Table 1.
Description of teaching and learning categories used to code the interview responses, adapted from Hewlett and Roulette [95].
Fig 1.
Dictator Game procedural details.
(a) introduction to reward; (b) introduction to meeples and emphasis on their representation of real people; (c) assignment of participant’s meeple colour; (d) introduction to game play; (e) explanation of decision outcomes; (f) practice trial; (g) assignment of same/different ethnic group meeples; (h) test trials.
Table 2.
Frequency and Smith’s Salience for intra- and inter-ethnic sharing by ethnicity. First five most salient categories per community and sharing norm in bold.
Table 3.
Frequency (%) of teaching and learning types (NBandongo = 35, NBaYaka = 31).
Fig 2.
Adults’ reported age of knowledge acquisition.
Multinomial regression results regarding adult (N = 66) reports regarding age of sharing knowledge acquisition, with 89% Credible Intervals.
Fig 3.
Children’s self-reported sharing knowledge.
Logistic regression results regarding children’s (N = 115) post-interview yes/no responses to whether they know intra- and inter-ethnic sharing, with 89% Credible Intervals.
Table 4.
Contrasts estimating the difference in completion ages for the development of Bandongo and BaYaka children’s intra- vs inter-ethnic sharing choices.
Fig 4.
Developmental trajectories for sharing.
Posterior predictive plots, marginalizing out gender effects, showing the probability of choosing to share in Inter- and Intra-ethnic conditions in the Dictator Game across development (N = 179). Thick lines show posterior mean predictions; thin lines show individual posterior samples. The dotted vertical line is the completion age, i.e., the age when 89% of the change between the infant and adult sharing probabilities has taken place.