Ivan Gonzalez-Cabrera

This thesis focuses on the evolution of human social norm psychology. More precisely, I want to show how the emergence of our distinctive capacity to follow social norms and make social normative judgments is connected to the lineage explanation of our capacity to form shared intentions, and how such capacity is related to a diverse cluster of prototypical moral judgments. I argue that in explaining the evolution of this form of normative cognition we also require an understanding of the developmental trajectory of this capacity. For this purpose, the thesis is organized as follow. In the first chapter, I make some methodological remarks and provide the general overview and plan for the dissertation. In the second chapter, I explain what my explanatory target is and why it matters. On the view I am defending, shared intentional psychology gives rise to a special form of psychology that enables us to engage in social normative thinking. These norms are represented as shared intentional states. Moral psychology, in contrast, is more diverse. For moral judgments define a quite heterogeneous class of mental states—although some moral judgments may involve the representation and execution of norms, certainly not all of them do. I show that although much of our distinctive social norm psychology can be explained within the framework of shared intentionality, moral judgments cannot be unified in the same way. In the third chapter, I provide the baseline of social-cognitive capacities that serve as starting point for my lineage explanation. I argue that hominin social cognition was for a very long period of our evolutionary history essentially a matter of low-level cognitive and motivational processes. On this picture, bottom-up affective processes regulated the social lives of early hominins without requiring any special top-down mechanism of normative thinking such as a capacity for understanding and representing social norms. In the fourth chapter, I argue that human-like social norm psychology evolved as a result of the selective pressures that gave rise to shared intentionality, especially the demands that came from collective hunting. Yet collective hunting was not the whole story of the evolution of shared intentionality, for our capacity to form shared intentional mental states emerged from the interplay between the selective pressures that led to cooperative breeding in humans as well as organized, goal-oriented, collective hunting. Thus, I propose an evo-devo account of shared intentionality and its normative dimension since I argue that explaining the evolution of this particular form of normative thinking crucially depends on information about the developmental trajectory of this capacity. Finally, in the fifth chapter, I focus on how social norms are acquired and how the way we learn them gives rise to some prototypical cluster of moral judgments. Thus, this chapter returns to some of themes and arguments of the first chapter by explaining how the distinction between moral judgments and nonmoral judgments can be culturally transmitted.

Heyes’ book is an essential addition to the literature on human uniqueness. Her main claim is that the key human cognitive capacities are products of cultural rather than genetic evolution. Among these distinctively human capacities are causal understanding, episodic memory, imitation, mindreading, and normative thinking. According to Heyes, they emerged not by genetic mutation but by innovations in cognitive development. She calls these mechanisms ‘cognitive gadgets.’ This is perhaps one of the best and most comprehensive views of human cognitive evolution advanced in recent years.

To explain the evolutionary emergence of uniquely human skills and motivations for cooperation, Tomasello et al. (2012, in Current Anthropology 53(6):673–92) proposed the interdependence hypothesis. The key adaptive context in this account was the obligate collaborative foraging of early human adults. Hawkes (2014, in Human Nature 25(1):28–48), following Hrdy (Mothers and Others, Harvard University Press, 2009), provided an alternative account for the emergence of uniquely human cooperative skills in which the key was early human infants’ attempts to solicit care and attention from adults in a cooperative breeding context. Here we attempt to reconcile these two accounts. Our composite account accepts Hrdy’s and Hawkes’s contention that the extremely early emergence of human infants’ cooperative skills suggests an important role for cooperative breeding as adaptive context, perhaps in early Homo. But our account also insists that human cooperation goes well beyond these nascent skills to include such things as the communicative and cultural conventions, norms, and institutions created by later Homo and early modern humans to deal with adult problems of social coordination. As part of this account we hypothesize how each of the main stages of human ontogeny (infancy, childhood, adolescence) was transformed during evolution both by infants’ cooperative skills “migrating up” in age and by adults’ cooperative skills “migrating down” in age.

Peer competition and peer cooperation can be intuitively seen as opposing phenomena. However, depending on multiple factors, they might be complementary. In a population divided into groups, for instance, members of each group may cooperate with their peers in order to compete with neighboring groups. Alternatively, they may compete with their peers as a means of choosing the best cooperative partners and demonstrate that they are reliable cooperative partners. For instance, if subjects can choose with whom they wish to interact, this may create competition to be more generous or loyal than others.

