Irrelevant‐action imitation is short‐term and contextual: Evidence from two under‐studied populations

Preschoolers retain more details from event sequences 1 week following an in-group demonstration

Previous research highlights that the learning processes of preschool-aged children are influenced by the cultural group membership of the information sources. As of yet, however, no study has aimed to explore the influence of cultural group membership on the long-term retention of novel information. In the current study, 4-year-old children observed three event sequences that were demonstrated by either an adult speaking their native language or a foreign language speaker. In Experiment 1, children (N = 56) were allowed to imitate the events immediately. Results showed that the average number of accurately reproduced details (native = 3.26; foreign = 3.11) and the order of event elements (native = 1.69; foreign = 1.49) did not significantly differ in the two conditions. In Experiment 2, children (N = 56) were allowed to imitate only following a 1-week delay. In this case, children retained more details (native = 2.6; foreign = 2.2) and reproduced the order in the event sequences more accurately (native = 1.18; foreign = 0.87) following a native demonstration. The behavior of children in all conditions differed from a baseline group without any instruction (n = 15). These findings show that preschoolers retain more information in the long term when it was demonstrated to them by a member of their own culture. Importantly, they also learn from people belonging to different cultures-as evidenced by both the lack of difference in Experiment 1 and the difference between the out-group condition of Experiment 2 and the baseline.

Subjective selection and the evolution of complex culture

Why is culture the way it is? Here I argue that a major force shaping culture is subjective (cultural) selection, or the selective retention of cultural variants that people subjectively perceive as satisfying their goals. I show that people evaluate behaviors and beliefs according to how useful they are, especially for achieving goals. As they adopt and pass on those variants that seem best, they iteratively craft culture into increasingly effective-seeming forms. I argue that this process drives the development of many cumulatively complex cultural products, including effective technology, magic and ritual, aesthetic traditions, and institutions. I show that it can explain cultural dependencies, such as how certain beliefs create corresponding new practices, and I outline how it interacts with other cultural evolutionary processes. Cultural practices everywhere, from spears to shamanism, develop because people subjectively evaluate them to be effective means of satisfying regular goals.

Toddlers, Tools, and Tech: The Cognitive Ontogenesis of Innovation

The development of tool innovation presents a paradox. How do humans have such diverse and complex technology, ranging from smartphones to aircraft, and yet young children find even simple tool innovation challenges, such as fashioning a hook to retrieve a basket from a tube, remarkably difficult? We propose that the solution to this paradox is the cognitive ontogenesis of tool innovation. Using a common measure of children's tool innovation, we describe how multiple cognitive mechanisms work in concert at each step of its process: recognizing the problem, generating appropriate solutions, and the social transmission of innovations. We discuss what the ontogeny of this skill tells us about cognitive and cultural evolution and provide recommendations for future research.