“…A particularly important focus of previous research has been on the effects of social learning when repeated over successive groups of individuals, such as child–parent learning, formal education, and other domains where knowledge is transmitted from older members of a popvvvulation to younger learners. In these multigenerational settings, knowledge can accumulate over time in a population, allowing individuals to extend their cognitive skills by learning from others (see, e.g., Almaatouq, Alsobay, Yin, & Watts, 2021; Almaatouq et al., 2020; Belikov, Rzhetsky, & Evans, 2020; Caldwell, Atkinson, & Renner, 2016; Frey & Goldstone, 2018; Galesic, Olsson, Dalege, van der Does, & Stein, 2021; Goldstone, Wisdom, Roberts, & Frey, 2013; Hazła, Jadbabaie, Mossel, & Rahimian, 2021; Kempe & Mesoudi, 2014b; Mesoudi, 2016; Mesoudi & Thornton, 2018; Miton & Charbonneau, 2018; Riedl, Kim, Gupta, Malone, & Woolley, 2021; Rzhetsky, Foster, Foster, & Evans, 2015; Salhab, Ajorlou, & Jadbabaie, 2020; Wisdom, Song, & Goldstone, 2013; Wojtowicz & DeDeo, 2020, for recent overviews and related studies). Crucially, the constraints and structure of interpersonal transmission often lead collective knowledge and learning to differ from individual outcomes (Kirby, Tamariz, Cornish, & Smith, 2015; Ravignani, Thompson, Grossi, Delgado, & Kirby, 2018; Silvey, Kirby, & Smith, 2019).…”