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.

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.

The article discusses the importance of incorporating local knowledge and strategies into sustainable climate change adaptation. The authors examined 90 societies from the ethnographic record to document the coping mechanisms and contingency plans used by societies around the world in response to natural hazards. They classified coping mechanisms into four types: technological, subsistence, economic, and religious. The study finds that most societies employ multiple types of coping mechanisms and that technological coping mechanisms are most common in response to fast-onset hazards, while religious coping mechanisms are most common in response to slow-onset hazards. The study also finds that religious and nonreligious coping strategies are not mutually exclusive and are often used in conjunction with each other.

The article discusses the importance of incorporating local knowledge and strategies into sustainable climate change adaptation. The authors examined 90 societies from the ethnographic record to document the coping mechanisms and contingency plans used by societies around the world in response to natural hazards. They classified coping mechanisms into four types: technological, subsistence, economic, and religious. The study finds that most societies employ multiple types of coping mechanisms and that technological coping mechanisms are most common in response to fast-onset hazards, while religious coping mechanisms are most common in response to slow-onset hazards. The study also finds that religious and nonreligious coping strategies are not mutually exclusive and are often used in conjunction with each other.

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.

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.

In this article, the authors seek to understand the trajectory of traditional political institutions in Africa and ask how these institutions have changed, if at all, due to colonial interference. They note that "institutions connect the past with the present", though the study of political institutions over time is often overlooked in discussions of institutional persistence and change despite their value to key components of governance and social stability. Thus, these authors investigate whether today's African institutions remain akin to their precolonial, institutional ancestors, and whether colonial governance strategies of indirect or direct rule employed by the British and French have impacted their persistence. They find evidence to support the endurance of traditional institutions in former British colonies (upward trend), whereas evidence for institutional destruction for former French colonies (downward trend).

The article discusses the importance of incorporating local knowledge and strategies into sustainable climate change adaptation. The authors examined 90 societies from the ethnographic record to document the coping mechanisms and contingency plans used by societies around the world in response to natural hazards. They classified coping mechanisms into four types: technological, subsistence, economic, and religious. The study finds that most societies employ multiple types of coping mechanisms and that technological coping mechanisms are most common in response to fast-onset hazards, while religious coping mechanisms are most common in response to slow-onset hazards. The study also finds that religious and nonreligious coping strategies are not mutually exclusive and are often used in conjunction with each other.

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.

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.