This paper is reflective and discusses the results of a process experiment designed to develop understanding of a particular British Early Upper Palaeolithic stone tool technology. The technology in question is the Lincombian, and the discussion breaks down into three main parts. The first part argues that raw material availability and practitioner performance can be influential factors within the modern experimental reproduction process. When these issues were factored in for this experiment it became clear that early phase debitage materials reflected a process of interpretation, not replication. The second substantive part of this discussion focuses upon the final phase of the experimental process. Selection criterion for assessing finished artefacts was tightly constrained by archaeologically derived data. It is argued therefore that when finished artefacts fell within these assessment criteria the final phase of the process was akin to replication. Consequently, debitage associated with the final phase can provide useful analogue material to fill gaps in our understanding of this Lincombian technology. The final section is summative and returns to the issue of performance. It argues that practitioner performance facilitates audience engagement. Engagement is valuable for communicating understanding to both specialist and non-specialist audiences. The paper concludes by arguing that a rigorously evaluated experimental process can be used twice: firstly, as a tool for generating materials to develop our understanding; secondly, as an engaging performance to communicate understanding to specialist and non-specialist audiences.

中文翻译：

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石器制品的实验生产：发展理解；发展参与

本文具有反思性，并讨论了旨在加深对特定英国早期旧石器时代早期石器技术的理解的过程实验的结果。所讨论的技术是 Lincombian，讨论分为三个主要部分。第一部分认为，原材料的可用性和从业者的表现可能是现代实验复制过程中的影响因素。当这个实验考虑到这些问题时，很明显早期的借记材料反映了一个解释过程，而不是复制过程。本讨论的第二个实质性部分侧重于实验过程的最后阶段。评估成品文物的选择标准受到考古学数据的严格限制。因此有人认为，当完成的人工制品符合这些评估标准时，该过程的最后阶段类似于复制。因此，与最后阶段相关的借记可以提供有用的模拟材料，以填补我们对这种林科姆技术的理解中的空白。最后一部分是总结性的，并返回到性能问题。它认为从业者的表现有助于观众的参与。参与对于向专业和非专业观众传达理解很有价值。论文最后认为，经过严格评估的实验过程可以使用两次：首先，作为生成材料以加深我们理解的工具；其次，作为一种引人入胜的表演，向专业和非专业观众传达理解。