Social Networks and Knowledge Transmission Strategies among Baka Children, Southeastern Cameroon

The ontogeny of social networks in wild great tits (Parus major)

Sociality impacts many biological processes and can be tightly linked to an individual's fitness. To maximize the advantages of group living, many social animals prefer to associate with individuals that provide the most benefits, such as kin, familiar individuals, or those of similar phenotypes. Such social strategies are not necessarily stable over time but can vary with changing selection pressures. In particular, young individuals transitioning to independence should continuously adjust their social behavior in light of developmental changes. However, social strategies exhibited during adolescence in animals are understudied, and the factors underlying social network formation during ontogeny remain elusive. Here, we tracked associations of wild great tits (Parus major) during the transition to independence and across their first year of life. Both spatial and social factors predicted dyadic associations. During the transition to independence in spring, fledglings initially preferred to associate with siblings and peers over non-parent adults. We found no evidence for preferred associations among juveniles of similar age or fledge weight during that time but weak evidence for some potential inheritance of the parental social network. By autumn, after juveniles had reached full independence, they exhibited social strategies similar to those of adults by establishing stable social ties based on familiarity that persisted through winter into the next spring. Overall, this research demonstrates dynamic changes in social networks during ontogeny in a species with a fast life history and limited parental care, which likely reflect changes in selective pressures. It further highlights the importance of long-term social bonds based on familiarity in this species.

Traditional knowledge of plants used in hunting and fishing practices among Baka hunter-gatherers of eastern Cameroon

BACKGROUND

Baka hunter-gatherers have a well-developed traditional knowledge of using plants for a variety of purposes including hunting and fishing. However, comprehensive documentation on the use of plants for hunting and fishing in eastern Cameroon is still lacking.

METHOD

This study aimed at recording plants used for hunting and fishing practices, using focus group discussion, interviews and field surveys with 165 Baka members (90 men and 75 women) of different age groups in 6 villages.

RESULTS

The most frequent techniques used for hunting and fishing are the use of animal traps, fishing lines, dam fishing, hunting with dogs and spear hunting. We recorded a total of 176 plant species used in various hunting practices, the most frequently cited one being Zanthoxylum gilletii (De Wild.) P.G.Waterman, Greenwayodendron suaveolens (Engl. & Diels) Verdc., Microcos coriacea (Mast.) Burret, Calamus deërratus G.Mann & H.Wendl. and Drypetes sp. These plants are used for a variety of purposes, most frequently as hunting luck, psychoactive for improving the dog's scent and capacity for hunting, materials for traps, and remedies for attracting animals and for making the hunter courageous.

CONCLUSION

Plants used for hunting purposes here are embedded in a complex ecological and cultural context based on morphological characteristics, plant properties and local beliefs. This study provides a preliminary report and leaves room for further investigations to improve the documentation of the traditional knowledge systems of the studied community.

Short-term temporal analysis and children's knowledge of the composition of important medicinal plants: the structural core hypothesis

BACKGROUND

Measures of the importance of medicinal plants have long been used in ethnobotany and ethnobiology to understand the influence of social-ecological system factors in the formation of individuals' differential knowledge and use. However, there is still a gap in empirical studies that seek to understand the temporal aspects of this process.

METHODS

To overcome this issue, we used the concept of the structural core of medicinal plants, a theoretical-evolutionary model, which argues that the importance of medicinal plant resources is related to the increase in individual and population fitness. It represents the set of the most effective and available resources that would treat the most common diseases in an environment. This composition of knowledge would be conservative over space and time. To test these questions, we hypothesized that the composition of the structural core remains constant during temporal changes in a social-ecological context, and that the composition of the infantile structural core (new generation) is similar to that of the adults (older generation). For 2 years, we tracked the structure of important medicinal plants among the same 49 residents of a community located in Vale do Catimbau in Pernambuco, Brazil. We also compared the importance of the medicinal plants among two different generations, children/adolescents and adults, in the same space/time context.

RESULTS AND CONCLUSION

Our results refuted both hypotheses. Regarding the composition of important medicinal plants through temporal variations and for children's learning, our results were not predicted by the model. This suggests that the structural core should not be regarded as a conservative phenomenon, but rather a congenital, dynamic, and plastic occurrence that has adapted to configure itself as a short-term population response to the treatment of local diseases.

