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.

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.

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.

This dissertation discusses the divided theoretical approach to how reincarnation, animism, spirits, and general religious beliefs occur within societies cross-culturally. Matlock offers evidence to support Tyler, contradicting the generally accepted Durkheimian approach, arguing that the belief about souls and spirits may originate in dreams and other empirical experiences, in turn informing and shaping social organization. Durkheim argued the opposite, claiming that religious beliefs reflect social organization such as the clan and kinship. The author states 33 quantitative hypotheses to be tested using 30 of the first 60 sample societies available in the HRAF Probability Sample.

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.

This book investigates the evolution of military organizations and their activities. Hypotheses frequently relate military organizations to political variables. Data suggested that more politically centralized societies have more sophisticated military organizations which are more likely to be successful in conflict (though military sophistication does not appear to deter attack).

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.

Focusing on cultures of New Guinea, this article tests the relationship between subsistence type and various indicators of cultural complexity: population density, settlement size, and residential permanency. Subsistence type is examined through dependence on aquatic resources--specifically, the consumption of aquatic fauna. Relevance of social and political history of the region is also examined.

Using empirical data and statistical methodology, Gouldner and Peterson aim to identify fundamental dimensions across societies, examine the relationships among these dimensions, and evaluate their importance. Data analysis is largely based on factor analysis, and the authors discuss how statistical methods fit into functional social theory.