Hostname: page-component-586b7cd67f-2plfb Total loading time: 0 Render date: 2024-11-23T08:44:36.095Z Has data issue: false hasContentIssue false

Tradition and invention: The bifocal stance theory of cultural evolution

Published online by Cambridge University Press:  10 February 2022

Robert Jagiello
Affiliation:
Centre for the Study of Social Cohesion, School of Anthropology and Museum Ethnography, University of Oxford, Oxford OX2 6PE, [email protected] [email protected]
Cecilia Heyes
Affiliation:
All Souls College and Department of Experimental Psychology, University of Oxford, Oxford OX1 4AL, UK [email protected]
Harvey Whitehouse
Affiliation:
Centre for the Study of Social Cohesion, School of Anthropology and Museum Ethnography, University of Oxford, Oxford OX2 6PE, [email protected] [email protected]

Abstract

Cultural evolution depends on both innovation (the creation of new cultural variants by accident or design) and high-fidelity transmission (which preserves our accumulated knowledge and allows the storage of normative conventions). What is required is an overarching theory encompassing both dimensions, specifying the psychological motivations and mechanisms involved. The bifocal stance theory (BST) of cultural evolution proposes that the co-existence of innovative change and stable tradition results from our ability to adopt different motivational stances flexibly during social learning and transmission. We argue that the ways in which instrumental and ritual stances are adopted in cultural transmission influence the nature and degree of copying fidelity and thus also patterns of cultural spread and stability at a population level over time. BST creates a unifying framework for interpreting the findings of otherwise seemingly disparate areas of enquiry, including social learning, cumulative culture, overimitation, and ritual performance. We discuss the implications of BST for competing by-product accounts which assume that faithful copying is merely a side-effect of instrumental learning and action parsing. We also set out a novel “cultural action framework” bringing to light aspects of social learning that have been relatively neglected by behavioural ecologists and evolutionary psychologists and establishing a roadmap for future research on this topic. The BST framework sheds new light on the cognitive underpinnings of cumulative cultural change, selection, and spread within an encompassing evolutionary framework.

Type
Target Article
Copyright
Copyright © The Author(s), 2022. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Apperly, I. (2010). Mindreaders: The cognitive basis of “theory of mind”. Psychology Press.CrossRefGoogle Scholar
Aronson, E., & Mills, J. (1959). The effect of severity of initiation on liking for a group. Journal of Abnormal and Social Psychology, 59(2), 177. https://doi.org/10.1037/h0047195CrossRefGoogle Scholar
Atkisson, C., O'Brien, M. J., & Mesoudi, A. (2012). Adult learners in a novel environment use prestige-biased social learning. Evolutionary Psychology, 10(3), 147470491201000. https://doi.org/10.1177/147470491201000309CrossRefGoogle Scholar
Baldeweg, T. (2006). Repetition effects to sounds: Evidence for predictive coding in the auditory system. Trends in Cognitive Sciences, 10(3), 9394. https://doi.org/10.1016/j.tics.2006.01.010CrossRefGoogle ScholarPubMed
Birch, J., & Heyes, C. M. (2021). The cultural evolution of cultural evolution. Philosophical Transactions of the Royal Society : B, 376(1828), 20200051.CrossRefGoogle ScholarPubMed
Boesch, C., & Boesch-Achermann, H. (2000). The chimpanzees of the Taï forest: Behavioural ecology and evolution. Oxford University Press.Google Scholar
Buchsbaum, D., Gopnik, A., Griffiths, T. L., & Shafto, P. (2011). Children's imitation of causal action sequences is influenced by statistical and pedagogical evidence. Cognition, 120(3), 331340. https://doi.org/10.1016/j.cognition.2010.12.001CrossRefGoogle ScholarPubMed
Butler, J., Floccia, C., Goslin, J., & Panneton, R. (2011). Infants’ discrimination of familiar and unfamiliar accents in speech. Infancy, 16(4), 392417. https://doi.org/10.1111/j.1532-7078.2010.00050.xCrossRefGoogle Scholar
Buttelmann, D., Carpenter, M., Call, J., & Tomasello, M. (2007). Enculturated chimpanzees imitate rationally. Developmental Science, 10(4), F31F38. https://doi.org/10.1111/j.1467-7687.2007.00630.xCrossRefGoogle ScholarPubMed
