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Vale GL, Coughlin C, Brosnan SF. The importance of thinking about the future in culture and cumulative cultural evolution. Philos Trans R Soc Lond B Biol Sci 2022; 377:20210349. [PMID: 36314144 PMCID: PMC9620744 DOI: 10.1098/rstb.2021.0349] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 02/28/2022] [Indexed: 12/21/2023] Open
Abstract
Thinking about possibilities plays a critical role in the choices humans make throughout their lives. Despite this, the influence of individuals' ability to consider what is possible on culture has been largely overlooked. We propose that the ability to reason about future possibilities or prospective cognition, has consequences for cultural change, possibly facilitating the process of cumulative cultural evolution. In particular, by considering potential future costs and benefits of specific behaviours, prospective cognition may lead to a more flexible use of cultural behaviours. In species with limited planning abilities, this may lead to the development of cultures that promote behaviours with future benefits, circumventing this limitation. Here, we examine these ideas from a comparative perspective, considering the relationship between human and nonhuman assessments of future possibilities and their cultural capacity to invent new solutions and improve them over time. Given the methodological difficulties of assessing prospective cognition across species, we focus on planning, for which we have the most data in other species. Elucidating the role of prospective cognition in culture will help us understand the variability in when and how we see culture expressed, informing ongoing debates, such as that surrounding which social learning mechanisms underlie culture. This article is part of the theme issue 'Thinking about possibilities: mechanisms, ontogeny, functions and phylogeny'.
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Affiliation(s)
- G. L. Vale
- Lester E. Fisher Center for the Study and Conservation of Apes, Lincoln Park Zoo, Chicago, IL 60614, USA
- Department of Psychology, Language Research Center, Neuroscience Institute and Center for Behavioral Neuroscience, Georgia State University, Atlanta, GA 30302-5010, USA
| | - C. Coughlin
- Center for Learning and Memory, University of Texas at Austin, 100 East 24th Street, Austin, TX 78712, USA
| | - S. F. Brosnan
- Department of Psychology, Language Research Center, Neuroscience Institute and Center for Behavioral Neuroscience, Georgia State University, Atlanta, GA 30302-5010, USA
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Derex M. Human cumulative culture and the exploitation of natural phenomena. Philos Trans R Soc Lond B Biol Sci 2022; 377:20200311. [PMID: 34894732 PMCID: PMC8666902 DOI: 10.1098/rstb.2020.0311] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/31/2021] [Accepted: 09/09/2021] [Indexed: 02/06/2023] Open
Abstract
Cumulative cultural evolution (CCE)-defined as the process by which beneficial modifications are culturally transmitted and progressively accumulated over time-has long been argued to underlie the unparalleled diversity and complexity of human culture. In this paper, I argue that not just any kind of cultural accumulation will give rise to human-like culture. Rather, I suggest that human CCE depends on the gradual exploitation of natural phenomena, which are features of our environment that, through the laws of physics, chemistry or biology, generate reliable effects which can be exploited for a purpose. I argue that CCE comprises two distinct processes: optimizing cultural traits that exploit a given set of natural phenomena (Type I CCE) and expanding the set of natural phenomena we exploit (Type II CCE). I argue that the most critical features of human CCE, including its open-ended dynamic, stems from Type II CCE. Throughout the paper, I contrast the two processes and discuss their respective socio-cognitive requirements. This article is part of a discussion meeting issue 'The emergence of collective knowledge and cumulative culture in animals, humans and machines'.
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Affiliation(s)
- Maxime Derex
- CNRS, Institute for Advanced Study in Toulouse, University of Toulouse 1 Capitole, France
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Singh M, Acerbi A, Caldwell CA, Danchin É, Isabel G, Molleman L, Scott-Phillips T, Tamariz M, van den Berg P, van Leeuwen EJC, Derex M. Beyond social learning. Philos Trans R Soc Lond B Biol Sci 2021; 376:20200050. [PMID: 33993759 PMCID: PMC8126463 DOI: 10.1098/rstb.2020.0050] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2020] [Accepted: 01/18/2021] [Indexed: 11/12/2022] Open
Abstract
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'.