What explains the distinctive features of human behavior? In this book, Stewart-Williams aims to answer this ambitious question. This book is an engaging addition to the already long list of recent attempts to provide an evolutionary explanation of human uniqueness. It is organized into six chapters, plus two appendices. These chapters address several key topics in evolutionary theory, sex differences and sexual behavior, altruism, and cultural evolution, albeit with varying degrees of detail and depth. These topics include sexual selection, kin selection, Hamilton’s rule, reciprocal altruism, costly signaling theory, group selection, gene-centered views of evolution, inclusive fitness, proximate and ultimate evolutionary explanations, inbreeding avoidance, the Westermarck effect, jealousy, sperm competition, mating and parenting effort, cumulative cultural evolution, imitation and learning biases, evolutionary mismatch theories, and more.

This paper aims to contribute to the existing literature on normative cognition by providing a lineage explanation of human social norm psychology. This approach builds upon theories of goal-directed behavioral control in the reinforcement learning and control literature, arguing that this form of control defines an important class of intentional normative mental states that are instrumental in nature. I defend the view that great ape capacities for instrumental reasoning and our capacity (or family of capacities) for shared intentionality coadapted to each other and argue that the evolution of this capacity has allowed the representation of social norms and the emergence of our capacity for normative guidance.

We present evidence that mainstream Anglophone philosophy is insular in the sense that participants in this academic tradition tend mostly to cite or interact with other participants in this academic tradition, while having little academic interaction with philosophers writing in other languages. Among our evidence: In a sample of articles from elite Anglophone philosophy journals, 97% of citations are citations of work originally written in English; 96% of members of editorial boards of elite Anglophone philosophy journals are housed in majority-Anglophone countries; and only one of the 100 most-cited recent authors in the Stanford Encyclopedia of Philosophy spent most of his career in non-Anglophone countries writing primarily in a language other than English. In contrast, philosophy articles published in elite Chinese-language and Spanish-language journals cite from a range of linguistic traditions, as do non-English-language articles in a convenience sample of established European-language journals. We also find evidence that work in English has more influence on work in other languages than vice versa and that when non-Anglophone philosophers cite recent work outside of their own linguistic tradition it tends to be work in English.

Matthew Liao’s edited collection Moral Brains: The Neuroscience of Morality covers a wide range of issues in moral psychology. The collection should be of interest to philosophers, psychologist, and neuroscientists alike, particularly those interested in the relation between these disciplines. I give an overview of the content and major themes of the volume and draw some important lessons about the connection between moral neuroscience and normative ethics. In particular, I argue that moving beyond some of the dichotomies implicit in some of the debates advanced in the book makes the neuroscience of moral judgment much more useful in advancing normative ethics.

Human adults incline toward moral objectivism but may approach things more relativistically if different cultures are involved. In this study, 4-, 6-, and 9-year-old children (N = 136) witnessed two parties who disagreed about moral matters: a normative judge (e.g., judging that it is wrong to do X) and an antinormative judge (e.g., judging that it is okay to do X). We assessed children’s metaethical judgment, that is, whether they judged that only one party (objectivism) or both parties (relativism) could be right. We found that 9-year-olds, but not younger children, were more likely to judge that both parties could be right when a normative ingroup judge disagreed with an antinormative extraterrestrial judge (with different preferences and background) than when the antinormative judge was another ingroup individual. This effect was not found in a comparison case where parties disagreed about the possibility of different physical laws. These findings suggest that although young children often exhibit moral objectivism, by early school age they begin to temper their objectivism with culturally relative metaethical judgments.

Discussions about the evolution of human social cognition usually portray the social environment of early hominins as highly hierarchical and violent. In this evolutionary narrative, our propensity for violence was overcome in our lineage by an increase in our intellectual capacities. However, I will argue in this article that we are at least equally justified in believing that our early hominin ancestors were less aggressive and hierarchical than is suggested in these models. This view is consistent with the available comparative and palaeoanthropological evidence. I will show that this alternative model not only does not support long-held views of human origins, but also has important consequences for debates about the evolution of our capacity for normative guidance. 1Introduction 2Philosophical Motivation 3The Puzzle of Hominin Evolution 4The Mosaic Hypothesis 5Evidence for the Model 6Palaeoanthropological Support 7Philosophical Consequences

Discussions about the evolution of human social cognition usually portray the social environment of early hominins as highly hierarchical and violent. In this evolutionary narrative, our propensity for violence was overcome in our lineage by an increase in our intellectual capacities. However, I will argue in this article that we are at least equally justified in believing that our early hominin ancestors were less aggressive and hierarchical than is suggested in these models. This view is consistent with the available comparative and palaeoanthropological evidence. I will show that this alternative model not only does not support long-held views of human origins, but also has important consequences for debates about the evolution of our capacity for normative guidance. _1_ Introduction _2_ Philosophical Motivation _3_ The Puzzle of Hominin Evolution _4_ The Mosaic Hypothesis _5_ Evidence for the Model _6_ Palaeoanthropological Support _7_ Philosophical Consequences