Caldwell, C. A., & Millen, A. E. (2008). Experimental models for testing hypotheses about cumulative cultural evolution. Evolution and Human Behavior, 29(3), 165171. https://doi.org/10.1016/j.evolhumbehav.2007.12.001CrossRefGoogle Scholar
Caldwell, C. A., & Millen, A. E. (2010). Human cumulative culture in the laboratory: Effects of (micro) population size. Learning & Behavior, 38(3), 310318. https://doi.org/10.3758/LB.38.3.310CrossRefGoogle ScholarPubMed
Caldwell, C. A., Renner, E., & Atkinson, M. (2018). Human teaching and cumulative cultural evolution. Review of Philosophy and Psychology, 9(4), 751770. https://doi.org/10.1007/s13164-017-0346-3CrossRefGoogle ScholarPubMed
Call, J., Carpenter, M., & Tomasello, M. (2005). Copying results and copying actions in the process of social learning: Chimpanzees (Pan troglodytes) and human children (Homo sapiens). Animal Cognition, 8(3), 151163. https://doi.org/10.1007/s10071-004-0237-8CrossRefGoogle Scholar
Carpenter, M., Call, J., & Tomasello, M. (2005). Twelve- and 18-month-olds copy actions in terms of goals. Developmental Science, 8(1), F13F20. https://doi.org/10.1111/j.1467-7687.2004.00385.xCrossRefGoogle ScholarPubMed
Carpenter, M., Uebel, J., & Tomasello, M. (2013). Being mimicked increases prosocial behavior in 18-month-old infants. Child Development, 84(5), 15111518. https://doi.org/10.1111/cdev.12083CrossRefGoogle ScholarPubMed
Catmur, C., & Heyes, C. (2013). Is it what you do, or when you do it? The roles of contingency and similarity in pro-social effects of imitation. Cognitive Science, 37(8), 15411552.CrossRefGoogle Scholar
Cavalli-Sforza, L. L., & Feldman, M. W. (1981). Cultural transmission and evolution: A quantitative approach. Princeton University Press.Google ScholarPubMed
Chudek, M., & Henrich, J. (2011). Culture–gene coevolution, norm-psychology and the emergence of human prosociality. Trends in Cognitive Sciences, 15(5), 218226. https://doi.org/10.1016/j.tics.2011.03.003CrossRefGoogle ScholarPubMed
Clegg, J. M., & Legare, C. H. (2016a). A cross-cultural comparison of children's imitative flexibility. Developmental Psychology, 52(9), 1435. https://doi.org/10.1037/dev0000131CrossRefGoogle Scholar
Clegg, J. M., & Legare, C. H. (2016b). Instrumental and conventional interpretations of behavior are associated with distinct outcomes in early childhood. Child Development, 87(2), 527542. https://doi.org/10.1111/cdev.12472CrossRefGoogle Scholar
Corriveau, K. H., DiYanni, C. J., Clegg, J. M., Min, G., Chin, J., & Nasrini, J. (2017). Cultural differences in the imitation and transmission of inefficient actions. Journal of Experimental Child Psychology, 161, 118. https://doi.org/10.1016/j.jecp.2017.03.002CrossRefGoogle ScholarPubMed
Cosmides, L., & Tooby, J. (1994). Origins of domain specificity: The evolution of functional organization. In Hirschfeld, L. A. & Gelman, S. A. (Eds.) , Mapping the mind: Domain specificity in cognition and culture (pp. 85116). Cambridge University Press. https://doi.org/10.1017/CBO9780511752902.005CrossRefGoogle Scholar
Csibra, G., & Gergely, G. (2009). Natural pedagogy. Trends in Cognitive Sciences, 13(4), 148153. https://doi.org/10.1016/j.tics.2009.01.005CrossRefGoogle ScholarPubMed
Dennett, D. (1987). The intentional stance. MIT press.Google Scholar
Diesendruck, G., & Markson, L. (2001). Children's avoidance of lexical overlap: A pragmatic account. Developmental Psychology, 37(May 2016), 630641. https://doi.org/10.1037//0012-1649.37.5.630CrossRefGoogle ScholarPubMed
Durkheim, E. (1965). The elementary forms of the religious life. Free Press.Google Scholar
Evans, J. S. B. T., & Stanovich, K. E. (2013). Dual-process theories of higher cognition. Perspectives on Psychological Science, 8(3), 223241. https://doi.org/10.1177/1745691612460685CrossRefGoogle ScholarPubMed
Evans-Pritchard, E. (1937). Witchcraft, oracles and magic among the Azande. Oxford University Press.Google Scholar
Fessler, D. M., & Holbrook, C. (2016). Synchronized behavior increases assessments of the formidability and cohesion of coalitions. Evolution and Human Behavior, 37(6), 502509.CrossRefGoogle Scholar
Flynn, E., & Smith, K. (2012). Investigating the mechanisms of cultural acquisition. Social Psychology, 43(4), 185195. https://doi.org/10.1027/1864-9335/a000119CrossRefGoogle Scholar
