The present research examines the residence patterns of 34 hunter-gatherer societies and 34 lowland South American horticulturalist societies using census data. Contrary to the traditional view of patrilocal postmarital residence being prevalent, the present findings suggest more multilocality in residence patterns for hunter-gatherer and horticulturalist societies. The author concludes that hunter-gatherers are slightly patrilocal and horticulturalists slightly matrilocal.

This article examines the quality of forager habitats to determine whether agriculturalists occupy the most productive areas while modern forager groups are relegated to poor habitats. Findings indicate that there are slight but insignificant differences in the net primary productivity of foragers’ land and agriculturalists’ land. Further analysis of types of agriculturalists suggest that horticulturalists live in the most productive habitats, followed by intensive agriculturalists and finally pastoralists.

This article examines the quality of forager habitats to determine whether agriculturalists occupy the most productive areas while modern forager groups are relegated to poor habitats. Findings indicate that there are slight but insignificant differences in the net primary productivity of foragers’ land and agriculturalists’ land. Further analysis of types of agriculturalists suggest that horticulturalists live in the most productive habitats, followed by intensive agriculturalists and finally pastoralists.

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.

The idea that archaic humans used wooden clubs as weapons is popular but not based on much archaeological evidence, due to the poor preservation of organic materials in the archaeological record. A new study analyzed 57 recent hunting-gathering societies and found that the majority used clubs for violence and/or hunting. The use of throwing sticks was less frequent. The study suggests that the use of clubs by early humans was highly probable, but that prehistoric weapons may have been quite sophisticated and carried strong symbolic meaning. The great variation in the forms and use of clubs and throwing sticks among recent hunter-gatherers suggests that similar variation may have existed in the past.

The idea that archaic humans used wooden clubs as weapons is popular but not based on much archaeological evidence, due to the poor preservation of organic materials in the archaeological record. A new study analyzed 57 recent hunting-gathering societies and found that the majority used clubs for violence and/or hunting. The use of throwing sticks was less frequent. The study suggests that the use of clubs by early humans was highly probable, but that prehistoric weapons may have been quite sophisticated and carried strong symbolic meaning. The great variation in the forms and use of clubs and throwing sticks among recent hunter-gatherers suggests that similar variation may have existed in the past.

High infant and child mortality rates are suggested to be one of the most enduring and important features of ancestral human environments, referred to as the Environment of Evolutionary Adaptedness (EEA). These rates contrast with the very low rates of infant and child mortality among many industrialized nations since the 19th and 20th centuries. The authors compare data from recent hunter-gatherer and agricultural societies, historical records, and non-human primates in attempt to quantitatively describe infant and child mortality rates during the EEA.

Using a representative sample of 339 hunter-gatherer societies, researchers examine the relationship between hunter-gatherer use of space, size of population and supply of resources to see if they are similar to other organisms. By combining all factors into a single model, the authors claim to explain 86% of the variation in home range. Hunters have greater resource distribution than gatherers but both more so than aquatic foragers. Lastly, terrestrial foragers have more extensive home ranges than aquatic foragers.

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.