Costly teaching contributes to the acquisition of spear hunting skill among BaYaka forager adolescents.

Teaching likely evolved in humans to facilitate the faithful transmission of complex tasks. As the oldest evidenced hunting technology, spear hunting requires acquiring several complex physical and cognitive competencies. In this study, we used observational and interview data collected among BaYaka foragers (Republic of the Congo) to test the predictions that costlier teaching types would be observed at a greater frequency than less costly teaching in the domain of spear hunting and that teachers would calibrate their teaching to pupil skill level. To observe naturalistic teaching during spear hunting, we invited teacher-pupil groupings to spear hunt while wearing GoPro cameras. We analysed 68 h of footage totalling 519 teaching episodes. Most observed teaching events were costly. Direct instruction was the most frequently observed teaching type. Older pupils received less teaching and more opportunities to lead the spear hunt than their younger counterparts. Teachers did not appear to adjust their teaching to pupil experience, potentially because age was a more easily accessible heuristic for pupil skill than experience. Our study shows that costly teaching is frequently used to transmit complex tasks and that instruction may play a privileged role in the transmission of spear hunting knowledge.

Technical intelligence and culture: Nut cracking in humans and chimpanzees.

OBJECTIVES: According to the technical intelligence hypothesis, humans are superior to all other animal species in understanding and using tools. However, the vast majority of comparative studies between humans and chimpanzees, both proficient tool users, have not controlled for the effects of age, prior knowledge, past experience, rearing conditions, or differences in experimental procedures. We tested whether humans are superior to chimpanzees in selecting better tools, using them more dexteriously, achieving higher performance and gaining access to more resource as predicted under the technical intelligence hypothesis. MATERIALS AND METHODS: Aka and Mbendjele hunter-gatherers in the rainforest of Central African Republic and the Republic of Congo, respectively, and Taï chimpanzees in the rainforest of Côte d'Ivoire were observed cracking hard Panda oleosa nuts with different tools, as well as the soft Coula edulis and Elaeis guinensis nuts. The nut-cracking techniques, hammer material selection and two efficiency measures were compared. RESULTS: As predicted, the Aka and the Mbendjele were able to exploit more species of hard nuts in the forest than chimpanzees. However, the chimpanzees were sometimes more efficient than the humans. Social roles differed between the two species, with the Aka and especially the Mbendjele exhibiting cooperation between nut-crackers whereas the chimpanzees were mainly individualistic. DISCUSSION: Observations of nut-cracking by humans and chimpanzees only partially supported the technical intelligence hypothesis as higher degrees of flexibility in tool selection seen in chimpanzees compensated for use of less efficient tool material than in humans. Nut cracking was a stronger social undertaking in humans than in chimpanzees.

Learning curves and teaching when acquiring nut-cracking in humans and chimpanzees.

Humans are considered superior to other species in their tool using skills. However, most of our knowledge about animals comes from observations in artificial conditions with individuals removed from their natural environment. We present a first comparison of humans and chimpanzees spontaneously acquiring the same technique as they forage in their natural environment. We compared the acquisition of the Panda nut-cracking technique between Mbendjele foragers from the Republic of Congo and the Taï chimpanzees from Côte d'Ivoire. Both species initially acquire the technique slowly with similar kinds of mistakes, with years of practice required for the apprentice to become expert. Chimpanzees more rapidly acquired the technique when an apprentice, and reached adult efficiency earlier than humans. Adult efficiencies in both species did not differ significantly. Expert-apprentice interactions showed many similar instances of teaching in both species, with more variability in humans due, in part to their more complex technique. While in humans, teaching occurred both vertically and obliquely, only the former existed in chimpanzees. This comparison of the acquisition of a natural technique clarifies how the two species differed in their technical intelligence. Furthermore, our observations support the idea of teaching in both species being more frequent for difficult skills.