Friston, K., & Kiebel, S. (2009). Predictive coding under the free-energy principle. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1521), 12111221. https://doi.org/10.1098/rstb.2008.0300CrossRefGoogle ScholarPubMed
Gergely, G., Bekkering, H., & Király, I. (2002). Rational imitation in preverbal infants. Nature, 415(6873), 755755. https://doi.org/10.1038/415755aCrossRefGoogle ScholarPubMed
Gergely, G., & Csibra, G. (2006). Sylvia's recipe: The role of imitation and pedagogy in the transmission of human culture. In Enfield, N. J., & Levenson, S. C. (Eds.), Roots of human sociality: Culture, cognition, and human interaction (pp. 229255). Routledge.Google Scholar
Goupil, L., & Kouider, S. (2019). Developing a reflective mind: From core metacognition to explicit self-reflection. Current Directions in Psychological Science, 28(4), 403408.CrossRefGoogle Scholar
Graham, S. A., Stock, H., & Henderson, A. M. (2006). Nineteen-month-olds’ understanding of the conventionality of object labels versus desires. Infancy, 9(3), 341350.CrossRefGoogle ScholarPubMed
Grusec, J. E., & Abramovitch, R. (1982). Imitation of peers and adults in a natural setting: A functional analysis. Child Development, 53(3), 636. https://doi.org/10.2307/1129374CrossRefGoogle Scholar
Hagen, E. H., & Bryant, G. A. (2003). Music and dance as a coalition signaling system. Human Nature, 14(1), 2151.CrossRefGoogle ScholarPubMed
Hart, C. W. M., Pilling, A., & Goodale, J. (1988). The Tiwi of North Australia (case studies in cultural anthropology). Wadsworth.Google Scholar
Herrmann, P. A., Legare, C. H., Harris, P. L., & Whitehouse, H. (2013). Stick to the script: The effect of witnessing multiple actors on children's imitation. Cognition, 129(3), 536543. https://doi.org/10.1016/j.cognition.2013.08.010CrossRefGoogle Scholar
Heyes, C. (2012). What's social about social learning? Journal of Comparative Psychology, 126(2), 193202. https://doi.org/10.1037/a0025180CrossRefGoogle ScholarPubMed
Heyes, C. (2018a). Cognitive gadgets: The cultural evolution of thinking. Harvard University Press.Google Scholar
Heyes, C. (2018b). Enquire within: Cultural evolution and cognitive science. Philosophical Transactions of the Royal Society B: Biological Sciences, 373(1743), 20170051. https://doi.org/10.1098/rstb.2017.0051CrossRefGoogle Scholar
Heyes, C., Bang, D., Shea, N., Frith, C. D., & Fleming, S. M. (2020). Knowing ourselves together: The cultural origins of metacognition. Trends in Cognitive Sciences, 24(5), 349362.CrossRefGoogle ScholarPubMed
Heyes, C. M. (1993). Imitation, culture and cognition. Animal Behaviour, 46(5), 9991010. https://doi.org/10.1006/anbe.1993.1281CrossRefGoogle Scholar
Heyes, C. M. (2019). Précis of cognitive gadgets: The cultural evolution of thinking. Behavioral and Brain Sciences, 42(e169), 15.CrossRefGoogle Scholar
Heyes, C. M. (2021a). Imitation and culture: What gives? Mind and Language, 122. https://doi.org/10.1111/mila.12388Google Scholar
Heyes, C. M. (2021b). Primer on “imitation.” Current Biology, 31, R215R240.Google Scholar
Heyes, C. M., & Frith, C. D. (2014). The cultural evolution of mind reading. Science (New York, N.Y.), 344(6190), 1243091. https://doi.org/10.1126/science.1243091CrossRefGoogle ScholarPubMed
Hodder, I. (2012). Entangled: An archaeology of the relationships between humans and things. Wiley-Blackwell.CrossRefGoogle Scholar
Hoehl, S., Zettersten, M., Schleihauf, H., Grätz, S., & Pauen, S. (2014). The role of social interaction and pedagogical cues for eliciting and reducing overimitation in preschoolers. Journal of Experimental Child Psychology, 122, 122133. https://doi.org/10.1016/j.jecp.2013.12.012CrossRefGoogle ScholarPubMed
Horner, V., & Whiten, A. (2005). Causal knowledge and imitation/emulation switching in chimpanzees (Pan troglodytes) and children (Homo sapiens). Animal Cognition, 8(3), 164181. https://doi.org/10.1007/s10071-004-0239-6CrossRefGoogle Scholar
House, B. R., Kanngiesser, P., Barrett, H. C., Broesch, T., Cebioglu, S., Crittenden, A. N., … Yilmaz, S. (2020). Universal norm psychology leads to societal diversity in prosocial behaviour and development. Nature Human Behaviour, 4(1), 3644.CrossRefGoogle ScholarPubMed
Hove, M. J., & Risen, J. L. (2009). It's all in the timing: Interpersonal synchrony increases affiliation. Social Cognition, 27(6), 949960. https://doi.org/10.1521/soco.2009.27.6.949CrossRefGoogle Scholar
