DOCSLIB.ORG

Archaeology and Cognitive Evolution

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Archaeology and Cognitive Evolution BEHAVIORAL AND BRAIN SCIENCES (2002) 25, 389–438 Printed in the United States of America Archaeology and cognitive evolution Thomas Wynn Department of Anthropology, University of Colorado, Colorado Springs, CO 80933-7150 [email protected] Abstract: Archaeology can provide two bodies of information relevant to the understanding of the evolution of human cognition – the timing of developments, and the evolutionary context of these developments. The challenge is methodological. Archaeology must doc- ument attributes that have direct implications for underlying cognitive mechanisms. One example of such a cognitive archaeology is found in spatial cognition. The archaeological record documents an evolutionary sequence that begins with ape-equivalent spatial abil- ities 2.5 million years ago and ends with the appearance of modern abilities in the still remote past of 400,000 years ago. The timing of these developments reveals two major episodes in the evolution in spatial ability, one, 1.5 million years ago and the other, one million years later. The two episodes of development in spatial cognition had very different evolutionary contexts. The first was associated with the shift to an open country adaptive niche that occurred early in the time range of Homo erectus. The second was associated with no clear adaptive shift, though it does appear to have coincided with the invasion of more hostile environments and the appearance of sys- tematic hunting of large mammals. Neither, however, occurred in a context of modern hunting and gathering. Keywords: Archaeology, evolution, Homo erectus, spatial cognition, symmetry 1. Introduction man,” and the recent discovery of 400,000-year-old spears at Schoeningen (Thieme 1997) are unique and wonderfully This article has two goals. The first is to make a case for the informative, but they are atypical. The archaeological rec- relevance of archaeological contributions to studies of the ord boasts relatively few such treasures. Instead it consists evolution of cognition. The second is to provide an example largely of more incomplete and mundane traces that allow of one such contribution, a reconstruction of aspects of archaeologists to reconstruct some of what occurred in the early hominid spatial cognition based on an analysis of arti- past. The primary methodological task of the archaeologist factual symmetries. Assuming that human evolution is rel- is this reconstruction – translating traces into actions – and evant to understanding the human condition (an intellec- archaeology has developed a large body of concepts and tual position that is at the core of biological, if not yet techniques for doing this. We are very good at reconstruct- psychological, approaches to behavior), then archaeology ing diet from garbage, and social/political systems from the can supply two important bodies of evidence: (1) actual tim- size, character, and location of settlements. Can there be an ing of developments, and (2) the evolutionary context of archaeology of cognition? This is in reality a two-part ques- these developments. The challenge is not epistemological; tion. First, can traces of action inform us reliably about any archaeology can and does supply these things to the study aspect of cognition, and second, if so, can archaeologists of human evolution in general. The challenge is method- overcome some rather serious methodological roadblocks ological. How can archaeology inform us about the evolu- inherent to the archaeological record of such traces? tion of mind? (See Gowlett 1979; Holloway 1969; Parker & One way that psychologists learn about the mind is by ob- Gibson 1979 for seminal contributions in the same vein.) serving the actions of individuals in controlled laboratory Archaeology is a set of methods for reconstructing past settings or in natural situations. Sometimes these actions action from traces that exist in the present. These traces in- leave tangible traces that become the focus of the analysis. clude objects made or modified by people in the past – Children’s drawing is one example; block shuffling tests are tools, houses, ornaments, and so on – but also less tidy pat- another. The methodological task of the psychologist is to terns like garbage and refuse of all kinds and evidence of translate the tangible results into meaningful characteriza- past landscapes (through analysis of soils, pollen, faunal re- tions of the mind that produced them. Of course, psycholo- mains, etc.). Because some traces survive the ravages of gists can also talk to their subjects, but in principle, psy- time better than others, the archaeological record is a bi- chology can and does analyze the traces of action. An ased and nonrandom sample of past action. Stone tools, for archaeologist trying to do the same faces some additional example, survive well but wooden tools do not. Also, some environments preserve traces better than others. Tropical en- vironments are poor preservers, but cold, dry, arctic envi- ronments are good preservers. Archaeology is an observa- thomas wynn is Professor of Anthropology at the Uni- versity of Colorado, Colorado Springs. He was one of tional discipline. Unlike laboratory scientists, archaeologists the first archaeologists to make explicit use of psycho- cannot duplicate events, and unlike ethologists, archaeolo- logical concepts in the interpretation of the archaeolog- gists cannot depend on obtaining corroborating observa- ical record, and has published extensively on the cogni- tions, though we certainly hope for them. There is a real el- tive abilities of early hominids. ement of serendipity in archaeology. Pompeii, the “Ice Downloaded© 2002 from https:/www.cambridge.org/coreCambridge University Press. University 0140-525X/02 of Colorado $12.50Colorado Springs, Kraemer Family Library, on 11 May 2017 at 16:57:38, subject to the Cambridge Core terms389 of use, available at https:/www.cambridge.org/core/terms. https://doi.org/10.1017/S0140525X02450078 