2014
DOI: 10.1016/j.bandl.2014.10.003
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Manual praxis in stone tool manufacture: Implications for language evolution

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Cited by 21 publications
(14 citation statements)
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“…Theoretical discussions have thus far proposed several cognitive "common denominators" for stone-tool-related behaviors and language; namely, action observation and execution (including sequential and hierarchical action processing; Adornetti et al 2018;Arbib 2011;Brozzoli et al 2019;Everett 2016: 80ff. ;Greenfield 1991;Mahaney 2014;Moore 2010;Osiurak et al 2020;Ruck 2014;Schlanger 1996;Vandervert 2018Vandervert , 2020cf. Kroliczak et al 2021), auditory working memory and attention (Putt & Wijeakumar 2018;Vandervert 2018Vandervert , 2020, social learning (Everett 2016: § 3-4;Gärdenfors & Högberg 2017;Lotem et al 2017;Nishiaki 2019;Tennie et al 2017;cf.…”
Section: Language Cognition and Palaeolithic Stone Toolsmentioning
confidence: 99%
“…Theoretical discussions have thus far proposed several cognitive "common denominators" for stone-tool-related behaviors and language; namely, action observation and execution (including sequential and hierarchical action processing; Adornetti et al 2018;Arbib 2011;Brozzoli et al 2019;Everett 2016: 80ff. ;Greenfield 1991;Mahaney 2014;Moore 2010;Osiurak et al 2020;Ruck 2014;Schlanger 1996;Vandervert 2018Vandervert , 2020cf. Kroliczak et al 2021), auditory working memory and attention (Putt & Wijeakumar 2018;Vandervert 2018Vandervert , 2020, social learning (Everett 2016: § 3-4;Gärdenfors & Högberg 2017;Lotem et al 2017;Nishiaki 2019;Tennie et al 2017;cf.…”
Section: Language Cognition and Palaeolithic Stone Toolsmentioning
confidence: 99%
“…We would add that the teaching of tool-making also involves the basic parent-offspring relationship of learning through physical proximity (intersubjectivity) and joint attention on a shared task (Studdert-Kennedy and Terrace 2017). Controlled experiments on learning to make stone tools provide more specific evidence that learning the nested hierarchical processes needed to make a hand-axe, such as alternate bifacial flaking, and edge and platform preparation (involving the non-dominant hand), requires teaching using language (speech and gesture) to minimise errors in transmission between expert and novice (Uomini and Meyer 2013;Putt et al 2014;Ruck 2014;Morgan et al 2015;Lombao et al 2017;Ruck and Uomini in press). Gärdenfors and Högberg (2017):196, table 1) outline a hierarchy of forms of intentional teaching and levels of joint attention and theory of mind between teacher and pupil.…”
Section: Choice Among Ways Of Making-equifinalitymentioning
confidence: 99%
“…These brain regions also play critical roles in communication and complex social interactions. Indeed, it is believed that toolmaking was a precursor to the development of language and cooperation in food acquisition and distribution in large societies [24,25]. Even human artistic expression has roots in mental representations of food-centric objects and events as demonstrated by the earliest known cave drawings that depict scenes with game animals or domesticated food animals.…”
Section: Food-centric Origins Of Human Creativity Language and Culturementioning
confidence: 99%