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 article explores how the evolutionary psychological perspective explains cultural universals and variations. This framework is then used to test whether wealth affects parents' preferences of sons or daughters on an individual and national level. Results suggest that wealthier individuals and wealthier nations prefer sons to daughters.

This article asks about the types of friendships people prefer across cultures, focusing on closeness and endurance. The authors hypothesize that people generally favor close and enduring friendships, especially when seeking support and social input, while those with self-serving or mate-seeking goals may prefer casual and convenient ones. Using data from 6,224 participants across 12 countries, they find that most people prefer close and enduring friendships, and that preferences largely align with actual friendships. Results also show small but significant effects of Dark Triad traits—particularly Machiavellianism—on friendship preferences. The conclusion is that friendship preferences are broadly consistent across cultures but shaped by individual goals and personality.

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 article asks about the types of friendships people prefer across cultures, focusing on closeness and endurance. The authors hypothesize that people generally favor close and enduring friendships, especially when seeking support and social input, while those with self-serving or mate-seeking goals may prefer casual and convenient ones. Using data from 6,224 participants across 12 countries, they find that most people prefer close and enduring friendships, and that preferences largely align with actual friendships. Results also show small but significant effects of Dark Triad traits—particularly Machiavellianism—on friendship preferences. The conclusion is that friendship preferences are broadly consistent across cultures but shaped by individual goals and personality.

This article asks about the types of friendships people prefer across cultures, focusing on closeness and endurance. The authors hypothesize that people generally favor close and enduring friendships, especially when seeking support and social input, while those with self-serving or mate-seeking goals may prefer casual and convenient ones. Using data from 6,224 participants across 12 countries, they find that most people prefer close and enduring friendships, and that preferences largely align with actual friendships. Results also show small but significant effects of Dark Triad traits—particularly Machiavellianism—on friendship preferences. The conclusion is that friendship preferences are broadly consistent across cultures but shaped by individual goals and personality.

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.