麻豆淫院

Scientists at the Pontifical University of the Holy Cross in Rome and the University of Bordeaux in France report that human cultural know-how grew through a long, measured shift from casual observation to structured teaching, with language assuming a pivotal role between 200,000 and 100,000 years ago.

Cumulative cultural evolution refers to the process by which innovations build over time within a population's behavioral repertoire. The persistence of complex traits depends on the reliable transmission of knowledge across generations through social learning mechanisms.

Multiple strategies have been proposed to explain how cultural behaviors are passed on, including imitation, teaching, and explanation. Teaching, in particular, has been defined in functional terms as any behavior intended to facilitate learning in another, and is expressed in diverse forms, including opportunity provisioning, feedback, and direct instruction.

Previous studies have focused on isolated traits or learning mechanisms without producing a timeline linking the development of transmission modes to archaeological evidence.

In the study, "An empirically-based scenario for the evolution of cultural transmission in the human lineage during the last 3.3 million years," in PLOS One, researchers compiled a cross-disciplinary database to chart how 19 learning modes served 103 Paleolithic traits, aiming to pinpoint the moments when simple copying gave way to intentional instruction.

A dataset covering 103 cultural innovations, grouped into 17 categories and dated from 3.3 million to 6,000 years ago, formed the study's observational "cohort."

Scores assigned by the authors and external experts rated how each trait likely spread across spatial, temporal, and social dimensions. Statistical tests then probed preservation bias, dating robustness, and evolutionary trends.

Intentional demonstration, defined as purposeful enactment of a behavior to make it more learnable, became predominant after 2 million years ago. An example might be a knapper deliberately slowing down a gesture to make a flake detachment more visible.

Overt explanation involves accompanying actions with communicative signals that clarify intention or method. Evidence for its appearance begins around 400 thousand years ago. An example might be a toolmaker gesturing toward the edge of a core to indicate where a strike should occur.

Modular teaching refers to the sequencing of knowledge into discrete steps that can be taught in order. Its presence increases after 200 thousand years ago and accelerates after 75 thousand years ago. An example might be showing how to prepare a blank before teaching how to retouch its edge.

Selective instruction restricts knowledge transmission to specific learners rather than the group at large. Its frequency increases sharply after 100 thousand years ago. An example might be a specialist transmitting pigment processing techniques only to kin or apprentices.

Analyses show that new learning modes accumulated rather than replaced earlier ones. Structured instruction appears layered onto preexisting observational and imitative strategies as cultural traits became more complex.

Researchers interpret the results as evidence that cumulative cultural evolution required not only increasingly complex knowledge but increasingly structured means of transmission. Learning strategies evolved in tandem with the cultural traits they supported, with spatial proximity giving way to deliberate demonstration, and explanatory, modular, and selective instruction appearing as trait complexity rose.

Transmission methods did not shift all at once. Spatial and action-based strategies predominated before 600,000 years ago. Verbal explanation and modular teaching seem to have emerged between 200,000 and 100,000 years ago.

Selective instruction, where knowledge holders chose specific recipients, appeared last. Researchers link this sequence to the growing demands of technological innovation, symbolic behavior, and social coordination.

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