In this article, we integrate cultural evolutionary theory with empirical research from developmental psychology, cultural anthropology, and primatology to explore the role of peer learning in the development of complex instrumental skills and behavioral norms. We show that instrumental imitation, contingent teaching, generative collaboration, and selective copying contribute to domain-specific transmission of knowledge between peers. Stages of development and characteristics inherent to the learner and model influence how and when children learn from each other. Peer learning is persistent across societies despite cultural beliefs that favor adult–child transmission in some settings. Comparative research hints at the possibility that children's greater motivation to interact with and learn from each other may set humans apart from other primates. We conclude by outlining avenues for future research, including how individual characteristics and developmental changes in social networks, motivation, and cognition may contribute to cultural evolution.

中文翻译：

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同伴学习和文化进化

在本文中，我们将文化进化论与发展心理学、文化人类学和灵长类动物学的实证研究相结合，探讨同伴学习在复杂工具技能和行为规范发展中的作用。我们表明，工具模仿、临时教学、生成式协作和选择性复制有助于同行之间特定领域的知识传播。学习者和模型固有的发展阶段和特征会影响儿童相互学习的方式和时间。尽管在某些环境中存在支持成人-儿童传播的文化信仰，但同伴学习在整个社会中仍然存在。比较研究暗示儿童的可能性 人类与其他灵长类动物有更大的互动和相互学习的动机可能使人类与众不同。最后，我们概述了未来研究的途径，包括个人特征和社交网络、动机和认知的发展变化如何促进文化进化。