Considerable variation has been observed in allomaternal nursing (breast-feeding by individuals other than mothers) behavior across contemporary foraging populations: while relatively common in some populations, it is rare or absent among others. Here the authors examine data on allomaternal nursing from 12 previous studies of foraging societies and utilize a worldwide sample of 104 cultures to assess global variation in allomaternal nursing.

Considerable variation has been observed in allomaternal nursing (breast-feeding by individuals other than mothers) behavior across contemporary foraging populations: while relatively common in some populations, it is rare or absent among others. Here the authors examine data on allomaternal nursing from 12 previous studies of foraging societies and utilize a worldwide sample of 104 cultures to assess global variation in allomaternal nursing.

Considerable variation has been observed in allomaternal nursing (breast-feeding by individuals other than mothers) behavior across contemporary foraging populations: while relatively common in some populations, it is rare or absent among others. Here the authors examine data on allomaternal nursing from 12 previous studies of foraging societies and utilize a worldwide sample of 104 cultures to assess global variation in allomaternal nursing.

Considerable variation has been observed in allomaternal nursing (breast-feeding by individuals other than mothers) behavior across contemporary foraging populations: while relatively common in some populations, it is rare or absent among others. Here the authors examine data on allomaternal nursing from 12 previous studies of foraging societies and utilize a worldwide sample of 104 cultures to assess global variation in allomaternal nursing.

Considerable variation has been observed in allomaternal nursing (breast-feeding by individuals other than mothers) behavior across contemporary foraging populations: while relatively common in some populations, it is rare or absent among others. Here the authors examine data on allomaternal nursing from 12 previous studies of foraging societies and utilize a worldwide sample of 104 cultures to assess global variation in allomaternal nursing.

This paper examines patterns of cultural learning in pastoralist societies and compares them to those found in hunter-gatherer societies. The study analyzed 198 texts from 13 pastoralist cultures in the eHRAF World Cultures database and found that most cultural skills and knowledge were acquired in early childhood, with parents and non-parental adults as the primary sources of transmission. Teaching was the most common form of learning across all age groups, with minimal variation in transmission between different age groups. While similarities were found between the cultural learning patterns of pastoralists and hunter-gatherers, pastoralists were less likely to mention learning from peers and more likely to mention learning via local enhancement and stimulus enhancement. The importance of teaching did not increase with age in pastoralist societies, unlike in hunter-gatherer societies.

This paper examines patterns of cultural learning in pastoralist societies and compares them to those found in hunter-gatherer societies. The study analyzed 198 texts from 13 pastoralist cultures in the eHRAF World Cultures database and found that most cultural skills and knowledge were acquired in early childhood, with parents and non-parental adults as the primary sources of transmission. Teaching was the most common form of learning across all age groups, with minimal variation in transmission between different age groups. While similarities were found between the cultural learning patterns of pastoralists and hunter-gatherers, pastoralists were less likely to mention learning from peers and more likely to mention learning via local enhancement and stimulus enhancement. The importance of teaching did not increase with age in pastoralist societies, unlike in hunter-gatherer societies.

This paper examines patterns of cultural learning in pastoralist societies and compares them to those found in hunter-gatherer societies. The study analyzed 198 texts from 13 pastoralist cultures in the eHRAF World Cultures database and found that most cultural skills and knowledge were acquired in early childhood, with parents and non-parental adults as the primary sources of transmission. Teaching was the most common form of learning across all age groups, with minimal variation in transmission between different age groups. While similarities were found between the cultural learning patterns of pastoralists and hunter-gatherers, pastoralists were less likely to mention learning from peers and more likely to mention learning via local enhancement and stimulus enhancement. The importance of teaching did not increase with age in pastoralist societies, unlike in hunter-gatherer societies.

This paper examines patterns of cultural learning in pastoralist societies and compares them to those found in hunter-gatherer societies. The study analyzed 198 texts from 13 pastoralist cultures in the eHRAF World Cultures database and found that most cultural skills and knowledge were acquired in early childhood, with parents and non-parental adults as the primary sources of transmission. Teaching was the most common form of learning across all age groups, with minimal variation in transmission between different age groups. While similarities were found between the cultural learning patterns of pastoralists and hunter-gatherers, pastoralists were less likely to mention learning from peers and more likely to mention learning via local enhancement and stimulus enhancement. The importance of teaching did not increase with age in pastoralist societies, unlike in hunter-gatherer societies.

This paper examines patterns of cultural learning in pastoralist societies and compares them to those found in hunter-gatherer societies. The study analyzed 198 texts from 13 pastoralist cultures in the eHRAF World Cultures database and found that most cultural skills and knowledge were acquired in early childhood, with parents and non-parental adults as the primary sources of transmission. Teaching was the most common form of learning across all age groups, with minimal variation in transmission between different age groups. While similarities were found between the cultural learning patterns of pastoralists and hunter-gatherers, pastoralists were less likely to mention learning from peers and more likely to mention learning via local enhancement and stimulus enhancement. The importance of teaching did not increase with age in pastoralist societies, unlike in hunter-gatherer societies.