Green pharmacy at the tips of your toes: medicinal plants used by Setos and Russians of Pechorsky District, Pskov Oblast (NW Russia)

BACKGROUND

While the hybridization of ecological knowledge has attracted substantial attention from researchers, the coexistence of local and allopathic medicinal traditions in literate societies widely exposed to centralized schooling and medical services has not yet been investigated. To this end, we studied the current and remembered local ethnomedical practices of Setos and neighboring Russians at the border with Estonia.

METHODS

During 2018-2019, we carried out 62 semi-structured interviews in the Pechorsky District of Pskov Oblast, NW Russia. For cross-border comparison, we utilized the data from 71 interviews carried out at the same time among Setos in Estonia. The Jaccard Similarity Index and qualitative comparison were used to analyze the data.

RESULTS

The study participants mentioned 819 uses of 112 taxa belonging to 54 families. More than two-thirds of the uses (565) were quoted by 36 Russian interviewees, while the remaining third (254) were quoted by 26 Seto interviewees, with the top 3 in both groups being Viburnum opulus, Rubus idaeus, and Plantago major. The Seto intraethnic similarity index was lower (0.43) than the interethnic similarity in Estonia (0.52) and comparable to the interethnic similarity in Russia (0.43). Setos in Russia and local Russians rely more on wild plants (86% and 80% of medicinal plants, respectively), while Setos in Estonia and Estonians show less preference to them (63% and 61%, respectively). Nevertheless, Setos tend to source wild plants available in their gardens (33% of plants for Setos in Estonia and 38% in Russia), while Russians prefer to source them in the wild (38%).

CONCLUSIONS

The preference of both groups in Russia for wild plants over cultivated and purchased plants was inspired by the overall plant literacy, access to nature, and one-to-many knowledge transfer favoring wild plants. Setos in Russia reported a narrower and more homogenous set of plants transferred vertically. However, due to atomization and the erosion of horizontal connections, there are singular plant uses among Setos that overlap with the local Russian set of medicinal plants and differ qualitatively from that of Setos in Estonia.

Methodological advances for hypothesis-driven ethnobiology

Ethnobiology as a discipline has evolved increasingly to embrace theory-inspired and hypothesis-driven approaches to study why and how local people choose plants and animals they interact with and use for their livelihood. However, testing complex hypotheses or a network of ethnobiological hypotheses is challenging, particularly for data sets with non-independent observations due to species phylogenetic relatedness or socio-relational links between participants. Further, to account fully for the dynamics of local ecological knowledge, it is important to include the spatially explicit distribution of knowledge, changes in knowledge, and knowledge transmission and use. To promote the use of advanced statistical modelling approaches that address these limitations, we synthesize methodological advances for hypothesis-driven research in ethnobiology while highlighting the need for more figures than tables and more tables than text in ethnobiological literature. We present the ethnobiological motivations for conducting generalized linear mixed-effect modelling, structural equation modelling, phylogenetic generalized least squares, social network analysis, species distribution modelling, and predictive modelling. For each element of the proposed ethnobiologists quantitative toolbox, we present practical applications along with scripts for a widespread implementation. Because these statistical modelling approaches are rarely taught in most ethnobiological programs but are essential for careers in academia or industry, it is critical to promote workshops and short courses focused on these advanced methods. By embracing these quantitative modelling techniques without sacrificing qualitative approaches which provide essential context, ethnobiology will progress further towards an expansive interaction with other disciplines.

The role of schools as an opportunity for transmission of local knowledge about useful Restinga plants: experiences in southeastern Brazil

BACKGROUND

The study of cultural transmission can help identify processes that influence knowledge systems dynamics and evolution, especially during childhood and youth, which are fundamental phases in acquiring survival skills. In this sense, we use the knowledge about useful restinga plants (Brazilian coastal vegetation) as an analytical model to describe, compare, and analyze cultural transmission during youth, while factoring in origin, in the Cabo Frio region, southeastern Brazil. We tested (1) whether transmission of knowledge is conservative, (2) whether immigration events define the transmission modes, (3) whether teaching is the most important social transmission cognitive process, and (4) which type of stimulus/context is most important for the knowledge transmission process.

