The Life History of Learning Subsistence Skills among Hadza and BaYaka Foragers from Tanzania and the Republic of Congo

Women's subsistence strategies predict fertility across cultures, but context matters

While it is commonly assumed that farmers have higher, and foragers lower, fertility compared to populations practicing other forms of subsistence, robust supportive evidence is lacking. We tested whether subsistence activities-incorporating market integration-are associated with fertility in 10,250 women from 27 small-scale societies and found considerable variation in fertility. This variation did not align with group-level subsistence typologies. Societies labeled as "farmers" did not have higher fertility than others, while "foragers" did not have lower fertility. However, at the individual level, we found strong evidence that fertility was positively associated with farming and moderate evidence of a negative relationship between foraging and fertility. Markers of market integration were strongly negatively correlated with fertility. Despite strong cross-cultural evidence, these relationships were not consistent in all populations, highlighting the importance of the socioecological context, which likely influences the diverse mechanisms driving the relationship between fertility and subsistence.

Foraging and the importance of knowledge in Pemba, Tanzania: implications for childhood evolution

Childhood is a period of life unique to humans. Childhood may have evolved through the need to acquire knowledge and subsistence skills. In an effort to understand the functional significance of childhood, previous research examined increases with age in returns to foraging across food resources. Such increases could be due to changes in knowledge, or other factors such as body size or strength. Here, we attempt to unpack these age-related changes. First, we estimate age-specific foraging returns for two resources. We then develop nonlinear structural equation models to evaluate the relative importance of ecological knowledge, grip strength and height in a population of part-time children foragers on Pemba island, Tanzania. We use anthropometric measures (height, strength, n = 250), estimates of ecological knowledge (n = 93) and behavioural observations for 63 individuals across 370 foraging trips. We find slower increases in foraging returns with age for trap hunting than for shellfish collection. We do not detect any effect of individual knowledge on foraging returns, potentially linked to information sharing within foraging parties. Producing accurate estimates of the distinct contribution of specific traits to an individual's foraging performance constitutes a key step in evaluating different hypotheses for the emergence of childhood.

Development of embodied capital: Diet composition, foraging skills, and botanical knowledge of forager children in the Congo Basin

The embodied capital theory states that the extended juvenile period has enabled human foragers to acquire the complex foraging skills and knowledge needed to obtain food. Yet we lack detailed data on how forager children develop these skills and knowledge. Here, we examine the seasonal diet composition, foraging behavior, and botanical knowledge of Mbendjele BaYaka forager children in the Republic of the Congo. Our data, acquired through long-term observations involving full-day focal follows, show a high level of seasonal fluctuation in diet and foraging activities of BaYaka children, in response to the seasonal availability of their food sources. BaYaka children foraged more than half of the time independent from adults, predominantly collecting and eating fruits, tubers, and seeds. For these most-consumed food types, we found an early onset of specialization of foraging skills in children, similar to the gendered division in foraging in adults. Specifically, children were more likely to eat fruit and seed species when there were more boys and men in the group, and girls were more likely than boys to collect tuber species. In a botanical knowledge test, children were more accurate at identifying plant food species with increasing age, and they used fruits and trunks for species identification, more so than using leaves and barks. These results show how the foraging activities of BaYaka children may facilitate the acquisition of foraging skills and botanical knowledge and provide insights into the development of embodied capital. Additionally, BaYaka children consumed agricultural foods more than forest foods, probably reflecting BaYaka’s transition into a horticultural lifestyle. This change in diet composition may have significant consequences for the cognitive development of BaYaka children.

Sociocultural drivers of mycological knowledge: insights from Wixarika and Mestizo groups in western Mexico

BACKGROUND

Traditional mycological knowledge (TMK) is complex, not distributed equally among the entire population, and constantly adapting to current social situations. There are sociocultural factors that could influence the fact that some people retain a greater wealth of knowledge, for instance, cultural affiliation, migration, occupation, level of schooling, and person's age.

