Costly teaching contributes to the acquisition of spear hunting skill among BaYaka forager adolescents

The archaeological visibility of chimpanzee (Pan troglodytes) nut-cracking

The earliest evidence for complex tool use in the archaeological record dates to 3.3 Ma. While wooden tools may have been used by our earliest ancestors, the evidence is absent due to poor preservation. However, insights into possible early hominin wooden tool use can be gained from observing the tool-use practices of our closest living relatives, chimpanzees (Pan troglodytes). By using stone hammers used to crack various nuts, chimpanzees leave a durable material signature comprised of formal tools and associated diagnostic fragments. While the archaeological evidence of chimpanzee wooden tool use is temporary, the combination of stone hammers and wooden anvils can create a more enduring lithic record. This study explores the lithic assemblages associated with wooden and stone anvil use at nut-cracking sites in Taï National Park, Côte d'Ivoire, using technological and use-wear analyses. Our results indicate clear differences in density, fracture patterns, and use-wear in the lithic records between wooden anvil and stone anvil sites. New archaeological excavations at six chimpanzee nut-cracking sites reveal that the anvils' material directly influences the visibility of nut-cracking evidence in the archaeological record. By examining the nature of the lithic signatures associated with wooden anvil and stone anvil use by chimpanzees, we can formulate hypotheses about the probability of such behaviors being preserved and identifiable in the Plio-Pleistocene hominin archaeological record. The variability in material signatures from nut-cracking on different anvils suggests that stone anvils leave a clear archaeological record. Evidence for wooden anvil use is likely underrepresented due to the more ephemeral nature of the associated percussive damage and material signature. It may, however, still be possible, albeit challenging, to identify wooden anvil use in the archaeological record.

First direct evidence of lion hunting and the early use of a lion pelt by Neanderthals

During the Upper Paleolithic, lions become an important theme in Paleolithic art and are more frequent in anthropogenic faunal assemblages. However, the relationship between hominins and lions in earlier periods is poorly known and primarily interpreted as interspecies competition. Here we present new evidence for Neanderthal-cave lion interactions during the Middle Paleolithic. We report new evidence of hunting lesions on the 48,000 old cave lion skeleton found at Siegsdorf (Germany) that attest to the earliest direct instance of a large predator kill in human history. A comparative analysis of a partial puncture to a rib suggests that the fatal stab was delivered with a wooden thrusting spear. We also present the discovery of distal lion phalanges at least 190,000 old from Einhornhöhle (Germany), representing the earliest example of the use of cave lion skin by Neanderthals in Central Europe. Our study provides novel evidence on a new dimension of Neanderthal behavioral complexity.

Atlatl use equalizes female and male projectile weapon velocity

The atlatl is a handheld, rod-shaped device that employs leverage to launch a dart, and represents a major human technological innovation. One hypothesis for forager atlatl adoption over its presumed predecessor, the thrown javelin, is that a diverse array of people could achieve equal performance results, thereby facilitating inclusive participation of more people in hunting activities. We tested this hypothesis via a systematic assessment of 2160 weapon launch events by 108 people who used both technologies. Our results show that, unlike the javelin, the atlatl equalizes the velocity of female- and male-launched projectiles. This result indicates that a javelin to atlatl transition would have promoted a unification, rather than division, of labor. Moreover, our results suggest that female and male interments with atlatl weaponry should be interpreted similarly.

A double-pointed wooden throwing stick from Schöningen, Germany: Results and new insights from a multianalytical study

The site of Schöningen (Germany), dated to ca. 300,000 years ago, yielded the earliest large-scale record of humanly-made wooden tools. These include wooden spears and shorter double-pointed sticks, discovered in association with herbivores that were hunted and butchered along a lakeshore. Wooden tools have not been systematically analysed to the same standard as other Palaeolithic technologies, such as lithic or bone tools. Our multianalytical study includes micro-CT scanning, 3-dimensional microscopy, and Fourier transform infrared spectroscopy, supporting a systematic technological and taphonomic analysis, thus setting a new standard for wooden tool analysis. In illustrating the biography of one of Schöningen's double-pointed sticks, we demonstrate new human behaviours for this time period, including sophisticated woodworking techniques. The hominins selected a spruce branch which they then debarked and shaped into an aerodynamic and ergonomic tool. They likely seasoned the wood to avoid cracking and warping. After a long period of use, it was probably lost while hunting, and was then rapidly buried in mud. Taphonomic alterations include damage from trampling, fungal attack, root damage and compression. Through our detailed analysis we show that Middle Pleistocene humans had a rich awareness of raw material properties, and possessed sophisticated woodworking skills. Alongside new detailed morphometrics of the object, an ethnographic review supports a primary function as a throwing stick for hunting, indicating potential hunting strategies and social contexts including for communal hunts involving children. The Schöningen throwing sticks may have been used to strategically disadvantage larger ungulates, potentially from distances of up to 30 metres. They also demonstrate that the hominins were technologically capable of capturing smaller fast prey and avian fauna, a behaviour evidenced at contemporaneous Middle Pleistocene archaeological sites.

The cultural evolution of teaching

Teaching is an important process of cultural transmission. Some have argued that human teaching is a cognitive instinct - a form of 'natural cognition' centred on mindreading, shaped by genetic evolution for the education of juveniles, and with a normative developmental trajectory driven by the unfolding of a genetically inherited predisposition to teach. Here, we argue instead that human teaching is a culturally evolved trait that exhibits characteristics of a cognitive gadget. Children learn to teach by participating in teaching interactions with socialising agents, which shape their own teaching practices. This process hijacks psychological mechanisms involved in prosociality and a range of domain-general cognitive abilities, such as reinforcement learning and executive function, but not a suite of cognitive adaptations specifically for teaching. Four lines of evidence converge on this hypothesis. The first, based on psychological experiments in industrialised societies, indicates that domain-general cognitive processes are important for teaching. The second and third lines, based on naturalistic and experimental research in small-scale societies, indicate marked cross-cultural variation in mature teaching practice and in the ontogeny of teaching among children. The fourth line indicates that teaching has been subject to cumulative cultural evolution, i.e. the gradual accumulation of functional changes across generations.

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.