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      When does cultural evolution become cumulative culture? A case study of humpback whale song

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          Abstract

          Culture presents a second inheritance system by which innovations can be transmitted between generations and among individuals. Some vocal behaviours present compelling examples of cultural evolution. Where modifications accumulate over time, such a process can become cumulative cultural evolution. The existence of cumulative cultural evolution in non-human animals is controversial. When physical products of such a process do not exist, modifications may not be clearly visible over time. Here, we investigate whether the constantly evolving songs of humpback whales ( Megaptera novaeangliae) are indicative of cumulative cultural evolution. Using nine years of song data recorded from the New Caledonian humpback whale population, we quantified song evolution and complexity, and formally evaluated this process in light of criteria for cumulative cultural evolution. Song accumulates changes shown by an increase in complexity, but this process is punctuated by rapid loss of song material. While such changes tentatively satisfy the core criteria for cumulative cultural evolution, this claim hinges on the assumption that novel songs are preferred by females. While parsimonious, until such time as studies can link fitness benefits (reproductive success) to individual singers, any claims that humpback whale song evolution represents a form of cumulative cultural evolution may remain open to interpretation.

          This article is part of a discussion meeting issue ‘The emergence of collective knowledge and cumulative culture in animals, humans and machines’.

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          Bird Song

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            Ratcheting up the ratchet: on the evolution of cumulative culture.

            Some researchers have claimed that chimpanzee and human culture rest on homologous cognitive and learning mechanisms. While clearly there are some homologous mechanisms, we argue here that there are some different mechanisms at work as well. Chimpanzee cultural traditions represent behavioural biases of different populations, all within the species' existing cognitive repertoire (what we call the 'zone of latent solutions') that are generated by founder effects, individual learning and mostly product-oriented (rather than process-oriented) copying. Human culture, in contrast, has the distinctive characteristic that it accumulates modifications over time (what we call the 'ratchet effect'). This difference results from the facts that (i) human social learning is more oriented towards process than product and (ii) unique forms of human cooperation lead to active teaching, social motivations for conformity and normative sanctions against non-conformity. Together, these unique processes of social learning and cooperation lead to humans' unique form of cumulative cultural evolution.
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              Social learning in animals: categories and mechanisms.

              There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS)
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                Author and article information

                Contributors
                Journal
                Philos Trans R Soc Lond B Biol Sci
                Philos Trans R Soc Lond B Biol Sci
                RSTB
                royptb
                Philosophical Transactions of the Royal Society B: Biological Sciences
                The Royal Society
                0962-8436
                1471-2970
                January 31, 2022
                December 13, 2021
                December 13, 2021
                : 377
                : 1843 , Discussion meeting issue ‘The emergence of collective knowledge and cumulative culture in animals, humans and machines’ organized and edited by Andrew Whiten, Dora Biro, Ellen C. Garland and Simon Kirby
                : 20200313
                Affiliations
                [ 1 ] Centre for Social Learning and Cognitive Evolution, and Sea Mammal Research Unit, Scottish Oceans Institute, School of Biology, University of St. Andrews, , St. Andrews, Fife KY16 8LB, UK
                [ 2 ] UMR ENTROPIE, (IRD, Université de La Réunion, Université de la Nouvelle-Calédonie, IFREMER, CNRS, Laboratoire d'Excellence – CORAIL), , 98848 Nouméa, New Caledonia
                [ 3 ] Opération Cétacés, , 98802 Nouméa, New Caledonia
                [ 4 ] Cetacean Ecology and Acoustics Laboratory, School of Veterinary Science, University of Queensland, , Gatton, Queensland 4343, Australia
                Author notes

                Electronic supplementary material is available online at https://doi.org/10.6084/m9.figshare.c.5705069.

                Author information
                http://orcid.org/0000-0002-8240-1267
                http://orcid.org/0000-0002-8117-3370
                http://orcid.org/0000-0002-2799-8320
                Article
                rstb20200313
                10.1098/rstb.2020.0313
                8666910
                34894734
                82a6f11d-a20a-4d7c-8c00-69502ea5f25f
                © 2021 The Authors.

                Published by the Royal Society under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/4.0/, which permits unrestricted use, provided the original author and source are credited.

                History
                : June 14, 2021
                : September 9, 2021
                Funding
                Funded by: Royal Society, http://dx.doi.org/10.13039/501100000288;
                Award ID: UF160081
                Categories
                1001
                14
                60
                70
                Articles
                Research Articles
                Custom metadata
                January 31, 2022

                Philosophy of science
                song,cultural evolution,cultural revolution,complexity,cetaceans,social learning
                Philosophy of science
                song, cultural evolution, cultural revolution, complexity, cetaceans, social learning

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