This paper examines patterns of cultural learning in pastoralist societies and compares them to those found in hunter-gatherer societies. The study analyzed 198 texts from 13 pastoralist cultures in the eHRAF World Cultures database and found that most cultural skills and knowledge were acquired in early childhood, with parents and non-parental adults as the primary sources of transmission. Teaching was the most common form of learning across all age groups, with minimal variation in transmission between different age groups. While similarities were found between the cultural learning patterns of pastoralists and hunter-gatherers, pastoralists were less likely to mention learning from peers and more likely to mention learning via local enhancement and stimulus enhancement. The importance of teaching did not increase with age in pastoralist societies, unlike in hunter-gatherer societies.

Derived from the evolutionary anthropology theory, this study examines the difference of importance placed on traditions and customs between cultures. The authors found that descendants from regions with less climatic stability place less emphasis on tradition and customs than those from more stable environments. The authors suggest that with climatic stability, the traditions and customs which have evolved and benefited the previous generations will be passed on to the next, therefore promoting cultural persistence.

This paper examines Murdock's (1949) definitions and data pertaining to the universal functions of the nuclear family. The author asserts that Murdocks definitions and data are faulty and finds that Murdock's claims regarding the universality of nuclear families are unsupported.

To understand transmission of knowledge and its impact on human evolution history, this study explores the research question: "How do hunter-gatherer children learn subsistence skills?". The authors use meta-ethnography methods on 34 cultures from five continents discussing these topics. The results show that the learning process starts early in infancy when their parents take them to the excursions. In middle childhood, they already acquired gathering skills. Only in the start of adolescence, adults begin teaching how to hunt and to produce complex tools. The learning process continues into adulthood.

This paper proposes that the socio-cultural values of countries may be associated with increased mortality due to COVID-19. Using results from the World Values survey, the author assessed which values had the strongest association with a change in COVID-19 mortality in datasets consisting of all countries, upper-middle and high income economies, upper-middle income economies, high income economies, and advanced economies. The author also sought to determine whether the WVS values that were associated with COVID-19 mortality were also associated with general life expectancy. The results showed that COVID-19 mortality was increased in countries that placed a higher value on freedom of speech, political participation, religion, technocracy, post-materialism, social tolerance, law and order, and acceptance of authority. On the other hand, mortality was decreased in countries with high trust in major companies and institutions and that endorsed maintenance of order as a goal for a country. The author also found that values related to COVID-19 mortality did not predict general health outcomes, and that some values that predicted increased COVID-19 mortality actually predicted decreased mortality from other outcomes.

The main premise of the present study is to investigate the relationship between monotheism and dependence nurturance during early childhood and adulthood. Terry notes the human need to explain and understand the world, and theorizes that this understanding derives from personal experience, learned information, and supernatural explanation. Terry tests the hypothesis that supernatural explanations (monothestic beliefs) will be formulated if individuals cannot depend on their own experiences and/or others to reduce uncertainty (a result of independence training).

The article discusses the role of toys and tools in the development of skills and cultural transmission in hunter-gatherer societies. The authors present a cross-cultural inventory of objects made for and by hunter-gatherer children and adolescents, finding that toys and tools were primarily handled outside of explicit pedagogical contexts, and there is little evidence for formalised apprenticeships. The authors suggest that children's self-directed interactions with objects, especially during play, have a critical role in early-age enskillment. Both boys and girls tend to use objects in work and play that emulate the gendered division of labor in their communities, and many objects made by and for children had full-scale counterparts. Finally, the authors argue that the peer group is crucial to skill acquisition in hunter-gatherer societies.

This book discusses the characteristics of adolescence cross-culturally and examines the differences in the adolescent experience for males and females. Several relationships are tested in order to gain an understanding of cross-cultural patterns in adolescence.

Researchers used various hypotheses to determine if cross-country differences in trust and cooperation would predict prosocial COVID-19 responses and policies. Using individual surveys from 34,526 participants from 41 countries, there were no significant associations between trust and cooperation and prosocial behavior, motivation, regulation, or stringency of policies. While the researchers did find significant variation among cross-country individuals, these results were unable to predict country-level prosocial responses.

In this article, the authors explore cultural variables that they propose contribute to the maintenance of peace in non-warring societies. These variables are compared in 16 peaceful systems (as coded by the authors from anthropological and historical data) and in 30 warring societies taken from the Standard Cross-Cultural Sample (SCCS). Findings associate more peaceful cultures with peace systems, and non-peaceful cultures with warring societies.