Selon la théorie de la double hérédité, les processus de transmission sociale des connaissances permettraient aux cultures humaines d'évoluer de manière darwinienne. On parvient à cette conclusion en inférant que, étant donné qu'une analogie profonde peut être établie entre les mécanismes de transmission génétique et ceux de transmission sociale, on devrait non seulement concevoir que les processus cognitifs d'apprentissage social constituent bel et bien un système d'hérédité distinct du système d'hérédité génétique, mais qu’il est aussi légitime, sur la base de cette même analogie, de transférer les concepts explicatifs et outils formels issus de la biologie évolutionnaire et de les adapter à l'étude des cultures humaines en vue de constituer une théorie darwinienne de l'évolution culturelle. Cette analogie de l’hérédité culturelle fait depuis longtemps l'objet de controverses tant au sein de la littérature scientifique que dans les discussions philosophiques. On ne semble pas s'entendre sur la nature même de cette analogie ni non plus sur la force de justification épistémique qu'une telle analogie donnerait à la mise en place d'une théorie darwinienne de l'évolution culturelle. Néanmoins, à travers plus de quarante années de débats, la structure de cette analogie n'a jamais été examinée en détail et on a rarement examiné l'épistémologie des inférences par analogie dans un tel contexte. L'objectif principal de la présente thèse consistera à offrir une première analyse systématique de la nature, de la structure, de la fonction et de la justification épistémique de l'analogie de l'hérédité culturelle, fondement conceptuel de la théorie de la double hérédité. En portant ici une attention particulière à la structure logique de cette analogie, on pourra constater l'ampleur de sa complexité, complexité passant souvent inaperçue dans les critiques de la théorie de la double hérédité. On défendra ici la thèse selon laquelle l'analogie de l'hérédité culturelle est en fait composée de deux analogies constitutives qui, conjointement, ouvrent la voie à la mise en place et à l’organisation d’un programme de recherche visant à mettre au point une théorie darwinienne de l’évolution culturelle. / According to the dual-inheritance theory, processes of social transmission of ideas should allow human cultures to evolve in a Darwinian fashion. This conclusion is obtained by an explanatory inference according to which a profound analogy can be established between the cognitive processes of social learning and those of genetic transmission mechanisms. Not only should we understand social learning as a genuine cultural inheritance system, distinct although complementary to the genetic inheritance system, but, on the basis of the very same analogy, it would also be legitimate to transfer and adapt the theoretical concepts, explanatory formats and formal tools of evolutionary biology to the study of cultural dynamics so as to constitute a Darwinian theory of cultural evolution. The cultural inheritance analogy has been controversial since it was first suggested. A lack of consensus amongst scientists and philosophers about the proper meaning and epistemic reach of such an analogy has impeded the acceptance that human cultures might evolve. Nonetheless, through the forty years of controversy, the structure of the cultural inheritance analogy has never been systematically scrutinized and its relevance as an epistemic foundation for theory construction seldom examined. The main objective of this dissertation is to offer a first systematic analysis of the nature, structure, function and epistemic reach of the cultural inheritance analogy as the conceptual foundation of the dual-inheritance theory. By insisting on its logical structure, it is argued here that it is a complex analogy, the complexity of which is often misunderstood by the criticisms levelled against the dual-inheritance theory. It is argued here that the cultural inheritance analogy is in fact composed of two constitutive analogies that conjointly justify and organize a Darwinian research program of cultural evolution.

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This thesis explores a web-based method to do studies in cultural evolution. Cumulative cultural evolution (CCE) is defined as social learning that allows for the accumulation of changes over time where successful modifications are maintained until additional change is introduced. In the past few decades, many interdisciplinary studies were conducted on cultural evolution. However, until recently most of those studies were limited to lab experiments. This thesis aims to address the limitations of the experimental methods by replicating a lab-based experiment online. A web-based application was developed and used for replicating an experiment on conformity by Solomon Asch [1951]. The developed application engages participants in an optical illusion test within different groups of social influence. The major finding of the study reveals that conformity increases on trials with higher social influence. In addition, it was also found that when the task becomes more difficult, the subject's conformity increases. These findings were also reported in the original experiment. The results of the study showed that lab-based experiments in cultural evolution studies can be replicated over the web with quantitatively similar results.

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Les musiques du Gabon semblent se distinguer par certains aspects importants des autres musiques d'Afrique centrale, en particulier du Cameroun et de Centrafrique. Cette singularité pourrait être liée à l'histoire complexe des populations de cette région. L'histoire de ces musiques, aujourd'hui presque inconnue, pourrait aider à mieux comprendre celle des personnes qui les pratiquent. Cette thèse explore l'utilisation des méthodes d'inférence historique, développées parallèlement en philologie, en systématique biologique et en linguistique historique afin de retrouver l'histoire des musiques et des populations. J'étudie un jeu de données obtenu par l'analyse (via les outils de la systématique musicale) de près de 200 pièces voco-instrumentales collectées dans une vingtaine de populations provenant de différentes régions du Gabon. Cette recherche nourrit des questionnements empiriques et théoriques concernant l'usage de la musique comme source historique, mais aussi sur la pratique de l'interdisciplinarité. / Gabonese music differs in several important ways from other Central African musics, especially music from Cameroon and Central African Republic. This could be due to the complex history of populations in this area. The history of these musics, almost unknown up to now, could help better understand the history of the people playing them. This thesis investigates the use of historical inference methods, indepndently developed in philology, in biological systematics and in historical linguistics, in order to discover the history of musics and populations. I analyse a dataset obtained through the analysis (thanks to the tools of musical systematics) of almost 200 voco-instrumental pieces collected in 20 different populations from various regions of Gabon. This investigation raises interesting empirical and theoretical questions concerning the use of music as historical source, but also concerning the practice of interdisciplinarity.

