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.

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.

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.

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 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.

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.

This article examined the presence of ostensive-communicative behaviors in educational storytelling within foraging cultures. Ostensive communication includes prosody and gestures used to direct attention to something or someone. The author analyzed 14 behaviors of ostensive communication and tested whether they co-occur with the transmission of knowledge in storytelling. All 53 forager cultures examined demonstrated the use of 2 or more of those communicative behaviors in oral storytelling. This supports the author’s claim of ostensive-communicative behavior as a universal pedagogical tool in forager cultures.

Archaeologists often interpret found portable artifacts (e.g. dolls, miniature weapons) as ritual objects. But it is argued that they might instead reflect children's play activities. This descriptive study analyzes the artifacts and context of children's play using the literature and the ethnographic record of 82 hunter-gatherer societies. Six signs of the presence of children, that might survive in archaeological record are noted, which may suggest that many "ritual activities" are children's activities.