Huang, Y., & Rao, R. P. N. (2011). Predictive coding. Wiley Interdisciplinary Reviews: Cognitive Science, 2(5), 580593. https://doi.org/10.1002/wcs.142Google ScholarPubMed
Humphrey, C., & Laidlaw, J. (1994). The archetypal actions of ritual: A theory of ritual illustrated by the Jain rite of worship. Clarendon Press.Google Scholar
Irons, W. (2001). Religion as a hard-to-fake-sign of commitment. Evolution and the Capacity for Commitment, 292302.Google Scholar
Kahneman, D. (2003). A perspective on judgment and choice: Mapping bounded rationality. American Psychologist, 58(9), 697720 .CrossRefGoogle ScholarPubMed
Kapitány, R., Kavanagh, C., Whitehouse, H., & Nielsen, M. (2018). Examining memory for ritualized gesture in complex causal sequences. Cognition, 181, 4657. https://doi.org/10.1016/j.cognition.2018.08.005CrossRefGoogle ScholarPubMed
Kapitány, R., & Nielsen, M. (2015). Adopting the ritual stance: The role of opacity and context in ritual and everyday actions. Cognition, 145, 1329. https://doi.org/10.1016/j.cognition.2015.08.002CrossRefGoogle ScholarPubMed
Kapitány, R., & Nielsen, M. (2017). The ritual stance and the precaution system: The role of goal-demotion and opacity in ritual and everyday actions. Religion, Brain & Behavior, 7(1), 2742. https://doi.org/10.1080/2153599X.2016.1141792CrossRefGoogle Scholar
Kapitány, R., & Nielsen, M. (2019). Ritualized objects: How we perceive and respond to causally opaque and goal demoted action. Journal of Cognition and Culture, 19(1–2), 170194. https://doi.org/10.1163/15685373-12340053CrossRefGoogle Scholar
Kenward, B. (2012). Over-imitating preschoolers believe unnecessary actions are normative and enforce their performance by a third party. Journal of Experimental Child Psychology, 112(2), 195207. https://doi.org/10.1016/j.jecp.2012.02.006CrossRefGoogle ScholarPubMed
Kenward, B., Karlsson, M., & Persson, J. (2011). Over-imitation is better explained by norm learning than by distorted causal learning. Proceedings of the Royal Society B: Biological Sciences, 278(1709), 12391246. https://doi.org/10.1098/rspb.2010.1399CrossRefGoogle ScholarPubMed
Kertzer, D. (1988). Ritual, politics, and power. Yale University Press.Google Scholar
Kertzer, D. I. (1989). Ritual, politics, and power. Yale University Press.Google Scholar
Keupp, S., Behne, T., & Rakoczy, H. (2013). Why do children overimitate? Normativity is crucial. Journal of Experimental Child Psychology, 116(2), 392406. https://doi.org/10.1016/j.jecp.2013.07.002CrossRefGoogle ScholarPubMed
Khaldūn, I. (1958). The Muqaddimah: An introduction to history. Translated from Arabic by Franz Rosenthal (vols. 3). Princeton.Google Scholar
Kinzler, K. D., Corriveau, K. H., & Harris, P. L. (2011). Children's selective trust in native-accented speakers. Developmental Science, 14(1), 106111. https://doi.org/10.1111/j.1467-7687.2010.00965.xCrossRefGoogle ScholarPubMed
Kinzler, K. D., Shutts, K., Dejesus, J., & Spelke, E. S. (2009). Accent trumps race in guiding children's social preferences. Social Cognition, 27(4), 623. https://doi.org/10.1521/soco.2009.27.4.623CrossRefGoogle ScholarPubMed
Koenig, M. A., Cle, F., & Harris, P. L. (2004). Trust in testimony children's use of true and false statements. Psychological Science, 15(10), 694698.CrossRefGoogle ScholarPubMed
Lakin, J. L., & Chartrand, T. L. (2003). Using nonconscious behavioral mimicry to create affiliation and rapport. Psychological Science, 14(4), 334339.CrossRefGoogle ScholarPubMed
Lawrence, P. (1989). Road belong cargo: A study of the cargo movement in the southern Madang district. Waveland Press.Google Scholar
Leach, E. (1954). Ritual as an expression of social status. Yale University Press.Google Scholar
Legare, C., & Souza, A. L. (2012). Evidence from the supernatural. Cognition, 124(1), 115.CrossRefGoogle ScholarPubMed
Legare, C. H. (2019). The development of cumulative cultural learning. Annual Review of Developmental Psychology, 1(1), 119147. https://doi.org/10.1146/devpsych.2019.1.issue-1CrossRefGoogle Scholar
Legare, C. H., Evans, E. M., Rosengren, K. S., & Harris, P. L. (2012). The coexistence of natural and supernatural explanations across cultures and development. Child Development, 83(3), 779793. https://doi.org/10.1111/j.1467-8624.2012.01743.xCrossRefGoogle ScholarPubMed
