Humans often learn preferentially from ingroup members who share a social identity affiliation, while ignoring or rejecting information when it comes from someone perceived to be from an outgroup. This sort of bias has well-known negative consequences – exacerbating cultural divides, polarization, and conflict – while reducing the information available to learners. Why does it persist? Using evolutionary simulations, we demonstrate that similarity-biased social learning (also called parochial social learning) is adaptive when (1) individual learning is error-prone and (2) sufficient diversity inhibits the efficacy of social learning that ignores identity signals, as long as (3) those signals are sufficiently reliable indicators of adaptive behaviour. We further show that our results are robust to considerations of other social learning strategies, focusing on conformist and pay-off-biased transmission. We conclude by discussing the consequences of our analyses for understanding diversity in the modern world.

The human capacity for culture is a key determinant of our success as a species. While much work has examined adults’ abilities to create and transmit cultural knowledge, relatively less work has focused on the role of children (approx. 3-17 years) in this important process. In the cases where children are acknowledged, they are largely portrayed as acquirers of cultural knowledge from adults, rather than cultural producers in their own right. In this paper, we bring attention to the important role that children play in cultural adaptation by highlighting the structure, function, and ubiquity of the large body of knowledge produced and transmitted by children, known as peer culture. Supported by evidence from diverse disciplines, we argue that children are independent producers and maintainers of these autonomous cultures, which exist with regularity across diverse societies, and persist despite compounding threats. Critically, we argue peer cultures are a source of community knowledge diversity, encompassing both material and immaterial knowledge related to geography, ecology, subsistence, norms, and language. Through a number of case studies, we further argue that peer culture products and associated practices — including exploration, learning, and the retention of abandoned adult cultural traits — may help populations adapt to changing ecological and social conditions, contribute to community resilience, and even produce new cultural communities. We end by highlighting the pressing need for research to more carefully investigate children's roles as active agents in cultural adaptation.

With its linguistic and cultural diversity, Austronesia is important in the study of evolutionary forces that generate and maintain cultural variation. By analysing publicly available datasets, we have identified four classes of cultural features in Austronesia and distinct clusters within each class. We hypothesized that there are differing modes of transmission and patterns of variation in these cultural classes and that geography alone would be insufficient to explain some of these patterns of variation. We detected relative differences in the verticality of transmission and distinct patterns of cultural variation in each cultural class. There is support for pulses and pauses in the Austronesian expansion, a west-to-east increase in isolation with explicable exceptions, and correspondence between linguistic and cultural outliers. Our results demonstrate how cultural transmission and patterns of variation can be analysed using methods inspired by population genetics.

The maintenance of cross-cultural variation and arbitrary traditions in human populations is a key question in cultural evolution. Conformist transmission, the tendency to follow the majority, was previously considered central to this phenomenon. However, recent theory indicates that cognitive biases can greatly reduce its ability to maintain traditions. Therefore, we expanded prior models to investigate two other ways that cultural variation can be sustained: payoff-biased transmission and norm reinforcement. Our findings predict that both payoff-biased transmission and reinforcement can enhance conformist transmission's ability to maintain traditions. However, payoff-biased transmission can only sustain cultural variation if it is functionally related to environmental factors. In contrast, norm reinforcement readily generates and maintains arbitrary cultural variation. Furthermore, reinforcement results in path-dependent cultural dynamics, meaning that historical traditions influence current practices, even though group behaviours have changed. We conclude that environmental variation probably plays a role in functional cultural traditions, but arbitrary cultural variation is more plausibly due to the reinforcement of norm compliance.

The mate guarding theory of conservative clothing posits that veiling reduces women's physical allure and sexual attractiveness, thereby diminishing men's attraction towards them and deterring potential rivals for a woman's partner. This theory argues that the importance of veiling is influenced by ecological factors in a way that it is of higher importance to control women's sexuality in harsher environments to secure paternal investment. A prediction of this theory is that the importance of veiling should be influenced by community size, where individuals’ reputations, specifically men's, might have different weightings, and their perceived sense of controlling a partner's activity may differ. Using pre-existing data from seven countries encompassing over 9000 individuals, the current study explored the association of town size and importance of veiling for women. Results showed a U-shaped relationship where in small towns and large cities, individuals, specifically men, give more importance to the veiling of women. This finding not only has multiple implications in terms of the effect of community size on male policing behaviours of women and sexual restrictions, but it also might point to a wider relationship regarding the association of community size and moral values.

