Show simple item record

Files in this item

Thumbnail

Item metadata

dc.contributor.advisorLaland, Kevin N.
dc.contributor.authorMorgan, Thomas J. H.
dc.coverage.spatial231en_US
dc.date.accessioned2014-02-14T11:52:53Z
dc.date.available2014-02-14T11:52:53Z
dc.date.issued2014-06-25
dc.identifieruk.bl.ethos.595632
dc.identifier.urihttp://hdl.handle.net/10023/4443
dc.description.abstractHuman culture is unique in its scope and complexity and is underpinned by the social transmission of information. Successful individuals will use both social and asocial information effectively. Evolutionary theory suggests that social learning should be guided by evolved learning rules that dictate when individuals rely on social information, a literature which I review across Chapters 1 and 2, with the emphasis of chapter 2 being on conformist transmission. In this thesis I present experimental investigations of the existence and adaptive value of several such strategies in both adults (Chapter 3) and young children (Chapter 4). In all cases I find strong evidence for the existence of such biases and show that they act to increase the accuracy of decisions. In particular I show individuals are highly sensitive to even small majorities within a group of demonstrators. The youngest children (age 3) however, show little sensitivity to social information and do not use it effectively. In Chapter 5 I present an investigation into the role of social learning in the evolution of hominin lithic technology. I conclude that even the earliest hominin flaking technology is poorly transmitted through observation alone and so the widespread and longstanding persistence of such tools implies some form of teaching. Furthermore, I conclude that the stable transmission of more complex technologies would likely require teaching, and potentially symbolic communication. I also postulate a co-evolution of stone tools and complex communication and teaching. In Chapter 6 I conclude that the cultural evolutionary approach, focussing on the evolutionary consequences of social information use and treating culture as a system of inheritance partially independent of genes, seems successful in increasing our understanding of the evolution of social learning.en_US
dc.language.isoenen_US
dc.publisherUniversity of St Andrews
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectCultural evolutionen_US
dc.subjectSocial learningen_US
dc.subject.lccHQ783.M7
dc.subject.lcshSocial learningen_US
dc.subject.lcshSocial evolutionen_US
dc.subject.lcshTools, Prehistoricen_US
dc.titleExperimental studies of human social learning and its evolutionen_US
dc.typeThesisen_US
dc.contributor.sponsorEuropean Research Council (ERC)en_US
dc.type.qualificationlevelDoctoralen_US
dc.type.qualificationnamePhD Doctor of Philosophyen_US
dc.publisher.institutionThe University of St Andrewsen_US


The following license files are associated with this item:

  • Creative Commons

This item appears in the following Collection(s)

Show simple item record

Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International
Except where otherwise noted within the work, this item's license for re-use is described as Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International