Legare, C. H., & Herrmann, P. A. (2013). Cognitive consequences and constraints on reasoning about ritual. Religion, Brain & Behavior, 3(1), 6365. https://doi.org/10.1080/2153599X.2012.736710CrossRefGoogle Scholar
Legare, C. H., & Nielsen, M. (2015). Imitation and innovation: The dual engines of cultural learning. Trends in Cognitive Sciences, 19(11), 688699. https://doi.org/10.1016/j.tics.2015.08.005CrossRefGoogle ScholarPubMed
Legare, C. H., & Nielsen, M. (2020). Ritual explained: Interdisciplinary answers to Tinbergen's four questions. Philosophical Transactions of the Royal Society B: Biological Sciences, 375(1805), 20190419. https://doi.org/10.1098/rstb.2019.0419CrossRefGoogle ScholarPubMed
Legare, C. H., & Souza, A. L. (2014). Searching for control: Priming randomness increases the evaluation of ritual efficacy. Cognitive Science, 38(1), 152161. https://doi.org/10.1111/cogs.12077CrossRefGoogle ScholarPubMed
Legare, C. H., Wen, N. J., Herrmann, P. A., & Whitehouse, H. (2015). Imitative flexibility and the development of cultural learning. Cognition, 142(512), 351361. https://doi.org/10.1016/j.cognition.2015.05.020CrossRefGoogle ScholarPubMed
Leighton, J., Bird, G., & Heyes, C. (2010). “Goals” are not an integral component of imitation. Cognition, 114(3), 423435. https://doi.org/10.1016/j.cognition.2009.11.001CrossRefGoogle Scholar
Lewis, I. M. (2002). Ecstatic religion: A study of shamanism and spirit possession. Routledge.CrossRefGoogle Scholar
Lienard, P., & Boyer, P. (2006). Whence collective rituals? A cultural selection model of ritualized behavior. American Anthropologist, 108(4), 814827. https://doi.org/10.1525/aa.2006.108.4.814CrossRefGoogle Scholar
Liénard, P., & Lawson, E. T. (2008). Evoked culture, ritualization and religious rituals. Religion, 38(2), 157171. https://doi.org/10.1016/j.religion.2008.01.004CrossRefGoogle Scholar
Lu, C. H., & Proctor, R. W. (1995). The influence of irrelevant location information on performance: A review of the Simon and spatial Stroop effects. Psychonomic Bulletin & Review, 2(2), 174207.CrossRefGoogle ScholarPubMed
Lyons, D. E., Damrosch, D. H., Lin, J. K., Macris, D. M., & Keil, F. C. (2011). The scope and limits of overimitation in the transmission of artefact culture. Philosophical Transactions of the Royal Society B: Biological Sciences, 366(1567), 11581167. https://doi.org/10.1098/rstb.2010.0335CrossRefGoogle ScholarPubMed
Lyons, D. E., Young, A. G., & Keil, F. C. (2007). The hidden structure of overimitation. Proceedings of the National Academy of Sciences, 104(50), 1975119756. https://doi.org/10.1073/pnas.0704452104CrossRefGoogle ScholarPubMed
MacLeod, C. M. (1991). Half a century of research on the Stroop effect: An integrative review. Psychological Bulletin, 109(2), 163.CrossRefGoogle ScholarPubMed
Malinowski, B. (1935). Coral gardens and their magic: a study of the methods of tilling the soil and of agricultural rites in the Trobriand Islands. Vol. 2, The language of magic and gardening. American Book Company.Google Scholar
McGuigan, N., Gladstone, D., & Cook, L. (2012). Is the cultural transmission of irrelevant tool actions in adult humans (Homo sapiens) best explained as the result of an evolved conformist bias? PLoS ONE, 7(12), e50863. https://doi.org/10.1371/journal.pone.0050863CrossRefGoogle ScholarPubMed
McGuigan, N., Makinson, J., & Whiten, A. (2011). From over-imitation to super-copying: Adults imitate causally irrelevant aspects of tool use with higher fidelity than young children. British Journal of Psychology, 102(1), 118. https://doi.org/10.1348/000712610X493115CrossRefGoogle ScholarPubMed
McKay, R., & Whitehouse, H. (2015). Religion and morality. Psychological Bulletin, 141(2), 447473. https://doi.org/10.1037/a0038455CrossRefGoogle ScholarPubMed
Mehr, S. A., Krasnow, M. M., Bryant, G. A., & Hagen, E. H. (2021). Origins of music in credible signaling. Behavioural and Brain Sciences, 44, 141.CrossRefGoogle Scholar
Mesoudi, A. (2008). An experimental simulation of the “copy-successful-individuals” cultural learning strategy: Adaptive landscapes, producer–scrounger dynamics, and informational access costs. Evolution and Human Behavior, 29(5), 350363. https://doi.org/10.1016/j.evolhumbehav.2008.04.005CrossRefGoogle Scholar
