Childhood Teaching and Learning among Savanna Pumé Hunter-Gatherers: Mismatch between Foraging and Postindustrial Societies

Child and adolescent foraging: New directions in evolutionary research

Young children and adolescents in subsistence societies forage for a wide range of resources. They often target child-specific foods, they can be very successful foragers, and they share their produce widely within and outside of their nuclear family. At the same time, while foraging, they face risky situations and are exposed to diseases that can influence their immune development. However, children's foraging has largely been explained in light of their future (adult) behavior. Here, we reinterpret findings from human behavioral ecology, evolutionary medicine and cultural evolution to center foraging children's contributions to life history evolution, community resilience and immune development. We highlight the need to foreground immediate alongside delayed benefits and costs of foraging, including inclusive fitness benefits, when discussing children's food production from an evolutionary perspective. We conclude by recommending that researchers carefully consider children's social and ecological context, develop cross-cultural perspectives, and incorporate children's foraging into Indigenous sovereignty discourse.

Understanding patch foraging strategies across development

Patch foraging is a near-ubiquitous behaviour across the animal kingdom and characterises many decision-making domains encountered by humans. We review how a disposition to explore in adolescence may reflect the evolutionary conditions under which hunter-gatherers foraged for resources. We propose that neurocomputational mechanisms responsible for reward processing, learning, and cognitive control facilitate the transition from exploratory strategies in adolescence to exploitative strategies in adulthood - where individuals capitalise on known resources. This developmental transition may be disrupted by psychopathology, as there is emerging evidence of biases in explore/exploit choices in mental health problems. Explore/exploit choices may be an informative marker for mental health across development and future research should consider this feature of decision-making as a target for clinical intervention.

Teaching strategies are shaped by experience with formal education: Experimental evidence from caregiver-child dyads in two Tannese communities

Humans are extraordinary in the extent to which we rely on cumulative culture to act upon and make sense of our environment. Teaching is one social learning process thought to be fundamental to the evolution of cumulative culture as a means of adaptation in our species. However, the frequency of teaching and how we teach are known to vary across human sociocultural contexts. Understanding this variation adds to our understanding of the complex interplay between cognition and culture in shaping learning behavior but also contributes to theory around the costs and benefits of different social learning processes. Here, we examined how prior experience with formal education is related to the frequency and diversity of teaching behaviors in an experimental paradigm where caregivers were motivated (but not instructed) to teach a simple skill to a child (7-10 years old). We identified and coded a suite of subtle nonverbal behaviors that could be construed as facilitating learning. Dyads (n = 64) were recruited from two communities on Tanna Island that differ in their experience with formal schooling and their acceptance of Western institutions. We found evidence for parallel teaching strategies in both communities. However, the rate and diversity of teaching behaviors were positively associated with caregiver's experience with formal schooling and independently and negatively associated with being from a village that rejects Western-derived institutions. These results further our understanding of how multiple cultural processes influence social learning and highlights the powerful influence of formal schooling on the cultural evolution of teaching in humans.

Female cooperation: evolutionary, cross-cultural and ethnographic evidence

Women and girls cooperate with each other across many domains and at many scales. However, much of this information is buried in the ethnographic record and has been overlooked in theoretic constructions of the evolution of human sociality and cooperation. The assumed primacy of male bonding, hunting, patrilocality and philopatry has dominated the discussion of cooperation without balanced consideration. A closer look at the ethnographic record reveals that in addition to cooperative childcare and food production, women and girls collectively form coalitions, have their own cooperative political, ceremonial, economic and social institutions, and develop female-based exchange and support networks. The numerous ethnographic examples of female cooperation urge reconsideration of gender stereotypes and the limits of female cooperation. This review brings together theoretic, cross-cultural and cross-lifespan research on female cooperation to present a more even and empirically supported view of female sociality. Following the lead from trends in evolutionary biology and sexual selection theory, the hope going forward is that the focus shifts from rote characterizations of sex differences to highlighting sources of variation and conditions that enhance or constrain female cooperative engagement. This article is part of the theme issue 'Cooperation among women: evolutionary and cross-cultural perspectives'.

Foraging complexity and the evolution of childhood

Our species' long childhood is hypothesized to have evolved as a period for learning complex foraging skills. Researchers studying the development of foraging proficiency have focused on assessing this hypothesis, yet studies present inconsistent conclusions regarding the connection between foraging skill development and niche complexity. Here, we leverage published records of child and adolescent foragers from 28 societies to (i) quantify how skill-intensive different resources are and (ii) assess whether children's proficiency increases more slowly for more skill-intensive resources. We find that foraging returns increase slowly for more skill-intensive, difficult-to-extract resources (tubers and game), consistent with peak productivity attained in adulthood. Foraging returns for easier-to-extract resources (fruit and fish/shellfish) increase rapidly during childhood, with adult levels of productivity reached by adolescence. Our findings support the view that long childhoods evolved as an extended period for learning to extract complex resources characteristic of the human foraging niche.

