the underlying cognitive processes and, as a result, it prevents us from understanding the technical-reasoning skills that allow humans to transform dramatically the physical world. (shrink)

How do technologies that are too complex for any one individual to produce arise and persist in human populations? Contra prevailing views focusing on social learning, Osiurak and Reynaud argue that the primary driver for cumulative technological culture is our ability for technical reasoning. Whilst sympathetic to their overall position, we argue that two specific aspects of their account are implausible: first, that technical reasoning is unique to humans; and second, that technical reasoning is a necessary condition for the production (...) of cumulative technological culture. We then present our own view, which keeps technical reasoning at the forefront but jettisons these conditions. This produces an account of cumulative technological culture that maintains an important role for technical reasoning, whilst being more evolutionarily plausible. (shrink)

Both science and religion are human endeavours that recruit and modify pre-existing human capacity to engage in epistemic vigilance. However, while science relies upon a focus on content vigilance, religion focusses on source vigilance. This difference is due, in turn, to the function of religious claims not being connected to their accuracy – unlike the function of scientific claims. Understanding this difference helps to understand many aspects of scientific and religious institutions.

Cumulative technological culture can be defined as the progressive diversification, complexification, and enhancement of technological traits through generations. An outstanding issue is to specify the cognitive bases of this phenomenon. Based on the literature, we identified four potential cognitive factors: namely, theory-of-mind, technical-reasoning, creativity, and fluid-cognitive skills. The goal of the present study was to test which of these factors—or a combination thereof—best predicted the cumulative performance in two experimental, micro-society conditions differing in the nature of the interaction allowed between (...) participants. The task was to build the highest possible tower. Participants were also assessed on the four aforementioned cognitive factors in order to predict cumulative performance and attractiveness. Our findings indicate that technical-reasoning skills are the best predictor of cumulative performance, even if their role may be restricted to the specific technological domain. Theory-of-mind skills may have a facilitator role, particularly in the Communication condition. Creativity can also help in the generation of novel ideas, but it is not sufficient to support innovation. Finally, fluid cognition is not involved in cumulative technological culture. Taken together, these findings suggest that domain-specific knowledge remains critical for explaining cumulative technological culture. (shrink)

On the basis of recent advancements in both neuroscience and archaeology, we propose a plausible biocultural mechanism at the basis of cultural evolution. The proposed mechanism, which relies on the notions of cultural exaptation and cultural neural reuse, may account for the asynchronous, discontinuous, and patchy emergence of innovations around the globe. Cultural exaptation refers to the reuse of previously devised cultural features for new purposes. Cultural neural reuse refers to cases in which exposure to cultural practices induces the formation, (...) activation, and stabilization of new functional and/or structural brain networks during the individual lifespan. The invention of writing is interpreted as a case of cultural exaptation of previous devices to record information, in use since at least the Early Later Stone Age and the beginning of the Upper Paleolithic. The measurable changes in brain structure and functioning caused by learning to read are proposed as an exemplar case of cultural neural reuse. It is argued that repeated cycles of cultural exaptation, development of appropriate strategies of cultural transmission, and ensuing cultural neural reuse represent the fundamental mechanism that has regulated the cultural evolution of our lineage. A general predictive model of when and under which circumstances the proposed mechanism should be expected to occur is proposed, and the relationship of our mechanism with gene-culture coevolutionary models is discussed. (shrink)

This article takes an evolutionary “reverse engineering” standpoint on Homo discens, learning man, to track down the mechanisms that played a pivotal role in the natural selection of human being. The approach is “evolutionary sociological”—as opposed to gene-centred or psychologising—and utilises notions of co-evolutionary organism–environment transactions and niche construction. These are compatible with a Deweyan theory of action, which entails that in action one cannot but learn and one can only learn in action. Special attention is paid to apprentice-like learning-by-doing (...) peculiar to human socio-cultural niches since the Pleistocene, which has permitted each subsequent generation to learn the many habits and skills needed in utilising the affordances of action that constitute their ecological niche. Affordances and actions have changed over the history of human–environment transactions, but the core mechanisms of human learning have not changed much. It is increasingly important to appreciate these mechanisms now in the global age “knowledge society,” which is in a way similar to the Pleistocene era: characterised by uncertainty and life-determining problem-situations without any ready-made solutions, it calls for capacities to adapt to changing circumstances, and thus apprentice-like learning in action supported by savvy epistemological engineering of learning environments. (shrink)

The presence of general intelligence poses a major evolutionary puzzle, which has led to increased interest in its presence in nonhuman animals. The aim of this review is to critically evaluate this question and to explore the implications for current theories about the evolution of cognition. We first review domain-general and domain-specific accounts of human cognition in order to situate attempts to identify general intelligence in nonhuman animals. Recent studies are consistent with the presence of general intelligence in mammals (rodents (...) and primates). However, the interpretation of a psychometricgfactor as general intelligence needs to be validated, in particular in primates, and we propose a range of such tests. We then evaluate the implications of general intelligence in nonhuman animals for current theories about its evolution and find support for the cultural intelligence approach, which stresses the critical importance of social inputs during the ontogenetic construction of survival-relevant skills. The presence of general intelligence in nonhumans implies that modular abilities can arise in two ways, primarily through automatic development with fixed content and secondarily through learning and automatization with more variable content. The currently best-supported model, for humans and nonhuman vertebrates alike, thus construes the mind as a mix of skills based on primary and secondary modules. The relative importance of these two components is expected to vary widely among species, and we formulate tests to quantify their strength. (shrink)

The past 15 years occasioned an extraordinary blossoming of research into the cognitive and affective mechanisms that support moral judgment and behavior. This growth in our understanding of moral mechanisms overshadowed a crucial and complementary question, however: How are they learned? As this special issue of the journal Cognition attests, a new crop of research into moral learning has now firmly taken root. This new literature draws on recent advances in formal methods developed in other domains, such as Bayesian inference, (...) reinforcement learning and other machine learning techniques. Meanwhile, it also demonstrates how learning and deciding in a social domain—and especially in the moral domain—sometimes involves specialized cognitive systems. We review the contributions to this special issue and situate them within the broader contemporary literature. Our review focuses on how we learn moral values and moral rules, how we learn about personal moral character and relationships, and the philosophical implications of these emerging models. (shrink)