Mesoudi, A. (2011). An experimental comparison of human social learning strategies: Payoff-biased social learning is adaptive but underused. Evolution and Human Behavior, 32(5), 334342. https://doi.org/10.1016/j.evolhumbehav.2010.12.001CrossRefGoogle Scholar
Mesoudi, A., & Thornton, A. (2018). What is cumulative cultural evolution? Proceedings of the Royal Society B: Biological Sciences, 285(1880), 20180712. https://doi.org/10.1098/rspb.2018.0712CrossRefGoogle ScholarPubMed
Mulak, K. E., Best, C. T., Tyler, M. D., Kitamura, C., & Irwin, J. R. (2014). Development of phonological constancy: 19-month-olds, but not 15-month-olds, identify words in a non-native regional accent. Child Development, 84(6), 20642078. https://doi.org/10.1111/cdev.12087.DevelopmentCrossRefGoogle Scholar
Muthukrishna, M., Shulman, B. W., Vasilescu, V., & Henrich, J. (2013). Sociality influences cultural complexity. Proceedings of the Royal Society B: Biological Sciences, 281(1774), 20132511. https://doi.org/10.1098/rspb.2013.2511CrossRefGoogle ScholarPubMed
Nagell, K., Olguin, R. S., & Tomasello, M. (1993). Processes of social learning in the tool use of chimpanzees (Pan troglodytes) and human children (Homo sapiens). Journal of Comparative Psychology, 107(2), 174186. https://doi.org/10.1037/0735-7036.107.2.174CrossRefGoogle Scholar
Newson, M., Shiramizu, V., Buhrmester, M., Hattori, W., Jong, J., Yamamoto, E., & Whitehouse, H. (2020). Devoted fans release more cortisol when watching live soccer matches. Stress and Health, 36(2), 220227.CrossRefGoogle ScholarPubMed
Nielsen, M. (2006). Copying actions and copying outcomes: Social learning through the second year. Developmental Psychology, 42(3), 555. https://doi.org/10.1037/0012-1649.42.3.555CrossRefGoogle ScholarPubMed
Nielsen, M. (2012). Imitation, pretend play, and childhood: Essential elements in the evolution of human culture? Journal of Comparative Psychology, 126(2), 170181. https://doi.org/10.1037/a0025168CrossRefGoogle ScholarPubMed
Nielsen, M., & Blank, C. (2011). Imitation in young children: When who gets copied is more important than what gets copied. Developmental Psychology, 47(4), 10501053. https://doi.org/10.1037/a0023866CrossRefGoogle ScholarPubMed
Nielsen, M., Mushin, I., Tomaselli, K., & Whiten, A. (2014). Where culture takes hold: “Overimitation” and its flexible deployment in western, aboriginal, and bushmen children. Child Development, 85(6), 21692184. https://doi.org/10.1111/cdev.12265Google ScholarPubMed
Nielsen, M., Simcock, G., & Jenkins, L. (2008). The effect of social engagement on 24-month-olds’ imitation from live and televised models. Developmental Science, 11(5), 722731. https://doi.org/10.1111/j.1467-7687.2008.00722.xCrossRefGoogle ScholarPubMed
Nielsen, M., & Tomaselli, K. (2010). Overimitation in Kalahari bushman children and the origins of human cultural cognition. Psychological Science, 21(5), 729736. https://doi.org/10.1177/0956797610368808CrossRefGoogle ScholarPubMed
Nielsen, M., Tomaselli, K., & Kapitány, R. (2018). The influence of goal demotion on children's reproduction of ritual behavior. Evolution and Human Behavior, 39(3), 343348. https://doi.org/10.1016/j.evolhumbehav.2018.02.006CrossRefGoogle Scholar
Norman, D. A., & Shallice, T. (1986). Attention to action: Willed and automatic control of behaviour. In Davidson, R. J. et al. (Ed.), Consciousness and self-regulation (advances in research and theory) (Vol. 4, pp. 118). Springer.Google Scholar
Over, H., & Carpenter, M. (2009). Priming third-party ostracism increases affiliative imitation in children. Developmental Science, 12(3), F1F8. https://doi.org/10.1111/j.1467-7687.2008.00820.xCrossRefGoogle ScholarPubMed
Over, H., & Carpenter, M. (2012). Putting the social into social learning: Explaining both selectivity and fidelity in children's copying behavior. Journal of Comparative Psychology, 126(2), 182192. https://doi.org/10.1037/a0024555CrossRefGoogle ScholarPubMed
Over, H., & Carpenter, M. (2013). The social side of imitation. Child Development Perspectives, 7(1), 611.CrossRefGoogle Scholar
Over, H., Carpenter, M., Spears, R., & Gattis, M. (2013). Children selectively trust individuals who have imitated them. Social Development, 22(2), 215224. https://doi.org/10.1111/sode.12020CrossRefGoogle Scholar
Pietikäinen, K. S. (2014). ELF couples and automatic code-switching. Journal of English as a Lingua Franca, 3(1), 126.CrossRefGoogle Scholar
