@article{1358212,
      recid = {1358212},
      author = {Terashima, Hideaki, and Terashima, Hideaki, and Hewlett,  Barry S.,},
      title = {Social Learning and Innovation in Contemporary  Hunter-Gatherers : Evolutionary and Ethnographic  Perspectives /},
      pages = {1 online resource (XVIII, 318 pages 79 illustrations, 57  illustrations in color.)},
      abstract = {This is the first book to examine social learning and  innovation in hunter-gatherers from around the world. More  is known about social learning in chimpanzees and nonhuman  primates than is known about social learning in  hunter-gatherers, a way of life that characterized most of  human history. The book describes diverse patterns of  learning and teaching behaviors in contemporary  hunter-gatherers from the perspectives of cultural  anthropology, ecological anthropology, biological  anthropology, and developmental psychology. The book  addresses several theoretical issues including the learning  hypothesis which suggests that the fate of Homo sapiens and  Neanderthals in the last glacial period might have been due  to the differences in learning ability. It has been  unequivocally claimed that social learning is intrinsically  important for human beings; however, the characteristics of  human learning remain under a dense fog despite innumerable  studies with children from urban-industrial cultures.  Controversy continues on problems such as: do  hunter-gatherers teach? If so, what types of teaching  occur, who does it, how often, under what contexts, and so  on. The book explores the most basic and intrinsic aspects  of social learning as well as the foundation of innovative  activities in everyday activities of contemporary  hunter-gatherer people across the earth. The book examines  how hunter-gatherer core values, such as gender and age  egalitarianism and extensive sharing of food and childcare  are transmitted and acquired by children. Chapters are  grouped into five sections: 1) theoretical perspectives of  learning in hunter-gatherers, 2) modes and processes of  social learning in hunter-gatherers, 3) innovation and  cumulative culture, 4) play and other cultural contexts of  social learning and innovation, 5) biological contexts of  learning and innovation. Ideas and concepts based on the  data gathered through an intensive fieldwork by the authors  will give much insight into the mechanisms and meanings of  learning and education in modern humans.},
      url = {http://library.usi.edu/record/1358212},
      doi = {https://doi.org/10.1007/978-4-431-55997-9},
}