A Darwinian evolutionary approach to archaeology naturally leads to a focus on cultural transmission. Theoretical models of cultural evolution indicate that individual-level details of cultural transmission can have specific and significant population-level effects, implying that differences in transmission may be detectable in the archaeological record. Here we present an experimental simulation of the cultural transmission of prehistoric projectile-point technology, simulating the two transmission modes-indirect bias and guided variation-that Bettinger and Eerkens (1999) suggested were responsible for differences in Nevada and California point-attribute correlations. Groups of participants designed “virtual projectile points” and tested them in “virtual hunting environments,” with different phases of learning simulating, alternately, indirectly biased cultural transmission and independent individual learning. As predicted, periods of cultural transmission were associated with significantly stronger attribute correlations than were periods of individual learning. We also found that participants who could engage in indirectly biased horizontal cultural transmission outperformed individual-learning controls, especially when individual learning was costly and the selective environment was multimodal. The study demonstrates that experimental simulations of cultural transmission, used alongside archaeological data, mathematical models and computer simulations, constitute a useful tool for studying cultural change.

Niche construction theory (NCT) is a relatively new development within evolutionary biology, but one that has important implications for many adjacent fields of research, including the human sciences. Here, we present a broad overview of NCT and discuss its application to archaeology. We begin by laying out the basic arguments of NCT, including a historical overview, focusing on how it affects understanding of human behavior and evolution. We then consider how NCT can be used to inform empirical research and how it might profitably be applied in archaeology, using as a case study the origins of agriculture. We suggest that the unrivaled potency of human niche construction, compared with that of other species, means that archaeologists need not be mere consumers of biological insights but can become important contributors to evolutionary theory. The Niche Construction Perspective within Evolutionary BiologyNiche construction theory (NCT) is a fledgling branch of evolutionary biology that places emphasis on the capacity of organisms to modify natural selection in their environment and thereby act as co-directors of their own, and other species', evolution. It is best regarded as an alternative means of thinking about evolutionary problems rather than as a discrete field of evolutionary enquiry. In the same way that advocates of the gene's-eye perspective (Williams 1966;Dawkins 1976) argued that

No abstract

Niche construction is the process whereby organisms, through their activities and choices, modify their own and each other's niches. By transforming naturalselection pressures, niche construction generates feedback in evolution at various different levels. Niche-constructing species play important ecological roles by creating habitats and resources used by other species and thereby affecting the flow of energy and matter through ecosystems-a process often referred to as ''ecosystem engineering.'' An important emphasis of niche construction theory (NCT) is that acquired characters play an evolutionary role through transforming selective environments. This is particularly relevant to human evolution, where our species has engaged in extensive environmental modification through cultural practices. Humans can construct developmental environments that feed back to affect how individuals learn and develop and the diseases to which they are exposed. Here we provide an introduction to NCT and illustrate some of its more important implications for the human sciences.

Social learning (learning from others) is evolutionarily adaptive under a wide range of conditions and is a long-standing area of interest across the social and biological sciences. One social-learning mechanism derived from cultural evolutionary theory is prestige bias, which allows a learner in a novel environment to quickly and inexpensively gather information as to the potentially best teachers, thus maximizing his or her chances of acquiring adaptive behavior. Learners provide deference to high-status individuals in order to ingratiate themselves with, and gain extended exposure to, that individual. We examined prestige-biased social transmission in a laboratory experiment in which participants designed arrowheads and attempted to maximize hunting success, measured in caloric return. Our main findings are that (1) participants preferentially learned from prestigious models (defined as those models at whom others spent longer times looking), and (2) prestige information and success-related information were used to the same degree, even though the former was less useful in this experiment than the latter. We also found that (3) participants were most likely to use social learning over individual (asocial) learning when they were performing poorly, in line with previous experiments, and (4) prestige information was not used more often following environmental shifts, contrary to predictions. These results support previous discussions of the key role that prestige-biased transmission plays in social learning.