Pinker, S. (2010). The cognitive niche: Coevolution of intelligence, sociality, and language. Proceedings of the National Academy of Sciences, 107(Supplement_2), 89938999. https://doi.org/10.1073/pnas.0914630107CrossRefGoogle ScholarPubMed
Rakoczy, H., Brosche, N., Warneken, F., & Tomasello, M. (2009a). Young children's understanding of the context-relativity of normative rules in conventional games. British Journal of Developmental Psychology, 27(2), 445456. https://doi.org/10.1348/026151008X337752CrossRefGoogle Scholar
Rakoczy, H., Warneken, F., & Tomasello, M. (2008). The sources of normativity: Young children's awareness of the normative structure of games. Developmental Psychology, 44(3), 875881. https://doi.org/10.1037/0012-1649.44.3.875CrossRefGoogle ScholarPubMed
Rakoczy, H., Warneken, F., & Tomasello, M. (2009b). Young children's selective learning of rule games from reliable and unreliable models. Cognitive Development, 24(1), 6169. https://doi.org/10.1016/j.cogdev.2008.07.004CrossRefGoogle Scholar
Redfield, R. (1955). The social organization of tradition. The Far Eastern Quarterly, 15(1), 13. https://doi.org/10.2307/2942099CrossRefGoogle Scholar
Richerson, P. J., & Boyd, R. (2005). Not by genes alone: How culture transformed human evolution. University of Chicago Press.Google Scholar
Sabbagh, M. A., & Henderson, A. M. E. (2007). How an appreciation of conventionality shapes early word learning. New Directions for Child and Adolescent Development, 2007(115), 2538. https://doi.org/10.1002/cadCrossRefGoogle Scholar
Schmidt, M. F., Butler, L. P., Heinz, J., & Tomasello, M. (2016). Young children see a single action and infer a social norm: Promiscuous normativity in 3-year-olds. Psychological Science, 27(10), 13601370.CrossRefGoogle Scholar
Schmidt, M. F. H., Rakoczy, H., & Tomasello, M. (2012). Young children enforce social norms selectively depending on the violator's group affiliation. Cognition, 124(3), 325333. https://doi.org/10.1016/j.cognition.2012.06.004CrossRefGoogle ScholarPubMed
Singh, D., & Bronstad, P. M. (1997). Sex differences in the anatomical locations of human body scarification and tattooing as a function of pathogen prevalence. Evolution and Human Behavior, 18(6), 403416.CrossRefGoogle Scholar
Sosis, R., & Alcorta, C. (2003). Signaling, solidarity, and the sacred: The evolution of religious behavior. Evolutionary Anthropology, 12(6), 264274. https://doi.org/10.1002/evan.10120CrossRefGoogle Scholar
Staal, F. (1989). Rules without meaning: Ritual, mantras, and the human sciences. P. Lang.Google Scholar
Stanford, M., & Whitehouse, H. (2021). Why do great and little traditions coexist in the world’s doctrinal religions?. Religion, Brain & Behavior, 11(3), 312334. https://doi.org/10.1080/2153599X.2021.1947357CrossRefGoogle Scholar
Taniguchi, Y., & Sanefuji, W. (2017). The boundaries of overimitation in preschool children: Effects of target and tool use on imitation of irrelevant actions. Journal of Experimental Child Psychology, 159, 8395. https://doi.org/10.1016/j.jecp.2017.01.014CrossRefGoogle ScholarPubMed
Tennie, C., Call, J., & Tomasello, M. (2009). Ratcheting up the ratchet: On the evolution of cumulative culture. Philosophical Transactions of the Royal Society B: Biological Sciences, 364(1528), 24052415. https://doi.org/10.1098/rstb.2009.0052CrossRefGoogle ScholarPubMed
Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and Brain Sciences, 28(5), 675691. https://doi.org/10.1017/S0140525X05000129CrossRefGoogle ScholarPubMed
Tomasello, M., Kruger, A. C., & Ratner, H. H. (1993). Cultural learning. Behavioral and Brain Sciences, 16, 495511.CrossRefGoogle Scholar
Tooby, J., & Cosmides, L. (2005). Conceptual foundations of evolutionary psychology. In Buss, D. M. (Ed.), The handbook of evolutionary psychology (pp. 567). Wiley.Google Scholar
Uzgiris, I. C. (1981). Two functions of imitation during infancy. International Journal of Behavioral Development, 4(1), 112. https://doi.org/10.1177/016502548100400101CrossRefGoogle Scholar
Vaish, A., Missana, M., & Tomasello, M. (2011). Three-year-old children intervene in third-party moral transgressions. British Journal of Developmental Psychology, 29(1), 124130. https://doi.org/10.1348/026151010X532888CrossRefGoogle ScholarPubMed
Vredenburgh, C., Kushnir, T., & Casasola, M. (2015). Pedagogical cues encourage toddlers’ transmission of recently demonstrated functions to unfamiliar adults. Developmental Science, 18(4), 645654. https://doi.org/10.1111/desc.12233CrossRefGoogle ScholarPubMed
