The researchers conducted four studies using multiple methods. All of the studies examined the ways in which conflict may shape religion, and, more specifically whether conflict relates to an increased belief in a punitive god. Study 2 compared individuals from four countries; study 4 used worldwide data. We don't report results from the American sample (study 1) or from study 3. As a result of all four studies, the researchers suggest that since beliefs in punitive gods are better able to preserve order and enforce traditions, they may be particularly attractive during times of conflict.

Does religion cause violent conflict? In order to examine this question, the researcher tests the correlation between occurrence of belief in a moralizing god and frequency of conflict events in sub-regional Africa, controlling for various geographic and biotic variables. A significant positive correlation prompts speculation about the theoretical mechanisms by which belief in a moralizing god, including unwillingness to compromise on sacred scripture and exclusionary group identity formation, could engender violent conflict.

Examines the cross-cultural correlates of belief in a high god or supreme creator. The results are compared to and found to be inconsistent with the theoretical perspectives of Swanson (1960) and Durkheim (1912).

Examines the cross-cultural correlates of belief in a high god or supreme creator. The results are compared to and found to be inconsistent with the theoretical perspectives of Swanson (1960) and Durkheim (1912).

Previous research into the origins of human violence and warfare has oftentimes been inconclusive and controversial. This paper examines two alternative theories as to the evolution of human violence using archaeological records on sharp force trauma (SFT) and blunt force trauma (BFT). The study is limited to 13 different California ethnolinguistic groups. Researchers find that violence is not predicted by sociopolitical complexity, but rather by environmental productivity. This supports the idea that in contexts of resource scarcity, the perceived benefits to engage in lethal aggression may outweigh perceived costs.

This article is a quantitative analysis of 592 participants from 8 societies. The study examines a number of theories about what predicts moralistic religions, including life history theory. Findings suggest that there is no evident relationship between these life history predictions and the religious beliefs regarding moralism.

This article is a quantitative analysis of 592 participants from 8 societies. The study examines a number of theories about what predicts moralistic religions, including life history theory. Findings suggest that there is no evident relationship between these life history predictions and the religious beliefs regarding moralism.

This article is a quantitative analysis of 592 participants from 8 societies. The study examines a number of theories about what predicts moralistic religions, including life history theory. Findings suggest that there is no evident relationship between these life history predictions and the religious beliefs regarding moralism.

This study examines husband-wife relationships, specifically rooming and sleeping arrangements, as they relate to variables such as infant care, subsistence, residence, and cultural complexity. Several hypotheses are tested and all are supported.

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.