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Affiliation(s)
- Manvir Singh
- Institute for Advanced Study in Toulouse, Toulouse 31015, France
| | - Alberto Acerbi
- Center for Culture and Evolution, Brunel University London, Uxbridge UB8 3PH, UK
| | | | - Étienne Danchin
- Laboratoire Évolution and Diversité Biologique (EDB, UMR5174), Université Fédérale de Toulouse, CNRS, IRD, 31062 Toulouse cedex 9, France
| | - Guillaume Isabel
- Centre de Recherches sur la Cognition Animale, Centre de Biologie Intégrative, Université Fédérale de Toulouse, CNRS, UPS, 31062 Toulouse cedex 9, France
| | - Lucas Molleman
- Amsterdam Brain and Cognition, University of Amsterdam, 1018 WT Amsterdam, The Netherlands
| | - Thom Scott-Phillips
- Department of Cognitive Science, Central European University, Budapest 1051, Hungary
| | - Monica Tamariz
- Department of Psychology, Heriot-Watt University, Edinburgh EH14 4AS, UK
| | | | - Edwin J. C. van Leeuwen
- Department of Biology, University of Antwerp, 2610 Wilrijk, Belgium
- Centre for Research and Conservation, Royal Zoological Society of Antwerp, 2018 Antwerp, Belgium
| | - Maxime Derex
- Institute for Advanced Study in Toulouse, Toulouse 31015, France
- Centre National de la Recherche Scientifique, UMR 5314, Toulouse 31015, France
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Lucas AJ, Kings M, Whittle D, Davey E, Happé F, Caldwell CA, Thornton A. The value of teaching increases with tool complexity in cumulative cultural evolution. Proc Biol Sci 2020. [PMID: 33203332 DOI: 10.1098/rspb.2020.1885rspb20201885] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/15/2023] Open
Abstract
Human cumulative cultural evolution (CCE) is recognized as a powerful ecological and evolutionary force, but its origins are poorly understood. The long-standing view that CCE requires specialized social learning processes such as teaching has recently come under question, and cannot explain why such processes evolved in the first place. An alternative, but largely untested, hypothesis is that these processes gradually coevolved with an increasing reliance on complex tools. To address this, we used large-scale transmission chain experiments (624 participants), to examine the role of different learning processes in generating cumulative improvements in two tool types of differing complexity. Both tool types increased in efficacy across experimental generations, but teaching only provided an advantage for the more complex tools. Moreover, while the simple tools tended to converge on a common design, the more complex tools maintained a diversity of designs. These findings indicate that the emergence of cumulative culture is not strictly dependent on, but may generate selection for, teaching. As reliance on increasingly complex tools grew, so too would selection for teaching, facilitating the increasingly open-ended evolution of cultural artefacts.
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Affiliation(s)
- Amanda J Lucas
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Michael Kings
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Devi Whittle
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Emma Davey
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Francesca Happé
- Social, Genetic, and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London SE5 8AF, UK
| | | | - Alex Thornton
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
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Lucas AJ, Kings M, Whittle D, Davey E, Happé F, Caldwell CA, Thornton A. The value of teaching increases with tool complexity in cumulative cultural evolution. Proc Biol Sci 2020; 287:20201885. [PMID: 33203332 DOI: 10.1098/rspb.2020.1885] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
Human cumulative cultural evolution (CCE) is recognized as a powerful ecological and evolutionary force, but its origins are poorly understood. The long-standing view that CCE requires specialized social learning processes such as teaching has recently come under question, and cannot explain why such processes evolved in the first place. An alternative, but largely untested, hypothesis is that these processes gradually coevolved with an increasing reliance on complex tools. To address this, we used large-scale transmission chain experiments (624 participants), to examine the role of different learning processes in generating cumulative improvements in two tool types of differing complexity. Both tool types increased in efficacy across experimental generations, but teaching only provided an advantage for the more complex tools. Moreover, while the simple tools tended to converge on a common design, the more complex tools maintained a diversity of designs. These findings indicate that the emergence of cumulative culture is not strictly dependent on, but may generate selection for, teaching. As reliance on increasingly complex tools grew, so too would selection for teaching, facilitating the increasingly open-ended evolution of cultural artefacts.
