Underappreciated features of cultural evolution

Cultural evolution theory has long been inspired by evolutionary biology. Conceptual analogies between biological and cultural evolution have led to the adoption of a range of formal theoretical approaches from population dynamics and genetics. However, this has resulted in a research programme with a strong focus on cultural transmission. Here, we contrast biological with cultural evolution, and highlight aspects of cultural evolution that have not received sufficient attention previously. We outline possible implications for evolutionary dynamics and argue that not taking them into account will limit our understanding of cultural systems. We propose 12 key questions for future research, among which are calls to improve our understanding of the combinatorial properties of cultural innovation, and the role of development and life history in cultural dynamics. Finally, we discuss how this vibrant research field can make progress by embracing its multidisciplinary nature. This article is part of the theme issue 'Foundations of cultural evolution'.

Evolutionary ethnobiology and cultural evolution: opportunities for research and dialog

The interest in theoretical frameworks that improve our understanding of social-ecological systems is growing within the field of ethnobiology. Several evolutionary questions may underlie the relationships between people and the natural resources that are investigated in this field. A new branch of research, known as evolutionary ethnobiology (EE), focuses on these questions and has recently been formally conceptualized. The field of cultural evolution (CE) has significantly contributed to the development of this new field, and it has introduced the Darwinian concepts of variation, competition, and heredity to studies that focus on the dynamics of local knowledge. In this article, we introduce CE as an important theoretical framework for evolutionary ethnobiological research. We present the basic concepts and assumptions of CE, along with the adjustments that are necessary for its application in EE. We discuss different ethnobiological studies in the context of this new framework and the new opportunities for research that exist in this area. We also propose a dialog that includes our findings in the context of cultural evolution.

What is seen and what is not seen in the economy: An effect of our evolved psychology

Specific features of our evolved cognitive architecture explain why some aspects of the economy are "seen" and others are "not seen." Drawing from the commentaries of economists, psychologists, and other social scientists on our original proposal, we propose a more precise model of the acquisition and spread of folk-beliefs about the economy. In particular, we try to provide a clearer delimitation of the field of folk-economic beliefs (sect. R2) and to dispel possible misunderstandings of the role of variation in evolutionary psychology (sect. R3). We also comment on the difficulty of explaining folk-economic beliefs in terms of domain-general processes or biases (sect. R4), as developmental studies show how encounters with specific environments calibrate domain-specific systems (sect. R5). We offer a more detailed description of the connections between economic beliefs and political psychology (sect. R6) and of the probable causes of individual variation in that domain (sect. R7). Taken together, these arguments point to a better integration or consilience between economics and human evolution (sect. R8).

Toward a conceptual framework for biology

Science progresses faster when researchers operate within an explicit framework of concepts and theories, but currently biology has no explicit, overarching conceptual framework and few general theories. The single general theory currently recognized is that of evolution, which was put forth by Charles Darwin 150 years ago. Recently, Scheiner and Willig (2008) explicated a similarly general theory of ecology. In this paper, using the theory of evolution as an exemplar, I discuss the nature of theory in biology and put forth an overarching theory, as well as new general theories for cells, organisms, and genetics. Along with the theories of evolution and ecology, these constitute a general conceptual framework for the biological sciences. This framework reveals linkages among the various parts of biology, makes explicit the assumptions behind more narrow theories and models, and provides new insights into the structures of biological theories. This framework can also be used as a teaching tool, moving the teaching of biology beyond the transference of a vast compendium of facts. My hope is that this essay will lead to a vigorous discussion and debate across all of biology about the nature and structure of its theories.

Language evolution in the laboratory

The historical origins of natural language cannot be observed directly. We can, however, study systems that support language and we can also develop models that explore the plausibility of different hypotheses about how language emerged. More recently, evolutionary linguists have begun to conduct language evolution experiments in the laboratory, where the emergence of new languages used by human participants can be observed directly. This enables researchers to study both the cognitive capacities necessary for language and the ways in which languages themselves emerge. One theme that runs through this work is how individual-level behaviours result in population-level linguistic phenomena. A central challenge for the future will be to explore how different forms of information transmission affect this process.

Review. The multiple roles of cultural transmission experiments in understanding human cultural evolution

In this paper, we explore how experimental studies of cultural transmission in adult humans can address general questions regarding the 'who, what, when and how' of human cultural transmission, and consequently inform a theory of human cultural evolution. Three methods are discussed. The transmission chain method, in which information is passed along linear chains of participants, has been used to identify content biases in cultural transmission. These concern the kind of information that is transmitted. Several such candidate content biases have now emerged from the experimental literature. The replacement method, in which participants in groups are gradually replaced or moved across groups, has been used to study phenomena such as cumulative cultural evolution, cultural group selection and cultural innovation. The closed-group method, in which participants learn in groups with no replacement, has been used to explore issues such as who people choose to learn from and when they learn culturally as opposed to individually. A number of the studies reviewed here have received relatively little attention within their own disciplines, but we suggest that these, and future experimental studies of cultural transmission that build on them, can play an important role in a broader science of cultural evolution.