METHODS

We analyze the distribution of the TMK based on sociocultural variables and 12 indicators to quantify the TMK based on a literature review. We chose two sites where there was a Wixarika and Mestizo population with records of use and consumption of wild mushrooms. In each site, 150 semi-structured interviews were conducted. The format of the semi-structured interviews was made up of sociocultural questions plus 12 questions corresponding to each of the indicators. With the data obtained, we performed linear regression tests and principal components analysis (PCA); furthermore, the significance of the groupings obtained by PCA was tested with a discriminant function analysis.

RESULTS

We find that TMK was determined by the cultural group to which a person belongs. Contrary to what was expected, age and formal schooling did not influence people's level of knowledge. Likewise, migration and occupation were not determining factors either, although in some specific cases they did influence the differences in knowledge about mushrooms between people. The indicators that most helped to differentiate between the Wixarika people, and the Mestizos were knowledge of the nutritional contribution, propagation methods, and knowledge about toxic mushrooms.

CONCLUSIONS

In general, sociocultural differences did not affect the transmission of the TMK due to the valorization of this knowledge among the young generations and the maintenance of the use of wild resources. Specifically, the Wixaritari had and preserved a greater TMK thanks to their pride in their cultural identity, which had allowed them to adapt to modernity while preserving their traditions and knowledge. On the other hand, the Mestizos increasingly disused wild resources due to urbanization. The indicators proposed here provided a good tool to quantify TMK; however, to replicate the study in other sites it is necessary to adapt the indicators to the context of the place.

Foraging complexity and the evolution of childhood

Our species' long childhood is hypothesized to have evolved as a period for learning complex foraging skills. Researchers studying the development of foraging proficiency have focused on assessing this hypothesis, yet studies present inconsistent conclusions regarding the connection between foraging skill development and niche complexity. Here, we leverage published records of child and adolescent foragers from 28 societies to (i) quantify how skill-intensive different resources are and (ii) assess whether children's proficiency increases more slowly for more skill-intensive resources. We find that foraging returns increase slowly for more skill-intensive, difficult-to-extract resources (tubers and game), consistent with peak productivity attained in adulthood. Foraging returns for easier-to-extract resources (fruit and fish/shellfish) increase rapidly during childhood, with adult levels of productivity reached by adolescence. Our findings support the view that long childhoods evolved as an extended period for learning to extract complex resources characteristic of the human foraging niche.

Let’s Play at Digging

Extractive foraging tasks, such as digging, are broadly practiced among hunter-gatherer populations in different ecological conditions. Despite tuber-gathering tasks being widely practiced by children and adolescents, little research has focused on the physical traits associated with digging ability. Here, we assess how age and energetic expenditure affect the performance of this extractive task. Using an experimental approach, the energetic cost of digging to extract simulated tubers is evaluated in a sample of 40 urban children and adolescents of both sexes to measure the intensity of the physical effort and the influence of several anatomical variables. Digging is a moderately vigorous activity for inexperienced girls and boys from 8 to 14 years old, and it requires significant physical effort depending on strength and body size. However, extracting subterranean resources is a task that may be performed effectively without previous training. Sex-specific and age-specific differences in the net energy expenditure of digging were detected, even though both sexes exhibited similar proficiency levels when performing the task. Our results highlight that both boys and girls spend considerable energy while digging, with differences largely driven by body size and age. Other factors beyond ability and experience, such as strength and body size, may influence the proficiency of juveniles in performing certain physically intensive foraging tasks, such as gathering tubers.

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

Teaching likely evolved in humans to facilitate the faithful transmission of complex tasks. As the oldest evidenced hunting technology, spear hunting requires acquiring several complex physical and cognitive competencies. In this study, we used observational and interview data collected among BaYaka foragers (Republic of the Congo) to test the predictions that costlier teaching types would be observed at a greater frequency than less costly teaching in the domain of spear hunting and that teachers would calibrate their teaching to pupil skill level. To observe naturalistic teaching during spear hunting, we invited teacher-pupil groupings to spear hunt while wearing GoPro cameras. We analysed 68 h of footage totalling 519 teaching episodes. Most observed teaching events were costly. Direct instruction was the most frequently observed teaching type. Older pupils received less teaching and more opportunities to lead the spear hunt than their younger counterparts. Teachers did not appear to adjust their teaching to pupil experience, potentially because age was a more easily accessible heuristic for pupil skill than experience. Our study shows that costly teaching is frequently used to transmit complex tasks and that instruction may play a privileged role in the transmission of spear hunting knowledge.

