Alloparental care is central to human life history, which integrates exceptionally short interbirth intervals and large birth size with an extended period of juvenile dependency and increased longevity. Formal models, previous comparative research, and palaeoanthropological evidence suggest that humans evolved higher levels of cooperative childcare in response to increasingly harsh environments. Although this hypothesis remains difficult to test directly, the relative importance of alloparental care varies across human societies, providing an opportunity to assess how local social and ecological factors influence the expression of this behaviour. We therefore, investigated associations between alloparental infant care and socioecology across 141 non-industrialized societies. We predicted increased alloparental care in harsher environments, due to the fitness benefits of cooperation in response to shared ecological challenges. We also predicted that starvation would decrease alloparental care, due to prohibitive energetic costs. Using Bayesian phylogenetic multilevel models, we tested these predictions while accounting for potential confounds as well as for population history. Consistent with our hypotheses, we found increased alloparental infant care in regions characterized by both reduced climate predictability and relatively lower average temperatures and precipitation. We also observed reduced alloparental care under conditions of high starvation. These results provide evidence of plasticity in human alloparenting in response to ecological contexts, comparable to previously observed patterns across avian and mammalian cooperative breeders. This suggests convergent social evolutionary processes may underlie both inter- and intraspecific variation in alloparental care.
Aspects of human life history and cognition, such as our long childhoods and extensive use of teaching, theoretically evolved to facilitate the acquisition of complex tasks. The present paper empirically examined the relationship between subsistence task difficulty and age of acquisition, rates of teaching, and rates of oblique transmission among Hadza and BaYaka foragers from Tanzania and the Republic of Congo. We further examined cross-cultural variation in how and from whom learning occurred. Learning patterns and community perceptions of task difficulty were assessed through interviews. We found no relationship between task difficulty, age of acquisition, and oblique transmission, and a weak but positive relationship between task difficulty and rates of teaching. While same-sex transmission was normative in both societies, tasks ranked as more difficult were more likely to be transmitted by men among the BaYaka, but not among the Hadza, potentially reflecting cross-cultural differences in the sexual division of subsistence and teaching labor. Further, the BaYaka were more likely to report learning via teaching, and less likely to report learning via observation, than the Hadza, possibly due to differences in socialization practices. These findings suggest that patterns of transmission are highly variable across cultures.
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