Quantifying quality: The impact of measures of school quality on children's academic achievement across diverse societies.

Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy-skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school-related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4-12-year-olds, N = 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research. RESEARCH HIGHLIGHTS: We examined the extent to which four measures of school quality were associated with one another, and whether they predicted children's academic achievement in 10 culturally and geographically diverse societies. Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition. Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations. Our data have implications for designing efficacious educational initiatives to improve school quality globally.

Chimpanzee communities differ in their inter- and intrasexual social relationships.

Male and female human social bonding strategies are culturally shaped, in addition to being genetically rooted. Investigating nonhuman primate bonding strategies across sex groups allows researchers to assess whether, as with humans, they are shaped by the social environment or whether they are genetically predisposed. Studies of wild chimpanzees show that in some communities males have strong bonds with other males, whereas in others, females form particularly strong intrasex bonds, potentially indicative of cultural differences across populations. However, excluding genetic or ecological explanations when comparing different wild populations is difficult. Here, we applied social network analysis to examine male and female social bonds in two neighbouring semiwild chimpanzee groups of comparable ecological conditions and subspecies compositions, but that differ in demographic makeup. Results showed differences in bonding strategies across the two groups. While female-female party co-residence patterns were significantly stronger in Group 1 (which had an even distribution of males and females) than in Group 2 (which had a higher proportion of females than males), there were no such differences for male-male or male-female associations. Conversely, female-female grooming bonds were stronger in Group 2 than in Group 1. We also found that, in line with captive studies but contrasting research with wild chimpanzees, maternal kinship strongly predicted proximity and grooming patterns across the groups. Our findings suggest that, as with humans, male and female chimpanzee social bonds are influenced by the specific social group they live in, rather than predisposed sex-based bonding strategies.

Personality predicts innovation and social learning in children: Implications for cultural evolution.

Innovation and social learning are the pillars of cultural evolution, allowing cultural behaviours to cumulatively advance over generations. Yet, little is known about individual differences in the use of social and asocial information. We examined whether personality influenced 7-11-year-old children's (N = 282) propensity to elect to observe others first or independently generate solutions to novel problems. Conscientiousness was associated with electing for no demonstrations, while agreeableness was associated with opting for demonstrations. For children receiving demonstrations, openness to experience consistently predicted deviation from observed methods. Children who opted for no demonstrations were also more likely than those opting for demonstrations to exhibit tool manufacture on an innovation challenge and displayed higher creativity, as measured by an alternate uses task. These results highlight how new cultural traditions emerge, establish and advance by identifying which individuals generate new cultural variants in populations and which are influential in the diffusion of these variants, and help reduce the apparent tension within the 'ratchet' of cumulative culture.

Examining relations between performance on non-verbal executive function and verbal self-regulation tasks in demographically-diverse populations.

Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders Task) and (b) two EF tasks (Knox Cube and Beads Tasks) that measure different components of updating: working memory and short-term memory, respectively. We compared 107 8- to 13-year-old children (64 females) across demographically-diverse populations in four low and middle-income countries, including: Tanna, Vanuatu; Keningau, Malaysia; Saltpond, Ghana; and Natal, Brazil. The communities we studied vary in market integration/urbanicity as well as level of access, structure, and quality of schooling. We found that performance on the visuospatial working memory task (Knox Cube) and the visuospatial short-term memory task (Beads) are each independently associated with performance on the self-regulation task, even when controlling for schooling and location effects. These effects were robust across demographically-diverse populations of children in low-and middle-income countries. We conclude that this study found evidence supporting visuospatial working memory and visuospatial short-term memory as distinct cognitive processes which each support the development of self-regulation.

Culture is an optometrist: Cultural contexts adjust the prescription of social learning bifocals.

The "prescription" of humans' social learning bifocals is fine-tuned by cultural norms and, as a result, the readiness with which the instrumental or conventional lenses are used to view behavior differs across cultures. We present evidence for this possibility from cross-cultural work examining children's imitation and innovation.

The social side of innovation.

Innovation is fundamental to cumulative culture, allowing progressive modification of existing technology. The authors define innovation as an asocial process, uninfluenced by social information. We argue that innovation is inherently social - innovation is frequently the product of modifying others' outputs, and successful innovations are acquired by others. Research should target examination of the cognitive underpinnings of socially-mediated innovations.

Testing differential use of payoff-biased social learning strategies in children and chimpanzees.