Social ties in the Congo Basin: insights into tropical forest adaptation from BaYaka and their neighbours

Investigating past and present human adaptation to the Congo Basin tropical forest can shed light on how climate and ecosystem variability have shaped human evolution. Here, we first review and synthesize genetic, palaeoclimatological, linguistic and historical data on the peopling of the Congo Basin. While forest fragmentation led to the increased genetic and geographical divergence of forest foragers, these groups maintained long-distance connectivity. The eventual expansion of Bantu speakers into the Congo Basin provided new opportunities for forging inter-group links, as evidenced by linguistic shifts and historical accounts. Building from our ethnographic work in the northern Republic of the Congo, we show how these inter-group links between forest forager communities as well as trade relationships with neighbouring farmers facilitate adaptation to ecoregions through knowledge exchange. While researchers tend to emphasize forager-farmer interactions that began in the Iron Age, we argue that foragers' cultivation of relational wealth with groups across the region played a major role in the initial occupation of the Congo Basin and, consequently, in cultural evolution among the ancestors of contemporary peoples. This article is part of the theme issue 'Tropical forests in the deep human past'.

The Evolution of Cognitive Biases in Human Learning

Cognitive biases like underinference, the hard-easy effect, and recurrently non-monotonic confidence are evolutionarily puzzling when viewed as persistent flaws in how people learn from environmental feedback. To explain these empirically robust cognitive biases from an evolutionary perspective, we propose a model of ancestral human learning based on the cultural-evolutionary-theoretic hypothesis that the primary selection pressure acting on ancestral human cognition pertained not to learning individually from environmental feedback, but to socially learning task-specific knowledge. In our model-which is inspired by classical Bayesian models-an ancestral human learner (the student) attempts to learn task-specific knowledge from a role model, with the option of switching between different tasks and role models. Suppose that the student's method of learning from their role model is a priori uncertain-in that it can either be successful imitation learning or de facto innovation learning-and the ecological fitness costs of meaningfully retaining environmental feedback are high. Then, the student's fitness-maximizing strategy does not retain their environmental feedback and-depending on the choice of model parameters-can be characterized by all of the aforementioned cognitive biases. Specifically, in order for the evolutionarily optimal estimate of confidence in this learning environment to be recurrently non-monotonic, it is necessary (as long as the environment's marginal payoff function satisfies a plausible quantitative condition) that a positive proportion of ancestral humans' attempted imitation learning was unknowingly implemented as de facto innovation learning. Moreover, an ecologically rational strategy of selective social learning can plausibly cause the evolutionarily optimal estimate of confidence to be recurrently non-monotonic in the empirically documented way: general increase with an intermediate period of decrease.

Ecological and Developmental Perspectives on Social Learning : Introduction to the Special Issue

In this special issue of Human Nature we explore the possible adaptive links between teaching and learning during childhood, and we aim to expand the dialogue on the ways in which the social sciences, and in particular current anthropological research, may better inform our shifting understanding of how these processes vary in different social and ecological environments. Despite the cross-disciplinary trend toward incorporating more behavioral and cognitive data outside of postindustrial state societies, much of the published cross-cultural data is presented as stand-alone population-level studies, making it challenging to extrapolate trends or incorporate both ecological and developmental perspectives. Here, contributors explore how human life history, ecological experience, cumulative culture, and ethnolinguistics impact social learning and child development in foraging and transitioning societies around the world. Using historical ethnographic data and qualitative and quantitative data from studies with contemporary populations, authors interrogate the array of factors that likely interact with cognitive development and learning. They provide contributions that explore the unique environmental, social, and cultural conditions that characterize such populations, offering key insights into processes of social learning, adaptive learning responses, and culture change. This series of articles demonstrates that children are taught culturally and environmentally salient skills in myriad ways, ranging from institutionalized instruction to brief, nuanced, and indirect instruction. Our hope is that this collection stimulates more research on the evolutionary and developmental implications associated with teaching and learning among humans.