Mapping the Cultural Learnability Landscape of Danger

Adaptive Education: Learning and Remembering with a Stone-Age Brain

Educators generally accept that basic learning and memory processes are a product of evolution, guided by natural selection. Less well accepted is the idea that ancestral selection pressures continue to shape modern memory functioning. In this article, I review evidence suggesting that attention to nature's criterion-the enhancement of fitness-is needed to explain fully how and why people remember. Thinking functionally about memory, and adopting an evolutionary perspective in the laboratory, has led to recent discoveries with clear implications for learning in the classroom. For example, our memory systems appear to be tuned to animacy (the distinction between living and nonliving things) which, in turn, can play a role in enhancing foreign language acquisition. Effective learning management systems need to align with students' prior knowledge, skill, and interest levels, but also with the inherent content biases or "tunings" that are representative of all people.

March Mammal Madness and the power of narrative in science outreach

March Mammal Madness is a science outreach project that, over the course of several weeks in March, reaches hundreds of thousands of people in the United States every year. We combine four approaches to science outreach - gamification, social media platforms, community event(s), and creative products - to run a simulated tournament in which 64 animals compete to become the tournament champion. While the encounters between the animals are hypothetical, the outcomes rely on empirical evidence from the scientific literature. Players select their favored combatants beforehand, and during the tournament scientists translate the academic literature into gripping "play-by-play" narration on social media. To date ~1100 scholarly works, covering almost 400 taxa, have been transformed into science stories. March Mammal Madness is most typically used by high-school educators teaching life sciences, and we estimate that our materials reached ~1% of high-school students in the United States in 2019. Here we document the intentional design, public engagement, and magnitude of reach of the project. We further explain how human psychological and cognitive adaptations for shared experiences, social learning, narrative, and imagery contribute to the widespread use of March Mammal Madness.

Origins of music in credible signaling

Music comprises a diverse category of cognitive phenomena that likely represent both the effects of psychological adaptations that are specific to music (e.g., rhythmic entrainment) and the effects of adaptations for non-musical functions (e.g., auditory scene analysis). How did music evolve? Here, we show that prevailing views on the evolution of music - that music is a byproduct of other evolved faculties, evolved for social bonding, or evolved to signal mate quality - are incomplete or wrong. We argue instead that music evolved as a credible signal in at least two contexts: coalitional interactions and infant care. Specifically, we propose that (1) the production and reception of coordinated, entrained rhythmic displays is a co-evolved system for credibly signaling coalition strength, size, and coordination ability; and (2) the production and reception of infant-directed song is a co-evolved system for credibly signaling parental attention to secondarily altricial infants. These proposals, supported by interdisciplinary evidence, suggest that basic features of music, such as melody and rhythm, result from adaptations in the proper domain of human music. The adaptations provide a foundation for the cultural evolution of music in its actual domain, yielding the diversity of musical forms and musical behaviors found worldwide.

The Development of Cumulative Cultural Learning

Human culture is unique among animals in its complexity, variability, and cumulative quality. This article describes the development and diversity of cumulative cultural learning. Children inhabit cultural ecologies that consist of group-specific knowledge, practices, and technologies that are inherited and modified over generations. The learning processes that enable cultural acquisition and transmission are universal but are sufficiently flexible to accommodate the highly diverse cultural repertoires of human populations. Children learn culture in several complementary ways, including through exploration, observation, participation, imitation, and instruction. These methods of learning vary in frequency and kind within and between populations due to variation in socialization values and practices associated with specific educational institutions, skill sets, and knowledge systems. The processes by which children acquire and transmit the cumulative culture of their communities provide unique insight into the evolution and ontogeny of human cognition and culture.

Cognitive gadgets: A provocative but flawed manifesto

The argument against innatism at the heart of Cognitive Gadgets is provocative but premature, and is vitiated by dichotomous thinking, interpretive double standards, and evidence cherry-picking. I illustrate my criticism by addressing the heritability of imitation and mindreading, the relevance of twin studies, and the meaning of cross-cultural differences in theory of mind development. Reaching an integrative understanding of genetic inheritance, plasticity, and learning is a formidable task that demands a more nuanced evolutionary approach.

Adaptive memory and evolution of the human naturalistic mind: Insights from the use of medicinal plants

Throughout evolutionary history, humans have been exposed to a wide variety of diseases, some of which have serious and even lethal consequences. Memorizing medicinal plants for the treatment of serious diseases likely maximized the chances of survival and reproduction and was instrumental in the evolutionary success of our species. In the present study, we used the idea of adaptive memory to understand whether human memory evolved to recall information about medicinal plants for the treatment of serious diseases. We considered plant-disease pairs of words as units of information available in a medical system based on the use of medicinal plants. The pairs included in the categories of chronic infectious diseases and transmissible infectious diseases were considered to be of higher adaptive value, whereas those included in the category of common conditions were considered to be of lower adaptive value. Pairs grouped into the category of emerging and reemerging diseases were employed to investigate conformity bias; pairs belonging to the category esthetic uses were considered to be of little adaptive relevance and utilized as an experimental control. Our results revealed that plant-disease pairs associated with the category of common conditions, considered by us to be of lower severity and less adaptive relevance for humans, were better remembered and retained in the participants' memory. We believe that prior experience with common conditions and the frequency of these conditions in the population may have intensified the ability to remember the plant-disease pairs associated with this group of diseases.