METHODS

Questionnaires and free listings were applied to 150 high school students aged between 15 and 20 to obtain information about socioeconomic characteristics, useful plant knowledge, and cultural transmission. We analyzed the distribution of knowledge according to the informant's origin and evaluated the models, processes, and context with which this information was transmitted. The chi-square test was used to determine the association between origin, plant knowledge, and transmission as well as to reveal the most important models, modes, and processes during youth.

RESULTS

Informants provided 299 plant citations ([Formula: see text] = 1.75; s = 1.73) related to 37 species. The categories of the most cited uses were edible (93) and medicinal (32). Statistical results showed that origin did not influence knowledge distribution and transmission. In addition, although the most relevant mode was the conservative (vertical) one, the one-to-many diffuse mode (teacher) was highlighted. The new environmental context for immigrants did not influence transmission, the main transmission process was teaching, and the learning contexts were predominantly school-related.

CONCLUSION

Plant knowledge in youth was related to local edible and medicinal plants, indicating adaptive knowledge linked to material demands for survival. While the initial models for cultural transmission are family (vertical), during the development phase of juveniles, other actors become models (one-to-many). In addition, the nature of the information (survival demand) and age are more relevant to cultural transmission than the socio-environmental context.

"Hunting Otherwise" : Women's Hunting in Two Contemporary Forager-Horticulturalist Societies

Although subsistence hunting is cross-culturally an activity led and practiced mostly by men, a rich body of literature shows that in many small-scale societies women also engage in hunting in varied and often inconspicuous ways. Using data collected among two contemporary forager-horticulturalist societies facing rapid change (the Tsimane' of Bolivia and the Baka of Cameroon), we compare the technological and social characteristics of hunting trips led by women and men and analyze the specific socioeconomic characteristics that facilitate or constrain women's engagement in hunting. Results from interviews on daily activities with 121 Tsimane' (63 women and 58 men) and 159 Baka (83 women and 76 men) show that Tsimane' and Baka women participate in subsistence hunting, albeit using different techniques and in different social contexts than men. We also found differences in the individual and household socioeconomic profiles of Tsimane' and Baka women who hunt and those who do not hunt. Moreover, the characteristics that differentiate hunter and non-hunter women vary from one society to the other, suggesting that gender roles in relation to hunting are fluid and likely to change, not only across societies, but also as societies change.

Where innovations flourish: an ethnographic and archaeological overview of hunter-gatherer learning contexts

Research in developmental psychology suggests that children are poor tool innovators. However, such research often overlooks the ways in which children's social and physical environments may lead to cross-cultural variation in their opportunities and proclivity to innovate. In this paper, we examine contemporary hunter-gatherer child and adolescent contributions to tool innovation. We posit that the cultural and subsistence context of many hunter-gatherer societies fosters behavioural flexibility, including innovative capabilities. Using the ethnographic and developmental literature, we suggest that socialisation practices emphasised in hunter-gatherer societies, including learning through autonomous exploration, adult and peer teaching, play and innovation seeking may bolster children's ability to innovate. We also discuss whether similar socialisation practices can be interpreted from the archaeological record. We end by pointing to areas of future study for understanding the role of children and adolescents in the development of tool innovations across cultures in the past and present.

Development of social learning and play in BaYaka hunter-gatherers of Congo

High-fidelity transmission of information through imitation and teaching has been proposed as necessary for cumulative cultural evolution. Yet, it is unclear when and for which knowledge domains children employ different social learning processes. This paper explores the development of social learning processes and play in BaYaka hunter-gatherer children by analysing video recordings and time budgets of children from early infancy to adolescence. From infancy to early childhood, hunter-gatherer children learn mainly by imitating and observing others’ activities. From early childhood, learning occurs mainly in playgroups and through practice. Throughout childhood boys engage in play more often than girls whereas girls start foraging wild plants from early childhood and spend more time in domestic activities and childcare. Sex differences in play reflect the emergence of sexual division of labour and the play-work transition occurring earlier for girls. Consistent with theoretical models, teaching occurs for skills/knowledge that cannot be transmitted with high fidelity through other social learning processes such as the acquisition of abstract information e.g. social norms. Whereas, observational and imitative learning occur for the transmission of visually transparent skills such as tool use, foraging, and cooking. These results suggest that coevolutionary relationships between human sociality, language and teaching have likely been fundamental in the emergence of human cumulative culture.