Cultural inheritance is a central issue in archaeology. If variation were not inherited, cultures could not evolve. Some archaeologists have dismissed cultural evolutionary theory in general, and the significance of inheritance specifically, substituting instead a view of culture change that results from agency and intentionality amid a range of options in terms of social identity, cultural values and behaviours. This emphasis projects the modern academic imagination onto the past. Much of the archaeological record, however, is consistent with an intergenerational inheritance process in which cultural traditions were the defining characteristics of behaviour.

An increasingly common phenomenon in modern work and school settings is individuals taking on too many tasks and spending effort without commensurate rewards. Such an imbalance of efforts and rewards leads to myriad negative consequences, such as burnout, anxiety and disease. Here, we develop a model to explain how such effort–reward imbalances can come about as a result of biased social learning dynamics. Our model is based on a phenomenon that on some US college campuses is called ‘the floating duck syndrome’. This phrase refers to the social pressure on individuals to advertise their successes but hide the struggles and the effort put in to achieve them. We show that a bias against revealing the true effort results in social learning dynamics that lead others to underestimate the difficulty of the world. This in turn leads individuals to both invest too much total effort and spread this effort over too many activities, reducing the success rate from each activity and creating effort–reward imbalances. We also consider potential ways to counteract the floating duck effect: we find that solutions other than addressing the root cause, biased observation of effort, are unlikely to work.

Globally, human house types are diverse, varying in shape, size, roof type, building materials, arrangement, decoration and many other features. Here we offer the first rigorous, global evaluation of the factors that influence the construction of traditional (vernacular) houses. We apply macroecological approaches to analyse data describing house features from 1900 to 1950 across 1000 societies. Geographic, social and linguistic descriptors for each society were used to test the extent to which key architectural features may be explained by the biophysical environment, social traits, house features of neighbouring societies or cultural history. We find strong evidence that some aspects of the climate shape house architecture, including floor height, wall material and roof shape. Other features, particularly ground plan, appear to also be influenced by social attributes of societies, such as whether a society is nomadic, polygynous or politically complex. Additional variation in all house features was predicted both by the practices of neighouring societies and by a society's language family. Collectively, the findings from our analyses suggest those conditions under which traditional houses offer solutions to architects seeking to reimagine houses in light of warmer, wetter or more variable climates.

Knowledge and behaviour are transmitted from one individual to another through social learning and eventually disseminated across the population. People often learn useful behaviours socially through selective bias rather than random selection of targets. Prestige bias, or the tendency to selectively imitate prestigious individuals, has been considered an important factor in influencing human behaviour. Although its importance in human society and culture has been recognised, the formulation of prestige bias is less developed than that of other social learning biases. To examine the effects of prestige bias on cultural evolution theoretically, it is imperative to formulate prestige and investigate its basic properties. We reviewed two definitions: one based on first-order cues, such as the demonstrator's appearance and job title, and the other based on second-order cues, such as people's behaviour towards the demonstrator (e.g. people increasingly pay attention to prestigious individuals). This study builds a computational model of prestige bias based on these two definitions and compares the cultural evolutionary dynamics they generate. Our models demonstrate the importance of distinguishing between the two types of formalisation, because they can have different influences on cultural evolution.

Gender role ideology, i.e. beliefs about how genders should behave, is shaped by social learning. Accordingly, if perceptions about the beliefs of others are inaccurate this may impact trajectories of cultural change. Consistent with this premise, recent studies report evidence of a tendency to overestimate peer support for inequitable gender norms, especially among men, and that correcting apparent ‘norm misperception’ promotes transitions to relatively egalitarian beliefs. However, supporting evidence largely relies on self-report measures vulnerable to social desirability bias. Consequently, observed patterns may reflect researcher measurement error rather than participant misperception. Addressing this shortcoming, we examine men's gender role ideology using both conventional self-reported and a novel wife-reported measure of men's beliefs in an urbanising community in Tanzania. We confirm that participants overestimate peer support for gender inequity. However, the latter measure, which we argue more accurately captures men's true beliefs, implies that this tendency is relatively modest in magnitude and scope. Overestimation was most pronounced among men holding relatively inequitable beliefs, consistent with misperception of peer beliefs reinforcing inequitable norms. Furthermore, older and poorly educated men overestimated peer support for gender inequity the most, suggesting that outdated and limited social information contribute to norm misperception in this context.