Fact vs. Affect in the Telephone Game: All Levels of Surprise Are Retold With High Accuracy, Even Independently of Facts

When people retell stories, what guides their retelling? Most previous research on story retelling and story comprehension has focused on information accuracy as the key measure of stability in transmission. This paper suggests that there is a second, affective, dimension that provides stability for retellings, namely the audience affect of surprise. In a large-sample study with multiple iterations of retellings, we found evidence that people are quite accurate in preserving all degrees of surprisingness in serial reproduction – even when the event that produced the surprisingness in the original story is dropped or changed. Thus, we propose that the preservation of affect is an implicit goal of retelling: merely do retellers not recall highly surprising events better, but rather they register all levels of surprisingness precisely and aim to surprise their implied audience to same degree. This study used 2,389 participants.

Significance Statement: Story retelling is a process whereby cultural information is transmitted horizontally across social networks and vertically down generations. For the most part, retelling research has focused on the relevance and stability of factual information, “who did what, where, when, and why”; comparatively little is known about the transmission of affective information. We suggest that affect can serve as a second axis of stability for retelling, partially independent from factual information. In serial reproduction tasks modeled after the telephone game, we find that surprisingness of stories is well preserved across retellings – even when the facts and events of the story are not. The findings are significant for the communication of information, and thereby also the stability and transformation of culture in general.

Broadening horizons: Sample diversity and socioecological theory are essential to the future of psychological science

The present lack of sample diversity and ecological theory in psychological science fundamentally limits generalizability and obstructs scientific progress. A focus on the role of socioecology in shaping the evolution of morphology, physiology, and behavior has not yet been widely applied toward psychology. To date, evolutionary approaches to psychology have focused more on finding universals than explaining variability. However, contrasts between small-scale, kin-based rural subsistence societies and large-scale urban, market-based populations, have not been well appreciated. Nor has the variability within high-income countries, or the socioeconomic and cultural transformations affecting even the most remote tribal populations today. Elucidating the causes and effects of such broad changes on psychology and behavior is a fundamental concern of the social sciences; expanding study participants beyond students and other convenience samples is necessary to improve understanding of flexible psychological reaction norms among and within populations. Here I highlight two examples demonstrating how socioecological variability can help explain psychological trait expression: (i) the role of environmental harshness and unpredictability on shaping time preference and related traits, such as impulsivity, vigilance, and self-efficacy; and (ii) the effects of industrialization, market integration, and niche complexity on personality structure. These cases illustrate how appropriate theory can be a powerful tool to help determine choices of diverse study populations and improve the social sciences.

Do 5-Month-Old Infants Possess an Evolved Detection Mechanism for Snakes, Sharks, and Rodents?

The four experiments reported here used the preferential looking and habituation paradigms to examine whether 5-month-olds possess a perceptual template for snakes, sharks, and rodents. It was predicted that if infants possess such a template then they would attend preferentially to schematic images of these non-human animal stimuli relative to scrambled versions of the same stimuli. The results reveal that infants look longer at a schematic snake than at two scrambled versions of that image and generalize from real snakes to the schematic image. The experiments also demonstrate that 5-month-olds show no preferential looking for schematic sharks or schematic rodents relative to scrambled versions of those images. These data add to the growing support for the view that humans, like many non-human animals, possess an evolved fear mechanism for detecting threats that were recurrent across evolutionary time.

Beyond Risk and Protective Factors: An Adaptation-Based Approach to Resilience

How does repeated or chronic childhood adversity shape social and cognitive abilities? According to the prevailing deficit model, children from high-stress backgrounds are at risk for impairments in learning and behavior, and the intervention goal is to prevent, reduce, or repair the damage. Missing from this deficit approach is an attempt to leverage the unique strengths and abilities that develop in response to high-stress environments. Evolutionary-developmental models emphasize the coherent, functional changes that occur in response to stress over the life course. Research in birds, rodents, and humans suggests that developmental exposures to stress can improve forms of attention, perception, learning, memory, and problem solving that are ecologically relevant in harsh-unpredictable environments (as per the specialization hypothesis). Many of these skills and abilities, moreover, are primarily manifest in currently stressful contexts where they would provide the greatest fitness-relevant advantages (as per the sensitization hypothesis). This perspective supports an alternative adaptation-based approach to resilience that converges on a central question: “What are the attention, learning, memory, problem-solving, and decision-making strategies that are enhanced through exposures to childhood adversity?” At an applied level, this approach focuses on how we can work with, rather than against, these strengths to promote success in education, employment, and civic life.