Watson-Jones, R. E., Legare, C. H., Whitehouse, H., & Clegg, J. M. (2014). Task-specific effects of ostracism on imitative fidelity in early childhood. Evolution and Human Behavior, 35(3), 204210. https://doi.org/10.1016/j.evolhumbehav.2014.01.004CrossRefGoogle Scholar
Watson-Jones, R. E., Whitehouse, H., & Legare, C. H. (2016). In-group ostracism increases high-fidelity imitation in early childhood. Psychological Science, 27(1), 3442. https://doi.org/10.1177/0956797615607205CrossRefGoogle ScholarPubMed
Whitehouse, H. (1995). Inside the cult: Religious innovation and transmission in Papua New Guinea. Oxford University Press.Google Scholar
Whitehouse, H. (2000). Arguments and icons: Divergent modes of religiosity. Oxford University Press.Google Scholar
Whitehouse, H. (2002). Modes of religiosity: Towards a cognitive explanation of the sociopolitical dynamics of religion. Method & Theory in the Study of Religion, 14(3-4), 293315. https://doi.org/10.1163/157006802320909738CrossRefGoogle Scholar
Whitehouse, H. (2004). Modes of religiosity: A cognitive theory of religious transmission. AltaMira Press.Google Scholar
Whitehouse, H. (2011). The coexistence problem in psychology, anthropology, and evolutionary theory. Human Development, 54(3), 191199. https://doi.org/10.1159/000329149CrossRefGoogle Scholar
Whitehouse, H. (2012a). Human rites: Rituals bind us, in modern societies and prehistoric tribes alike. But can our loyalties stretch to all of humankind? Aeon.Google Scholar
Whitehouse, H. (2012b). Ritual, cognition and evolution. In Sun, R. (Ed.), Grounding the social sciences in the cognitive sciences (pp. 265284). MIT Press.Google Scholar
Whitehouse, H. (2018). Dying for the group: Towards a general theory of extreme self-sacrifice. Behavioral and Brain Sciences, 41, 164. https://doi.org/10.1017/S0140525X18000249CrossRefGoogle Scholar
Whitehouse, H. (2021). The ritual animal: Imitation and cohesion in the evolution of social complexity. Oxford University Press.CrossRefGoogle Scholar
Whitehouse, H., & Lanman, J. A. (2014). The ties that bind us. Current Anthropology, 55(6), 674695. https://doi.org/10.1086/678698CrossRefGoogle Scholar
Whiten, A. (2017). Social learning and culture in child and chimpanzee. Annual Review of Psychology, 68(1), 129154. https://doi.org/10.1146/annurev-psych-010416-044108CrossRefGoogle ScholarPubMed
Whiten, A., Allan, G., Devlin, S., Kseib, N., Raw, N., & McGuigan, N. (2016). Social learning in the real-world: “Over-imitation” occurs in both children and adults unaware of participation in an experiment and independently of social interaction. PLoS ONE, 11(7), e0159920. https://doi.org/10.1371/journal.pone.0159920CrossRefGoogle Scholar
Whiten, A., Custance, D. M., Gomez, J.-C., Teixidor, P., & Bard, K. A. (1996). Imitative learning of artificial fruit processing in children (Homo sapiens) and chimpanzees (Pan troglodytes). Journal of Comparative Psychology, 110(1), 314. https://doi.org/10.1037/0735-7036.110.1.3CrossRefGoogle Scholar
Williamson, R. A., & Markman, E. M. (2006). Precision of imitation as a function of preschoolers’ understanding of the goal of the demonstration. Developmental Psychology, 42(4), 723731. https://doi.org/10.1037/0012-1649.42.4.723CrossRefGoogle ScholarPubMed
Wiltermuth, S. S., & Heath, C. (2009). Synchrony and cooperation. Psychological Science, 20(1), 15. https://doi.org/10.1111/j.1467-9280.2008.02253.xCrossRefGoogle ScholarPubMed
Woodburn, J. (1982). Egalitarian societies. Man, NS, 17(3), 431451.Google Scholar
Xygalatas, D., Mitkidis, P., Fischer, R., Reddish, P., Skewes, J., Geertz, A. W., … Bulbulia, J. (2013). Extreme rituals promote prosociality. Psychological Science, 24(8), 16021605. https://doi.org/10.1177/0956797612472910CrossRefGoogle ScholarPubMed
Young, J. M., Krantz, P. J., McClannahan, L. E., & Poulson, C. L. (1994). Generalized imitation and response-class formation in children with autism. Journal of Applied Behavior Analysis, 27(4), 685697. https://doi.org/10.1901/jaba.1994.27-685CrossRefGoogle ScholarPubMed
Yu, Y., & Kushnir, T. (2014). Social context effects in 2- and 4-year-olds’ selective versus faithful imitation. Developmental Psychology, 50(3), 922. https://doi.org/10.1037/a0034242CrossRefGoogle ScholarPubMed