Wynn: Archaeology and cognitive evolution hurdles. To make a convincing argument in cognitive ar- of evolution, an approach not focused on descriptions of in- chaeology, one must be able to identify specific features of dividual antecedents, but one focused on long term pat- the archaeological record that can inform about cognition in terns of change. Even though poor in detail, the archaeo- a valid and reliable way. This is the crux of the matter. Un- logical record is very long, providing a quasi-continuous fortunately, the disciplines of archaeology and psychology record of products of action that spans two million years. have never shared much in the way of theory and method- Archaeologists can use this record to identify patterns of ology. For an archaeologist to make a compelling case, he or cognitive evolution that provide insights into questions of she must not simply refer to a few selected psychological re- modern cognitive science. What follows is an example of this sults. There must also be some understanding of the theo- approach. The focus is on spatial cognition (generally con- retical and methodological context of the research. With this sidered, including shape recognition and image manipula- in hand, the archaeologist can define a set of attributes that tion). The evidence will consist of artifactual symmetry. can be applied to the archaeological record. This definitional step is indispensable. On the one hand, it is very unlikely that variables taken directly from the psychological literature 2. The archaeological record of artifactual could be applied to archaeological remains. On the other symmetry hand, the traditional categories of archaeology are inappro- priate, a point that bears emphasis. During the last century This article surveys the evolution of artifactual symmetry and a half archaeology has developed a large set of categories for three reasons. First, symmetry is a pattern and a con- for the description of archaeological remains. Some of these cept that is recognized by everyone, which reduces the re- categories are based on presumed function (e.g., ground quirement for definition (but does not eliminate it entirely). stone axe or temple complex), some on presumed usefulness Second, symmetry has been incorporated into many schemes in temporal ordering (e.g., Iron Age), some on social com- of spatial cognitive development, and also into theories of plexity (e.g., “Classic” Mesoamerica), and so on. None, to my perception, so that it provides a direct way to articulate the knowledge, has ever been defined with cognition in mind, archaeological record with the cognitive science literature. and it would be misleading to use them as such (e.g., to ar- Finally, it is amenable to visual presentation. gue that Iron Age people were cognitively different from There are several different patterns to which we apply Stone Age people). The cognitive archaeologist must avoid the term symmetry. The most familiar is reflectional sym- using these traditional categories and approach the archae- metry, also known as bilateral or mirror symmetry. Here, ological record from the perspective of psychological theo- one half of a pattern is duplicated and reversed on the op- ries and methods. posite side. Implicit in the pattern is a central line, usually Even after careful definition, archaeology faces a num- vertical, that divides the pattern into reflected versions of ber of roadblocks peculiar to its data. The first is preserva- one another. Bilateral symmetry is “natural” in the sense tion. Not only does preservation produce a biased record, that we see this pattern in the natural world of plants and it also presents a sliding scale of resolution. The farther back animals. A second symmetry is radial symmetry, in which a in time we look, the worse the record. There is less pre- pattern repeats not across a line, but continuously around a served, and there are fewer examples of what is preserved. point. Similar to radial symmetry is rotational symmetry, in This alone gives the archaeological record a misleadingly which a pattern is not reflected across a line, but rotated progressive appearance; 10,000-year-old remains appear around a point; here the pattern is not reversed or inverted.
Load more

Recommended publications
  • Evolutionary Psychology, Cognitive Archaeology, and Psychological Prehistory Course Description: This Course Is PSY 325, Evoluti
    Evolutionary Psychology, Cognitive Archaeology, and Psychological Prehistory Course Description: This course is PSY 325, Evolutionary Psychology, as offered in the Spring of 2020 Text: Henley, T., Rossano, M., & Kardas, E. (2020). Handbook of Cognitive Archaeology: Psychology in Prehistory. New York: Routledge, Taylor & Francis Note – I know this book is expensive, so there will be a copy placed on reserve in the library that you can use The Basics: Keep in mind that a syllabus sometimes shifts a little as a course unfolds. I say that by way of noting the importance of class attendance, as you will be held responsible for any change in plans announced in class. The other basic admonition every syllabus must include is that cheating (broadly defined) is not allowed. Or, as the university likes me to say: "All students enrolled at the University shall follow the tenets of common decency and acceptable behavior conducive to a positive learning environment (see Student's Guide Handbook, Policies and Procedures, Conduct).” And, note that “Students requesting accommodations for disabilities must go through the Academic Support Committee. For more information, please contact the Director of Disability Resources & Services, Gee Library, Room 132, (903) 886-5835.” Last: Only qualified law enforcement officers or those who are otherwise authorized to carry a concealed handgun in the State of Texas are permitted to do so. Pursuant to Penal Code (PC) 46.035 and A&M-Commerce Rule 34.06.02.R1, even license holders may not carry a concealed handgun in restricted locations. Readings: The readings are listed on the Schedule of Events as follows: key required; required; suggested; and optional.