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Affiliation(s)
- Amanda J Lucas
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Michael Kings
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Devi Whittle
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Emma Davey
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Francesca Happé
- Social, Genetic, and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London SE5 8AF, UK
| | | | - Alex Thornton
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
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Abstract
Cumulative technological culture (CTC) refers to the increase in the efficiency and complexity of tools and techniques in human populations over generations. A fascinating question is to understand the cognitive origins of this phenomenon. Because CTC is definitely a social phenomenon, most accounts have suggested a series of cognitive mechanisms oriented toward the social dimension (e.g., teaching, imitation, theory of mind, and metacognition), thereby minimizing the technical dimension and the potential influence of non-social, cognitive skills. What if we have failed to see the elephant in the room? What if social cognitive mechanisms were only catalyzing factors and not the sufficient and necessary conditions for the emergence of CTC? In this article, we offer an alternative, unified cognitive approach to this phenomenon by assuming that CTC originates in non-social cognitive skills, namely technical-reasoning skills which enable humans to develop the technical potential necessary to constantly acquire and improve technical information. This leads us to discuss how theory of mind and metacognition, in concert with technical reasoning, can help boost CTC. The cognitive approach developed here opens up promising new avenues for reinterpreting classical issues (e.g., innovation, emulation vs. imitation, social vs. asocial learning, cooperation, teaching, and overimitation) in a field that has so far been largely dominated by other disciplines, such as evolutionary biology, mathematics, anthropology, archeology, economics, and philosophy.
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Gruber T, Zuberbühler K, Clément F, van Schaik C. Apes have culture but may not know that they do. Front Psychol 2015; 6:91. [PMID: 25705199 PMCID: PMC4319388 DOI: 10.3389/fpsyg.2015.00091] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2014] [Accepted: 01/16/2015] [Indexed: 11/13/2022] Open
Abstract
There is good evidence that some ape behaviors can be transmitted socially and that this can lead to group-specific traditions. However, many consider animal traditions, including those in great apes, to be fundamentally different from human cultures, largely because of lack of evidence for cumulative processes and normative conformity, but perhaps also because current research on ape culture is usually restricted to behavioral comparisons. Here, we propose to analyze ape culture not only at the surface behavioral level but also at the underlying cognitive level. To this end, we integrate empirical findings in apes with theoretical frameworks developed in developmental psychology regarding the representation of tools and the development of metarepresentational abilities, to characterize the differences between ape and human cultures at the cognitive level. Current data are consistent with the notion of apes possessing mental representations of tools that can be accessed through re-representations: apes may reorganize their knowledge of tools in the form of categories or functional schemes. However, we find no evidence for metarepresentations of cultural knowledge: apes may not understand that they or others hold beliefs about their cultures. The resulting Jourdain Hypothesis, based on Molière’s character, argues that apes express their cultures without knowing that they are cultural beings because of cognitive limitations in their ability to represent knowledge, a determining feature of modern human cultures, allowing representing and modifying the current norms of the group. Differences in metarepresentational processes may thus explain fundamental differences between human and other animals’ cultures, notably limitations in cumulative behavior and normative conformity. Future empirical work should focus on how animals mentally represent their cultural knowledge to conclusively determine the ways by which humans are unique in their cultural behavior.
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Affiliation(s)
- Thibaud Gruber
- Department of Comparative Cognition, Institute of Biology, University of Neuchâtel Neuchâtel, Switzerland
| | - Klaus Zuberbühler
- Department of Comparative Cognition, Institute of Biology, University of Neuchâtel Neuchâtel, Switzerland ; School of Psychology and Neuroscience, University of St Andrews St Andrews, UK
| | - Fabrice Clément
- Cognitive Science Centre, University of Neuchâtel Neuchâtel, Switzerland
| | - Carel van Schaik
- Anthropological Institute and Museum, University of Zürich Zürich, Switzerland
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Fogarty L, Rendell L, Laland K. Mental time travel, memory and the social learning strategies tournament. LEARNING AND MOTIVATION 2012. [DOI: 10.1016/j.lmot.2012.05.009] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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