Given that research on female political representation tends to be overlooked across many societies, this study investigates whether historical female political leadership influences contemporary female political representation in Africa. The authors hypothesize that precolonial traditions of women in leadership persist in shaping present-day representation. Using two original datasets—one from cross-cultural samples and one from previous elections—they find that ethnic groups with histories of female leaders have more women elected today, with results also show that many institutional factors have shaped women’s traditional political roles, and that the effects of historical colonialism have reversed much of their influence. The conclusion is that historical female leadership continues to affect modern representation, though shaped by institutional change.

The authors of this study examine the relationships between historical exposure to Islamic kingdoms and current economic, medical, and educational development in Africa. They predict that ethnic groups that were previously ruled by Islamic states or chiefdoms will have worse outcomes today, theorizing that these worse outcomes would be not as a result of an inherent characteristic of Islam or Islamic kingdoms themselves but rather decreased investment by colonial states or missions. Their results lend some support to their hypotheses, and particularly to the predictions that Christian missions and colonial states would not be able to penetrate areas under Islamic influence as easily as other regions.

The sustainability of a society depends on the transmission of cultural knowledge between generations. This study examines how that transmission occurs in 23 egalitarian hunter-gatherer societies, where leaders tend to lack coercive power. Specifically, the study examines differences between the transmission of so-called “instrumental culture” (which includes skills such as how to do subsistence tasks) and what the authors call “opaque culture”, meaning abstract societal values and norms (e.g. rules of sharing and symbolic culture, such as religious beliefs). Using ethnographic data, the study finds that opaque culture is almost always conveyed through explicit teaching (rather than observation or imitation), often during middle childhood (ages 8 – 12). Among the 23 egalitarian societies in the sample in particular, adult community leaders, or other socially influential adult individuals, were most likely to be the ones engaging in teaching.

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.

Derived from the evolutionary anthropology theory, this study examines the difference of importance placed on traditions and customs between cultures. The authors found that descendants from regions with less climatic stability place less emphasis on tradition and customs than those from more stable environments. The authors suggest that with climatic stability, the traditions and customs which have evolved and benefited the previous generations will be passed on to the next, therefore promoting cultural persistence.

This book discusses the characteristics of adolescence cross-culturally and examines the differences in the adolescent experience for males and females. Several relationships are tested in order to gain an understanding of cross-cultural patterns in adolescence.

The present study examines 70 Austronesian cultures to test whether political hierarchy, population size, and social inequality have been influential in the conversion of populations to Christianity. Cultural isolation and year of missionary arrival are control variables. Using phylogenetic generalized least squares (PGLS), the researchers test the effect of the three predictor variables on conversion to Christianity and also conduct a multivariate analysis with all variables. The results do not offer support for what is expected by top-down and bottom-up theories of conversion but instead for the general dynamics of cultural transmission.

Schlegel and Barry explore the conditions under which adolescent boys' initiation ceremonies involve rituals that frighten or cause pain to the initiates. The authors look for cross-cultural differences and similarities in cultural features associated with harsh rituals, in particular, genital operations.

What is the relationship between childhood experiences and adult skills? The authors of this article hypothesize that early learning situations can result in psychological effects which can later be reflected in adult skills. To test this hypothesis, they investigate how specific childhood activities which stimulate gestalt brain development, such as creative games and holistic learning experiences, translate into adult gestalt skills, such as complex representations of their environments and originality of art. Through a systems approach which employs three levels of analysis- neurophysiology, psychology, and anthropology- the authors find that children's games and learning techniques are correlated with adult environmental representation and artistic originality, ultimately supporting their hypothesis.

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.