Social scientists are equivocal as to the importance of teaching (as contrasted with other forms of learning) in traditional societies. While many cultural anthropologists have downplayed the importance of teaching, cognitive psychologists often argue that teaching is a salient human universal. Here the authors investigate cultural transmission among 23 hunter-gatherer populations to explore the relative importance of teaching among foragers.

Derived from the evolutionary anthropology theory, this study examines the difference of importance placed on traditions and customs between cultures. The authors found that descendants from regions with less climatic stability place less emphasis on tradition and customs than those from more stable environments. The authors suggest that with climatic stability, the traditions and customs which have evolved and benefited the previous generations will be passed on to the next, therefore promoting cultural persistence.

To understand transmission of knowledge and its impact on human evolution history, this study explores the research question: "How do hunter-gatherer children learn subsistence skills?". The authors use meta-ethnography methods on 34 cultures from five continents discussing these topics. The results show that the learning process starts early in infancy when their parents take them to the excursions. In middle childhood, they already acquired gathering skills. Only in the start of adolescence, adults begin teaching how to hunt and to produce complex tools. The learning process continues into adulthood.

The main premise of the present study is to investigate the relationship between monotheism and dependence nurturance during early childhood and adulthood. Terry notes the human need to explain and understand the world, and theorizes that this understanding derives from personal experience, learned information, and supernatural explanation. Terry tests the hypothesis that supernatural explanations (monothestic beliefs) will be formulated if individuals cannot depend on their own experiences and/or others to reduce uncertainty (a result of independence training).

This paper examines Murdock's (1949) definitions and data pertaining to the universal functions of the nuclear family. The author asserts that Murdocks definitions and data are faulty and finds that Murdock's claims regarding the universality of nuclear families are unsupported.

This paper proposes that the socio-cultural values of countries may be associated with increased mortality due to COVID-19. Using results from the World Values survey, the author assessed which values had the strongest association with a change in COVID-19 mortality in datasets consisting of all countries, upper-middle and high income economies, upper-middle income economies, high income economies, and advanced economies. The author also sought to determine whether the WVS values that were associated with COVID-19 mortality were also associated with general life expectancy. The results showed that COVID-19 mortality was increased in countries that placed a higher value on freedom of speech, political participation, religion, technocracy, post-materialism, social tolerance, law and order, and acceptance of authority. On the other hand, mortality was decreased in countries with high trust in major companies and institutions and that endorsed maintenance of order as a goal for a country. The author also found that values related to COVID-19 mortality did not predict general health outcomes, and that some values that predicted increased COVID-19 mortality actually predicted decreased mortality from other outcomes.

This study examines the relationship between personality traits and subsistence type in mixed farming and pastoralists societies. Findings suggest that differences in child socialization do not significantly predict personality differences in mixed farming and pastoralist societies as much as one would expect. Adult experiences should be considered as better predictors of personality traits.

The article discusses the role of toys and tools in the development of skills and cultural transmission in hunter-gatherer societies. The authors present a cross-cultural inventory of objects made for and by hunter-gatherer children and adolescents, finding that toys and tools were primarily handled outside of explicit pedagogical contexts, and there is little evidence for formalised apprenticeships. The authors suggest that children's self-directed interactions with objects, especially during play, have a critical role in early-age enskillment. Both boys and girls tend to use objects in work and play that emulate the gendered division of labor in their communities, and many objects made by and for children had full-scale counterparts. Finally, the authors argue that the peer group is crucial to skill acquisition in hunter-gatherer societies.

This book discusses the characteristics of adolescence cross-culturally and examines the differences in the adolescent experience for males and females. Several relationships are tested in order to gain an understanding of cross-cultural patterns in adolescence.

The author expands on the findings of Barry, Bacon, and Child (1959), hypothesizing that type of environment is an intervening variable in the relationship between subsistence type and child training. A multiple classification analysis is used.