9784431559955 - Social Learning and Innovation in Contemporary Hunter-Gatherers: Evolutionary and Ethnographic Perspectives (Replacement of Neanderthals by Modern Humans Series) (13 resultados)

Condición: Good. This is an ex-library book and may have the usual library/used-book markings inside.This book has hardback covers. In good all round condition. No dust jacket. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,1150grams, ISBN:9784431559955.

Condición: As New. Unread book in perfect condition.

Condición: New.

Hardcover. Condición: new. Hardcover. This is the first book to examine social learning and innovation in huntergatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in huntergatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary huntergatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urbanindustrialcultures. Controversy continues on problems such as: do huntergatherers teach? If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary huntergatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in huntergatherers, 2) modes and processes of social learning in huntergatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans. Chapters are grouped into five sections: 1) theoretical perspectives of learning in huntergatherers, 2) modes and processes of social learning in huntergatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Condición: New.

Condición: New. pp. 318 2016th edition NO-PA16APR2015-KAP.

Hardcover. Condición: Brand New. 318 pages. 11.00x8.50x1.00 inches. In Stock.

Buch. Condición: Neu. Druck auf Anfrage Neuware - Printed after ordering - This is the first book to examine social learning and innovation in hunter-gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter-gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary hunter-gatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urban-industrialcultures. Controversy continues on problems such as: do hunter-gatherers teach If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary hunter-gatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in hunter-gatherers, 2) modes and processes of social learning in hunter-gatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans.

Condición: new. Questo è un articolo print on demand.

Buch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This is the first book to examine social learning and innovation in hunter-gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter-gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary hunter-gatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urban-industrial cultures. Controversy continues on problems such as: do hunter-gatherers teach If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary hunter-gatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in hunter-gatherers, 2) modes and processes of social learning in hunter-gatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans. 340 pp. Englisch.

Condición: New. Print on Demand pp. 318.

Buch. Condición: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This is the first book to examine social learning and innovation in hunter¿gatherers from around the world. More is known about social learning in chimpanzees and nonhuman primates than is known about social learning in hunter¿gatherers, a way of life that characterized most of human history. The book describes diverse patterns of learning and teaching behaviors in contemporary hunter¿gatherers from the perspectives of cultural anthropology, ecological anthropology, biological anthropology, and developmental psychology. The book addresses several theoretical issues including the learning hypothesis which suggests that the fate of Homo sapiens and Neanderthals in the last glacial period might have been due to the differences in learning ability. It has been unequivocally claimed that social learning is intrinsically important for human beings; however, the characteristics of human learning remain under a dense fog despite innumerable studies with children from urban¿industrialcultures. Controversy continues on problems such as: do hunter¿gatherers teach If so, what types of teaching occur, who does it, how often, under what contexts, and so on. The book explores the most basic and intrinsic aspects of social learning as well as the foundation of innovative activities in everyday activities of contemporary hunter¿gatherer people across the earth. The book examines how hunter-gatherer core values, such as gender and age egalitarianism and extensive sharing of food and childcare are transmitted and acquired by children. Chapters are grouped into five sections: 1) theoretical perspectives of learning in hunter¿gatherers, 2) modes and processes of social learning in hunter¿gatherers, 3) innovation and cumulative culture, 4) play and other cultural contexts of social learning and innovation, 5) biological contexts of learning and innovation. Ideas and concepts based on the data gathered through an intensive fieldwork by the authors will give much insight into the mechanisms and meanings of learning and education in modern humans.Springer-Verlag GmbH, Tiergartenstr. 17, 69121 Heidelberg 340 pp. Englisch.

Condición: New. PRINT ON DEMAND pp. 318.