Teaching: Natural or Cultural?

In this chapter I argue that teaching, as we now understand the term, is historically and cross-culturally very rare. It appears to be unnecessary to transmit culture or to socialize children. Children are, on the other hand, primed by evolution to be avid observers, imitators, players and helpers—roles that reveal the profoundly autonomous and self-directed nature of culture acquisition (Lancy in press a). And yet, teaching is ubiquitous throughout the modern world—at least among the middle to upper class segment of the population. This ubiquity has led numerous scholars to argue for the universality and uniqueness of teaching as a characteristically human behavior. The theme of this chapter is that this proposition is unsustainable. Teaching is largely a result of recent cultural changes and the emergence of modern economies, not evolution

Migratory and resident blue tits Cyanistes caeruleus differ in their reaction to a novel object

Individuals differ consistently in their behavioural reactions towards novel objects and new situations. Reaction to novelty is one part of a suit of individually consistent behaviours called coping strategies or personalities and is often summarised as bold or shy behaviour. Coping strategies could be particularly important for migrating birds exposed to novel environments on their journeys. We compared the average approach latencies to a novel object among migrants and residents in partially migratory blue tits Cyanistes caeruleus. In this test, we found migrating blue tits to have shorter approach latencies than had resident ones. Behavioural reactions to novelty can affect the readiness to migrate and short approach latency may have an adaptive value during migration. Individual behaviour towards novelty might be incorporated among the factors associated with migratory or resident behaviour in a partially migratory population

Behavioral and respiratory responses to stressors in multiple populations of three-spined sticklebacks that differ in predation pressure

Individual animals of the same species inhabiting environments which differ in the frequency and magnitude of stressors often exhibit different physiological and behavioral responses to stressors. Here, we compare the respiratory response to confinement stress, and behavioral responses to ecologically relevant challenges among sticklebacks from 11 different populations varying in predation pressure. We found that sticklebacks from high predation populations breathed faster in response to confinement stress and were, on an average, more behaviorally responsive to a pike behind glass compared with sticklebacks from low predation populations. These patterns differ from the results of studies on other species, highlighting the need for a conceptual framework to understand the proximate and ultimate factors shaping variable responses to stressors over developmental and evolutionary time. Moreover, physiological and behavioral responses were integrated with each other, both at the individual and population levels. In general, fish that were more aggressive and bold in the presence of a predator breathed faster, independent of body size. These results are consistent with the growing body of evidence that individuals differ in a suite of physiological and behavioral mechanisms for coping with challenges in the environment