This study empirically tests two models of war, sports, and aggression: the drive discharge model which predicts sports and war will be inversely associated, and the culture pattern model which predicts sports and war will be directly associated. A direct association is supported. Relevant theory is discussed.

This article examines sex differences in sports and games of strategy and chance. Results indicated large differences in participation by gender, especially for combat and hunting sports and in patriarchal societies. The possible cross-cultural universality of this trend is discussed.

Researchers examined and coded motor skills used in coalitional play fighting in hunter-gatherer societies to investigate if it was a product of agriculture/industry, or occurred more broadly in non-agricultural populations. Sampling 100 societies from the Ethnographic Atlas, researchers found at least one predictor of such motor patterns showing coalitional play fighting amongst all hunter gatherer groups with information, and multiple predictors among most of the 46 groups. Researchers theorize this coalitional play fighting was training for intergroup aggression such as lethal raids.

A replication of Sipes' (1973) study of the relationship between combative sport and warfare using new codes and a new sample. Although many of the results are weaker than found by Sipes previously, they are still consistent with the culture pattern model as compared with the drive-discharge model.

This study examines the interrelationships between achievement, aggression, psychological distress, competition and interpersonal behavior. Authors suggest that levels of achievement, aggression, and psychological distress are partly determined by corresponding levels of of competition and interpersonal intensity. Hypotheses are supported.

This article offers an exploratory study of the fitness costs of warfare on women. The author examines stories of inter-group conflict cross-culturally and finds that warfare exerts significant selection pressure on women, such as killing or capturing women, or killing their offspring or mate. The author suggests that future research should examine female cognition in relation to these selective pressures.

The article discusses the challenge of storing and transmitting accumulated cultural knowledge over generations, particularly for forager societies, who use storytelling as a way to encode their knowledge. The authors hypothesize that myth-telling rules exist in these societies to ensure high-fidelity transmission of the stories, and predict that such rules mandate proficient storytellers, low-distraction conditions, multiple individuals and generations present, error prevention and correction, audience attention maintenance, discouragement of rule violations, and incentivization of rule compliance. The authors searched forager ethnographic records for descriptions of myth performance and coded them for these features. Results indicate that rules regulating myth performance are widespread across forager cultures and reduce the likelihood of copy errors. These findings suggest that anthropogenic ratchets played a role in the emergence of cumulative culture.

Aiming to respond to the question "How has knowledge in forager oral narrative been maintained accurately for dozens of generations?", this study explores the myth transmission rules among forager societies. The first hypothesis anticipates that these rules constrain transmission and contexts similarly across forager societies. The authors suggest that these rules are information technology aids to minimize the chances of errors and loss of information. Related to this, the authors formulate eight hypotheses of what these rules will mandate during myth transmission: 1) skilled storytellers to pass down stories, 2) minimal low-distractions, 3) numerous people 4) multiple generations, 5) measures that identify and correct mistakes, 6) measures that maintain the audience's attention, 7) measures that sanction rule violations, and 8) measures that encourage rule compliance. There is enough evidence to support 7 out of the total of 9 hypotheses. These results show the relevance of studying the rules concerning myth and knowledge transmission across generations.

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.

Using data on 25 ethnolinguistic groups in the Austronesian language family, this study asks: does cooperation in games vary with socio-ecological differences across cultural groups? The authors suggest that cultural groups that cooperate in subsistence, tend to have intergroup conflict and less intragroup conflict, and are less socially stratified are more likely to play cooperative games compared to other groups. While the results support the first three hypotheses, there is insufficient data to support the fourth. The authors conclude that games serve as training ground for group norms and values.