Let’s Play at Digging

Extractive foraging tasks, such as digging, are broadly practiced among hunter-gatherer populations in different ecological conditions. Despite tuber-gathering tasks being widely practiced by children and adolescents, little research has focused on the physical traits associated with digging ability. Here, we assess how age and energetic expenditure affect the performance of this extractive task. Using an experimental approach, the energetic cost of digging to extract simulated tubers is evaluated in a sample of 40 urban children and adolescents of both sexes to measure the intensity of the physical effort and the influence of several anatomical variables. Digging is a moderately vigorous activity for inexperienced girls and boys from 8 to 14 years old, and it requires significant physical effort depending on strength and body size. However, extracting subterranean resources is a task that may be performed effectively without previous training. Sex-specific and age-specific differences in the net energy expenditure of digging were detected, even though both sexes exhibited similar proficiency levels when performing the task. Our results highlight that both boys and girls spend considerable energy while digging, with differences largely driven by body size and age. Other factors beyond ability and experience, such as strength and body size, may influence the proficiency of juveniles in performing certain physically intensive foraging tasks, such as gathering tubers.

Socioecology shapes child and adolescent time allocation in twelve hunter-gatherer and mixed-subsistence forager societies

A key issue distinguishing prominent evolutionary models of human life history is whether prolonged childhood evolved to facilitate learning in a skill- and strength-intensive foraging niche requiring high levels of cooperation. Considering the diversity of environments humans inhabit, children’s activities should also reflect local social and ecological opportunities and constraints. To better understand our species’ developmental plasticity, the present paper compiled a time allocation dataset for children and adolescents from twelve hunter-gatherer and mixed-subsistence forager societies (n = 690; 3–18 years; 52% girls). We investigated how environmental factors, local ecological risk, and men and women’s relative energetic contributions were associated with cross-cultural variation in child and adolescent time allocation to childcare, food production, domestic work, and play. Annual precipitation, annual mean temperature, and net primary productivity were not strongly associated with child and adolescent activity budgets. Increased risk of encounters with dangerous animals and dehydration negatively predicted time allocation to childcare and domestic work, but not food production. Gender differences in child and adolescent activity budgets were stronger in societies where men made greater direct contributions to food production than women. We interpret these findings as suggesting that children and their caregivers adjust their activities to facilitate the early acquisition of knowledge which helps children safely cooperate with adults in a range of social and ecological environments. These findings compel us to consider how childhood may have also evolved to facilitate flexible participation in productive activities in early life.

Sex differences in adipose development in a hunter-gatherer population

OBJECTIVE

Humans are unusually sexually dimorphic in body composition, with adult females having on average nearly twice the fat mass as males. The development of adipose sex differences has been well characterized for children growing up in food-abundant environments, with less known about cross-cultural variation, particularly in populations without exposure to market foods, mechanized technologies, schooling, vaccination, or other medical interventions.

METHODS

To add to the existing cross-cultural data, we fit multiple growth curves to body composition and anthropometric data to describe adipose development for the Savanna Pumé, South American hunter-gatherers.

RESULTS

(1) Little evidence is found for an adiposity 'rebound' at the end of early childhood among either Savanna Pumé girls or boys. (2) Rather, fat deposition fluctuates during childhood, from age ~4 to ~9 years, with no appreciable accumulation until the onset of puberty, a pattern also observed among Congo Baka hunter-gatherers. (3) Body fat fluctuations are more pronounced for girls than boys. (4) The age of peak skeletal, weight, and adipose gains are staggered to a much greater extent among the Savanna Pumé compared to the National Health and Nutrition Examination Survey (NHANES III) reference, suggesting this is an important developmental strategy in lean populations.

CONCLUSION

Documenting growth patterns under diverse preindustrial energetic conditions provides an important baseline for understanding sex differences in body fat emerging today under food abundance.

How small-scale societies achieve large-scale cooperation

For most of our species' history, humans have lived in relatively small subsistence communities, often called small-scale societies. While these groups lack centralized institutions, they can and often do maintain large-scale cooperation. Here, we explore several mechanisms promoting cooperation in small-scale societies, including (a) the development of social norms that encourage prosocial behavior, (b) reciprocal exchange relationships, (c) reputation that facilitates high-cost cooperation, (d) relational wealth, and (e) risk buffering institutions. We illustrate these with ethnographic and psychological evidence from contemporary small-scale societies. We argue that these mechanisms for cooperation helped past and present small-scale communities adapt to diverse ecological and social niches.

The Human Family—Its Evolutionary Context and Diversity

The family defines many aspects of our daily lives, and expresses a wide array of forms across individuals, cultures, ecologies and time. While the nuclear family is the norm today in developed economies, it is the exception in most other historic and cultural contexts. Yet, many aspects of how humans form the economic and reproductive groups that we recognize as families are distinct to our species. This review pursues three goals: to overview the evolutionary context in which the human family developed, to expand the conventional view of the nuclear family as the ‘traditional family’, and to provide an alternative to patrifocal explanations for family formation. To do so, first those traits that distinguish the human family are reviewed with an emphasis on the key contributions that behavioral ecology has made toward understanding dynamics within and between families, including life history, kin selection, reciprocity and conflict theoretical frameworks. An overview is then given of several seminal debates about how the family took shape, with an eye toward a more nuanced view of male parental care as the basis for family formation, and what cooperative breeding has to offer as an alternative perspective.

Ecological and Developmental Perspectives on Social Learning : Introduction to the Special Issue

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.