Various non-human animal species have been shown to exhibit behavioural traditions. Importantly, this research has been guided by what we know of human culture, and the question of whether animal cultures may be homologous or analogous to our own culture. In this paper, we assess whether models of human cultural transmission are relevant to understanding biological fundamentals by investigating whether accounts of human payoff-biased social learning are relevant to chimpanzees (Pan troglodytes). We submitted 4- and 5-year-old children (N = 90) and captive chimpanzees (N = 69) to a token-reward exchange task. The results revealed different forms of payoff-biased learning across species and contexts. Specifically, following personal and social exposure to different tokens, children's exchange behaviour was consistent with proportional imitation, where choice is affected by both prior personally acquired and socially demonstrated token-reward information. However, when the socially derived information regarding token value was novel, children's behaviour was consistent with proportional observation; paying attention to socially derived information and ignoring their prior personal experience. By contrast, chimpanzees' token choice was governed by their own prior experience only, with no effect of social demonstration on token choice, conforming to proportional reservation. We also find evidence for individual- and group-level differences in behaviour in both species. Despite the difference in payoff strategies used, both chimpanzees and children adopted beneficial traits when available. However, the strategies of the children are expected to be the most beneficial in promoting flexible behaviour by enabling existing behaviours to be updated or replaced with new and often superior ones.

An analysis of bimanual actions in natural feeding of semi-wild chimpanzees.

OBJECTIVE: The objective of the current study was to investigate the lateral dominance for a bimanually coordinated natural feeding behavior in semi-wild chimpanzees. METHODS: Strychnos spp. fruit consumption behaviors in semi-wild chimpanzees as an ecologically comparable feeding behavior to those found in cerebral lateralization studies of non-primate species was investigated. Video recordings of 33 chimpanzees were assessed while they consumed hard-shelled strychnos fruits. Statistical and descriptive measures of hand dominance to highlight lateralized patterns were explored. RESULTS: Statistical evaluation of feeding bouts revealed a group-level right-handed bias for bimanual coordinated feeding actions, however, few individuals were statistically lateralized. Descriptive analyses revealed that the majority of individuals were lateralized and possessed a right-handed bias for strychnos feeding behavior. CONCLUSIONS: The results provided empirical evidence in support of an early evolutionary delineation of function for the right and left hemispheres. The present findings suggest that great apes express an intermediate stage along the phylogenetic trajectory of human manual lateralization.

Semi-wild chimpanzees open hard-shelled fruits differently across communities.

Researchers investigating the evolutionary roots of human culture have turned to comparing behaviours across nonhuman primate communities, with tool-based foraging in particular receiving much attention. This study examined whether natural extractive foraging behaviours other than tool selection differed across nonhuman primate colonies that had the same foods available. Specifically, the behaviours applied to open the hard-shelled fruits of Strychnos spp. were examined in three socially separate, semi-wild colonies of chimpanzees (Pan troglodytes) that lived under shared ecological conditions at Chimfunshi Wildlife Orphanage, and were comparable in their genetic makeup. The chimpanzees (N=56) consistently applied six techniques to open these fruits. GLMM results revealed differences in the number of combined technique types to open fruits across the colonies. They also showed colony differences in the application of three specific techniques. Two techniques (full biting and fruit cracking) were entirely absent in some colonies. This study provides empirical evidence that natural hard-shelled fruit-opening behaviours are distinct across chimpanzee colonies, differences that most likely have not resulted from ecological and genetic reasons.

Constrained prose recall and the assessment of long-term forgetting: the case of ageing and the Crimes Test.

It has become increasingly clear that some patients with apparently normal memory may subsequently show accelerated long-term forgetting (ALF), with dramatic loss when retested. We describe a constrained prose recall task that attempts to lay the foundations for a test suitable for detecting ALF sensitively and economically. Instead of the usual narrative structure of prose recall tests, it employs a matrix structure involving four episodes, each describing a minor crime, with each crime involving the binding into a coherent episode of a specified range of features, involving the victim, the crime, the criminal and the location, allowing a total of 80 different probed recall questions to be generated. These are used to create four equivalent 20-item tests, three of which are used in the study. After a single verbal presentation, young and elderly participants were tested on three occasions, immediately, and by telephone after a delay of 6 weeks, and at one of a varied range of intermediate points. The groups were approximately matched on immediate test; both showed systematic forgetting which was particularly marked in the elderly. We suggest that constrained prose recall has considerable potential for the study of long-term forgetting.

Network analysis of social changes in a captive chimpanzee community following the successful integration of two adult groups.

