Amongst the pottery sets associated with the Argar culture (Cultura del Argar), in the Bronze Age in the southeast of the Iberian Peninsula, it is common to find small recipients in funerary and household contexts. However, their techniques and manufacture reveal they do not seem to be products made by expert hands but rather the opposite. They are small artefacts, the result of the learning processes as well as the knowledge transfer between producers (adults) and learners (infants). To identify and describe these learning processes, we have developed, for the first time, research from a multiproxy perspective. To reach our objectives, we have implemented analytical protocols (macro and microscopic) oriented to determine both formal and functional aspects. The study departs from identifying the macro traces to define the chaîne opératoire. Then, we used X-ray diffraction (XRD) and Fourier-transform infrared spectroscopy (FTIR) to carry out their mineral and clay characterisation. The XRD was also related to the microstructural study made through scanning electron microscope (SEM) to verify the baking processes and the temperatures reached. Lastly, we applied gas chromatography–mass spectrometry (GC–MS) and liquid chromatography (UPLC-HRMS), and we established the isotopic values via the use of gas chromatography-combustion-isotope ratio mass spectrometry (GC-C-IRMS) to ascertain if those recipients were used with a specific function or purpose. The results obtained let us reconstruct the learning processes as well as the learning and socialisation phases in the southeast of the Iberian Peninsula in the Bronze Age.

在伊比利亚半岛东南部青铜时代的阿尔加文化（Cultura del Argar）相关的陶器中，常见于丧葬和家庭环境中的小型容器。然而，从它们的技术和制造来看，它们似乎不是由专家制作的产品，而是相反的产品。它们是小工艺品，是学习过程以及生产者（成人）和学习者（婴儿）之间知识转移的结果。为了识别和描述这些学习过程，我们首次从多代理的角度进行研究。为了实现我们的目标，我们实施了面向确定形式和功能方面的分析协议（宏观和微观）。该研究从识别宏观痕迹出发来定义连锁 歌剧院。然后，我们使用 X 射线衍射 (XRD) 和傅里叶变换红外光谱 (FTIR) 对其矿物和粘土进行表征。XRD 还与通过扫描电子显微镜 (SEM) 进行的微观结构研究相关，以验证烘烤过程和达到的温度。最后，我们应用气相色谱-质谱（GC-MS）和液相色谱（UPLC-HRMS），并通过使用气相色谱-燃烧-同位素比质谱（GC-C-IRMS）确定同位素值确定这些接收者是否用于特定功能或目的。获得的结果让我们重建了青铜时代伊比利亚半岛东南部的学习过程以及学习和社会化阶段。