The rapid growth of cultural evolutionary science, its expansion into numerous fields, its use of diverse methods, and several conceptual problems have outpaced corollary developments in theory and philosophy of science. This has led to concern, exemplified in results from a recent survey conducted with members of the Cultural Evolution Society, that the field lacks ‘knowledge synthesis’, is poorly supported by ‘theory’, has an ambiguous relation to biological evolution and uses key terms (e.g. ‘culture’, ‘social learning’, ‘cumulative culture’) in ways that hamper operationalization in models, experiments and field studies. Although numerous review papers in the field represent and categorize its empirical findings, the field's theoretical challenges receive less critical attention even though challenges of a theoretical or conceptual nature underlie most of the problems identified by Cultural Evolution Society members. Guided by the heterogeneous ‘grand challenges’ emergent in this survey, this paper restates those challenges and adopts an organizational style requisite to discussion of them. The paper's goal is to contribute to increasing conceptual clarity and theoretical discernment around the most pressing challenges facing the field of cultural evolutionary science. It will be of most interest to cultural evolutionary scientists, theoreticians, philosophers of science and interdisciplinary researchers.

One of the most remarkable manifestations of social cohesion in large-scale entities is the belief in a shared, distinct, and ancestral past. Human communities around the world take pride in their ancestral roots, commemorate their long history of shared experiences, and celebrate the distinctiveness of their historical trajectory. Why do humans put so much effort into celebrating a long-gone past? Integrating insights from evolutionary psychology, social psychology, evolutionary anthropology, political science, cultural history, and political economy, we show that the cultural success of historical myths is driven by a specific adaptive challenge for humans: The need to recruit coalitional support to engage in large-scale collective action and prevail in conflicts. By showcasing a long history of cooperation and shared experiences, these myths serve as super-stimuli, activating specific features of social cognition and drawing attention to cues of fitness interdependence. In this account, historical myths can spread within a population without requiring group-level selection, as long as individuals have a vested interest in their propagation and strong psychological motivations to create them. Finally, this framework explains not only the design features of historical myths, but also important patterns in their cross-cultural prevalence, interindividual distribution, and particular content.

Jared Diamond suggested that the unique East–West orientation of Eurasia facilitated the spread of cultural innovations and gave it substantial political, technological and military advantages over other continental regions. This controversial hypothesis assumes that innovations can spread more easily across similar habitats, and that environments tend to be more homogeneous at similar latitudes. The resulting prediction is that Eurasia is home to environmentally homogenous corridors that enable fast cultural transmission. Despite indirect evidence supporting Diamond's influential hypothesis, quantitative tests of its underlying assumptions are currently lacking. Here we address this critical gap by leveraging ecological, cultural and linguistic datasets at a global scale. Our analyses show that although societies that share similar ecologies are more likely to share cultural traits, the Eurasian continent is not significantly more ecologically homogeneous than other continental regions. Our findings highlight the perils of single factor explanations and remind us that even the most compelling ideas must be thoroughly tested to gain a solid understanding of the complex history of our species.

Archaeology and cultural evolution theory both predict that environmental variation and population size drive the likelihood of inventions (via individual learning) and their conversion to population-wide innovations (via social uptake). We use the case study of the adoption of the bow and arrow in the Great Basin to infer how patterns of cultural variation, invention, and innovation affect investment in new technologies over time and the conditions under which we could predict cultural innovation to occur. Using an agent-based simulation to investigate the conditions that manifest in the innovation of technology, we find the following: (1) increasing ecological variation results in a greater reliance on individual learning, even when this decreases average fitness due to the costs of learning; (2) decreasing population size increases variability in the types of learning strategies that individuals use; among smaller populations drift-like processes may contribute to randomization in interpopulation cultural diffusion; (3) increasing the mutation rate affects the variability in learning patterns at different rates of environmental variation; and (4) increasing selection pressure increases the reliance on social learning. We provide an open-source R script for the model and encourage others to use it to test additional hypotheses.

An essential feature of human progress is the use of different modes of learning so agents acquire the appropriate behaviour to survive in a changing environment. Learning may result from agents who discover new knowledge on their own (individual learning), or imitate the behaviour of others (social learning). Social learning is less costly than discovery, but imitation might yield no benefit. Early theoretical models of a population consisting of purely individual and purely social learners found that both types are present in an evolutionary equilibrium. However, the presence of social learners did not provide any improvement to the average population fitness. Subsequent research showed that the presence of social learners could improve the average population fitness, provided that the pure characterisation of the agents’ learning is relaxed. We return to the pure conceptualisation of agents to challenge an assumption in the early work: agents were guaranteed enough resources to perform their desired learning. We show that, if the resources an agent receives are uncertain, this turns social learning into a source of fitness improvement at the population level. Perhaps counter-intuitively, uncertain provision of resources prompts an increase in the proportion of the population that pursues the costlier individual learning activity in equilibrium.