Evolution of improvement and cumulative culture

The importance of thinking about the future in culture and cumulative cultural evolution

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'.

Coevolutionary dynamics of genetic traits and their long-term extended effects under non-random interactions

Organisms continuously modify their living conditions via extended genetic effects on their environment, microbiome, and in some species culture. These effects can impact the fitness of current but also future conspecifics due to non-genetic transmission via ecological or cultural inheritance. In this case, selection on a gene with extended effects depends on the degree to which current and future genetic relatives are exposed to modified conditions. Here, we detail the selection gradient on a quantitative trait with extended effects in a patch-structured population, when gene flow between patches is limited and ecological inheritance within patches can be biased towards offspring. Such a situation is relevant to understand evolutionary driven changes in individual condition that can be preferentially transmitted from parent to offspring, such as cellular state, micro-environments (e.g., nests), pathogens, microbiome, or culture. Our analysis quantifies how the interaction between limited gene flow and biased ecological inheritance influences the joint evolutionary dynamics of traits together with the conditions they modify, helping understand adaptation via non-genetic modifications. As an illustration, we apply our analysis to a gene-culture coevolution scenario in which genetically-determined learning strategies coevolve with adaptive knowledge. In particular, we show that when social learning is synergistic, selection can favour strategies that generate remarkable levels of knowledge under intermediate levels of both vertical cultural transmission and limited dispersal. More broadly, our theory yields insights into the interplay between genetic and non-genetic inheritance, with implications for how organisms evolve to transform their environments.

Cultural skill and language: How structuration affects cultural evolution

The existence of complex structures involved in cultural skills is one of the unique characteristics in humans. Since human language is also complexly structured, we can presume that the ability to merge and divide units (structuration ability) contributes to their existence. To investigate the emergence of structuration ability archeologically, we must confirm its effect on cultural evolution. Using mathematical models, we study whether structuration ability leads to an increase in the difficulty of the cultural skills that can be maintained in the population. We show that even if individuals have structuration ability, the maximum difficulty of a maintainable cultural skill is unchanged provided that the individuals must learn every component skill step by step to master the structured skill; however, if individuals can learn each component skill in parallel, the maximum difficulty might increase. When the cultural skill affects the mortality or injury rate of its carriers, the structuration ability inhibits cultural evolution under some conditions. These results indicate the importance of the learning process and the role of structured cultural skills on cultural evolution.

Cultural sexual selection in monogamous human populations

In humans, both sexes sometimes show peculiar mating preferences that do not appear to increase their fitness either directly or indirectly. As humans may transmit their preferences and target culturally, and these may be artificially modifiable, I develop theoretical models where a preference and/or a trait are culturally transmitted with a restriction of the trait modification. I assume a monogamous population where some individuals fail to find a mate, and this affects the preference and the trait in the next time step. I show that a strong aversion to, or high tolerance of, failed individuals are necessary for the evolution of irrational preferences that neither seek good genes nor any direct benefit. This evolution is more likely to occur when the preference and/or the trait are cultural rather than genetic. These results may partly explain why humans sometimes show mating preferences for exaggerated physical and cultural traits.

The effect of trauma on Neanderthal culture: A mathematical analysis

Traumatic lesions are often observed in ancient skeletal remains. Since ancient medical technology was immature, severely traumatized individuals may have frequently lost the physical ability for cultural skills that demand complex body movements. I develop a mathematical model to analyze the effect of trauma on cultural transmission and apply it to Neanderthal culture using Neanderthal fossil data. I estimate from the data that the proportion of adult individuals who suffered traumatic injuries before death was approximately 0.79-0.94, in which 0.37-0.52 were injured severely and 0.13-0.19 were injured before adulthood. Assuming that every severely traumatized individual and a quarter to a half of the other traumatized individuals lost the capacity for a cultural skill that demands complex control of the traumatized body part, I estimate that if an upper limb is associated with a cultural skill, each individual had to communicate closely with at least 1.5-2.6 individuals during adulthood to maintain the skill in Neanderthal society, and if a whole body is associated, at least 3.1-11.5 individuals were necessary. If cultural transmissions between experts and novices were inaccurate, or if low frequency skills easily disappeared from the population due to random drift, more communicable individuals were necessary. Since the community size of Neanderthals was very small, their high risk of injury may have inhibited the spread of technically difficult cultural skills in their society. It may be important to take this inhibition into consideration when we study Neanderthal culture and the replacement of Neanderthals by modern humans.

Imitation is necessary for cumulative cultural evolution in an unfamiliar, opaque task

Imitation, the replication of observed behaviors, has been proposed as the crucial social learning mechanism for the generation of humanlike cultural complexity. To date, the single published experimental microsociety study that tested this hypothesis found no advantage for imitation. In contrast, the current paper reports data in support of the imitation hypothesis. Participants in "microsociety" groups built weight-bearing devices from reed and clay. Each group was assigned to one of four conditions: three social learning conditions and one asocial learning control condition. Groups able to observe other participants building their devices, in contrast to groups that saw only completed devices, show evidence of successive improvement. These results are consistent with the hypothesis that imitation is required for cumulative cultural evolution. This study adds crucial data for understanding why imitation is needed for cultural accumulation, a central defining feature of our species.

The effect of cultural interaction on cumulative cultural evolution

Cultural transmission and cultural evolution are important for animals, especially for humans. I developed a new analytical model of cultural evolution, in which each newborn learns cultural traits from multiple individuals (exemplars) in parental generation, individually explores around learned cultural traits, judges the utility of known cultural traits, and adopts a mature cultural trait. Cultural evolutionary speed increases when individuals explore a wider range of cultural traits, accurately judge the skill level of cultural traits (strong direct bias), do not strongly conform to the population mean, increase the exploration range according to the variety of socially learned cultural traits (condition dependent exploration), and make smaller errors in social learning. Number of exemplars, population size, similarity of cultural traits between exemplars, and one-to-many transmission have little effect on cultural evolutionary speed. I also investigated how cultural interaction between two populations with different mean skill levels affects their cultural evolution. A population sometimes increases in skill level more if it encounters a less skilled population than if it does not encounter anyone. A less skilled population sometimes exceeds a more skilled population in skill level by cultural interaction between both populations. The appropriateness of this analytical method is confirmed by individual-based simulations.