Chimpanzees are highly territorial and have the potential to be extremely aggressive toward unfamiliar individuals. In the wild, transfer between groups is almost exclusively completed by nulliparous females, yet in captivity there is often a need to introduce and integrate a range of individuals, including adult males. We describe the process of successfully integrating two groups of chimpanzees, each containing 11 individuals, in the Budongo Trail facility at the Royal Zoological Society of Scotland's Edinburgh Zoo. We use social network analysis to document changes in group dynamics within this population over the 16 months following integration. Aggression rates were low overall and members of the two original groups engaged in significantly fewer aggressive interactions over time. Association and grooming data indicate that relationships between members of the original groups became stronger and more affiliative with time. Despite these positive indicators the association data revealed the continued existence of two distinct subgroups, a year after integration. Our data show that when given complex space and freedom to exhibit natural fission-fusion groupings, in which the chimpanzees choose whom they wish to associate and interact with, the building of strong affiliative relationships with unfamiliar individuals is a very gradual process.

Cognitive flexibility supports the development of cumulative cultural learning in children.

The scale of cumulative cultural evolution (CCE) is a defining characteristic of humans. Despite marked scientific interest in CCE, the cognitive underpinnings supporting its development remain understudied. We examined the role cognitive flexibility plays in CCE by studying U.S. children's (N = 167, 3-5-year-olds) propensity to relinquish an inefficient solution to a problem in favor of a more efficient alternative, and whether they would resist reverting to earlier versions. In contrast to previous work with chimpanzees, most children who first learned to solve a puzzlebox in an inefficient way switched to an observed, more efficient alternative. However, over multiple task interactions, 85% of children who switched reverted to the inefficient method. Moreover, almost all children in a control condition (who first learned the efficient method) switched to the inefficient method. Thus, children were keen to explore an alternative solution but, like chimpanzees, are overall conservative in reverting to their first-learned one.

Toddlers, Tools, and Tech: The Cognitive Ontogenesis of Innovation.

The development of tool innovation presents a paradox. How do humans have such diverse and complex technology, ranging from smartphones to aircraft, and yet young children find even simple tool innovation challenges, such as fashioning a hook to retrieve a basket from a tube, remarkably difficult? We propose that the solution to this paradox is the cognitive ontogenesis of tool innovation. Using a common measure of children's tool innovation, we describe how multiple cognitive mechanisms work in concert at each step of its process: recognizing the problem, generating appropriate solutions, and the social transmission of innovations. We discuss what the ontogeny of this skill tells us about cognitive and cultural evolution and provide recommendations for future research.

Leveling the playing field in studying cumulative cultural evolution: Conceptual and methodological advances in nonhuman animal research.

Cumulative cultural evolution (CCE), the improvement of cultural traits over generations via social transmission, is widely believed to be unique to humans. The capacity to build upon others' knowledge, technologies, and skills has produced the most diverse and sophisticated technological repertoire in the animal kingdom. Yet, inconsistency in both the definitions and criteria used to determine CCE and the methodology used to examine it across studies may be hindering our ability to determine which aspects are unique to humans. Issues regarding how improvement is defined and measured and whether some criteria are empirically testable are of increasing concern to the field. In this article, we critically assess the progress made in the field and current points of debate from conceptual and methodological perspectives. We discuss how inconsistency in definitions is detrimental to our ability to document potential evidence of CCE to nonhuman animals. We build on Mesoudi and Thornton's (2018) recently described core and extended CCE criteria to make specific recommendations about, from a comparative lens, which criteria should be used as evidence of CCE. We evaluate existing data from both wild and captive studies of nonhuman animals using these suggestions. We finish by discussing issues currently faced by researchers studying CCE in nonhuman animals, particularly nonhuman primates, and provide suggestions that may overcome these concerns and move the field forward. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Sex differences in longitudinal personality stability in chimpanzees.

Personality factors analogous to the Big Five observed in humans are present in the great apes. However, few studies have examined the long-term stability of great ape personality, particularly using factor-based personality instruments. Here, we assessed overall group, and individual-level, stability of chimpanzee personality by collecting ratings for chimpanzees (N = 50) and comparing them with ratings collected approximately 10 years previously, using the same personality scale. The overall mean scores of three of the six factors differed across the two time points. Sex differences in personality were also observed, with overall sex differences found for three traits, and males and females showing different trajectories for two further traits over the 10 year period. Regardless of sex, rank-order stability analysis revealed strong stability for dominance; individuals who were dominant at the first time point were also dominant 10 years later. The other personality factors exhibited poor to moderate rank-order stability, indicating that individuals were variable in their rank-position consistency over time. As many studies assessing chimpanzee cognition rely on personality data collected several years prior to testing, these data highlight the importance of collecting current personality data when correlating them with cognitive performance.