Interaction of genes and culture is crucial for human evolution. Human ethnic groups and subcultures frequently function as discrete units, and people clearly distinguish between in- group and out-group individuals on a cultural basis. This thesis aims to model the formation of distinct cultural clusters, cultural equivalents of distinct species. Historical development of theories of blending inheritance led to the formation of biometric parallels to Mendelism. Galton-Pearson model of nonparticulate inheritance with constant offspring variance, the most influential model of continuous inheritance ever formulated, was based on measurements of genetically transmitted traits. Ronald Fisher later demonstrated, that this type of inheritance directly stems from polygenic traits with additive genetic variance. Dan Sperber's metaphor of culture space allows integrating any continuous models of position inheritance into computer simulations of the evolution of culture. Most studies today, however, employ particulate models of cultural inheritance. The exceptional works of Cavalli-Sforza and Feldman pioneer the continuous models of cultural inheritance applying Galton-Pearson model to culture. Galton-Pearson inheritance is, unfortunately, not a very good model of cultural transmission. Parental...

The traditional assumption that perfumes are used only for masking of the body odour was doubted by the results of recent researches. In spite of the fact that the biological role of human body odour is very important, it is likely that perfumes are not in conflict with the body odour but there is mutual cooperation. Individuals could choose the scent which goes with their body odour instead of hiding it. In the theoretical part of this thesis I describe a dual inheritance theory, which is a basic concept for our research. We have been concerned with the interaction between biological effects of body odour and social effects of perfumes. Moreover, we have worked on the assumption that the body odour of relatives is similar. We have tested if people are better in their choice of the appropriate perfume for their relatives than for anyone else, in this case partners. Which perfume fits into which body odour was assessed by the independent evaluators of opposite sex because one of the main objectives of chemical signalling is to attract a potential partner. Surprisingly, the results of our research have shown that in the case of couples, the samples of the body odour and perfumes chosen by female partners were slightly better evaluated than the perfumes chosen by men themselves. Moreover, there were...

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Social learning has given us insight into how children learn actions from others across different domains (e.g., actions on objects, pretend play, and tool use). However, little research exists to confirm whether young children can generate their own novel actions. Three different settings were chosen to offer a varied investigation of children’s ability to generate novel actions: generating multiple actions with novel objects; generating iconic gestures in order to communicate; and generating pretend actions using object substitution. Generating multiple actions with novel objects: The Unusual Box test was developed to investigate children’s ability to generate multiple actions with novel objects (Chapter 2). The Unusual Box test involves children playing with a wooden box that contains many different features (e.g., rings, stairs, strings), and five novel objects. The number of different actions performed on the box and with the objects (i.e., fluency) was used as a measure of their individual learning. Positive correlations between the fluency scores of 24 3- and 4-year-olds on the Unusual Box test and two existing measures of divergent thinking were found. Divergent thinking relates to the ability to think of multiple answers based on one premise. Furthermore, a large range of fluency scores indicated individual differences in children’s ability to generate multiple actions with novel objects. In addition, 16 2-year-olds were assessed on the Unusual Box test, twice two weeks apart, to investigate test-retest reliability and the possibility that the Unusual Box test could be used with children younger than 3 years. A strong positive correlation between the scores on the two assessments showed high test-retest reliability, while individual differences in fluency scores and the absence of a floor effect indicated that the Unusual Box test was usable in children from 2 years of age. Generating iconic gestures in order to communicate: Children’s ability to generate iconic gestures in order to communicate was assessed using a game to request stickers from an experimenter (N = 20, Chapter 3). In order to get a sticker children had to communicate to the experimenter which out of two objects they wanted (only one object had a sticker attached to it). Children’s use of speech or pointing was ineffective; therefore only generating an iconic gesture was sufficient to retrieve the sticker. Children generated a correct iconic gesture on 71% of the trials. These findings indicate that children generate their own iconic gestures in order to communicate; and that they understand the representational nature of iconic gestures, and use this in their own generation of iconic gestures. Generating pretend actions using object substitution: In order to determine whether children are able to generate their own object substitution actions and understand the representational nature of these actions, 45 3- and 4-year-olds were familiarized with the goal of a task through modelling actions. Children distinguished between the intentions of an experimenter to pretend, or try and perform a correct action. Children mainly imitated the pretend actions, while correcting the trying actions. Next, children were presented with objects for which they had to generate their own object substitution actions without being shown a model. When children had previously been shown pretend actions, children generated their own object substitution actions. This indicates that children generate their own object substitution actions, and that they understand the representational nature of these actions. An additional study with 34 3-year-olds, revealed no significant correlations between divergent thinking, inhibitory control, or children’s object substitution in a free play setting, and children’s ability to generate object substitution actions in the experimental setting.

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