    [Show full text]
  • Epistemological Problems in Cognitive Archaeology: an Anti-Relativistic Proposal Towards Methodological Uniformity
    doi 10.4436/JASS.91003 JASs Invited Reviews e-pub ahead of print Journal of Anthropological Sciences Vol. 92 (2014), pp. 7-41 Epistemological problems in Cognitive Archaeology: an anti-relativistic proposal towards methodological uniformity Duilio Garofoli1 & Miriam Noël Haidle1,2 1) Zentrum für Naturwissenschaftliche Archäologie, Eberhard Karls Universität Tübingen, Rümelinstr. 23, 72070 Tübingen, Germany e-mail: [email protected] 2) Heidelberg Academy of Sciences and Humanities, Research Group “The Role of Culture in Early Expansions of Humans,” Research Institute Senckenberg, Senckenberganlage 25, D-60325 Frankfurt/ Main, Germany Summary - Cognitive archaeology (CA) has an inherent and major problem. The coupling between extinct minds, brains and behaviors cannot be investigated in a laboratory. Without direct testability, there is a risk that theories in CA will remain merely subjective opinions in which “anything goes”. To counter this risk, opponents of relativism originally argued that CA should adopt a method of validation based on “indirectly” testing inferences from the archaeological record. In this paper, we will offer a two-part analysis. In the first part, we will discuss problems with the original anti-relativistic agenda. While we agree with the necessity of developing a rational methodology for this discipline, in our view previous analyses have significant weak points that need to be strengthened. In particular, we will propose that “indirect testability” should be superseded by a methodology based upon deductive mappings from networks of theories, followed by a plausibility-selection stage. This methodology will be implemented by adopting an extension of Barnard´s (2010b) proposals for mapping hierarchical systems. In the second part, we will compare our methods with those currently adopted in the CA debate.
    [Show full text]
  • Cognitive Archaeology
    Introduction to Archaeology: Class 16 Cognitive archaeology Copyright Bruce Owen 2009 − Cognitive archaeology : What people thought in the past, when they thought it, how they came to think it, and how that affected other things − Two broad foci: − Origins and development of modern human thinking abilities − When did people start thinking like we do, why, how, etc. − Content and influence of thought, as opposed to environment, economics, etc. − What religious ideas have people had, why, and how did that affect their lives and developments in their societies? − How did people understand and explain their world, both the physical world and the social (economic, political, etc.) world? − that is, what have people's ideologies been? − In part, this is a reaction to the excesses of the New Archaeology and the processual approach, which tended to emphasize − adaptation to the environment − economic or material determinism − a systemic view of society in which subsystems or subgroups acted in certain ways in response to certain conditions − reacting to this solely materialist focus, the cognitive archaeology approach emphasizes individuals and what they think as being of interest and having a causal role − in order to understand what people were doing in the past, cognitive archaeologists say you have to understand what they were thinking − their cognitive abilities (in the case of very early humans who may or may not have been fully modern in their psychology) − their ideology and cosmological framework for the world − which shapes their understanding
    [Show full text]
  • Toward a Phenomenological Cognitive Archaeology
    PHILIP TONNER The University of Glasgow [email protected] TOWARD A PHENOMENOLOGICAL COGNITIVE ARCHAEOLOGY abstract Archaeologists, neuroscientists and philosophers all aim to shed light on the holistic and co- constitutive role played by bodies and brains, objects and culture over the course of hominin cognitive evolution. Recent advances in neuroscience and brain imaging have enabled exploration of the foundation for tool using capacity in modern human brains. In tandem with this has been the development of cognitive archaeology, a perspective that seeks to uncover and engage with past ways of thought, as these can be inferred from surviving material remains. What I will suggest in this paper is that the phenomenological perspective can contribute to the methodological drive in cognitive archaeology. Phenomenology provides just the kind of access to consciousness and the mind required for an understanding of “ways of thought and action”, including past ways of thought and action, to emerge. I will argue that pragmatic meaning- bestowing agency is operative throughout the Palaeolithic and I will suggest how empirical evidence can be understood in the terms suggested by phenomenological philosophers. keywords Phenomenology; cognitive; archaeology; tools; manufacture; agency TOWARD A PHENOMENOLOGICAL COGNITIVE ARCHAEOLOGY PHILIP TONNER The University of Glasgow 1. Archaeologists, neuroscientists and philosophers all aim to shed light on the holistic and co-constitutive role played by bodies, brains, objects and worlds throughout hominin cognitive evolution. Hominins include modern humans (Homo sapiens sapiens) and all of our fossil ancestors: hominins are hominids, as are the great apes (Coward and Gamble 2009, p. 64). Archaeology can, with an increasing precision, tell us where and when modern humans emerged: Africa between 100.000 and 200.000 years ago.
    [Show full text]
  • Archaeology: the Key Concepts Is the Ideal Reference Guide for Students, Teachers and Anyone with an Interest in Archaeology
    ARCHAEOLOGY: THE KEY CONCEPTS This invaluable resource provides an up-to-date and comprehensive survey of key ideas in archaeology and their impact on archaeological thinking and method. Featuring over fifty detailed entries by international experts, the book offers definitions of key terms, explaining their origin and development. Entries also feature guides to further reading and extensive cross-referencing. Subjects covered include: ● Thinking about landscape ● Cultural evolution ● Social archaeology ● Gender archaeology ● Experimental archaeology ● Archaeology of cult and religion ● Concepts of time ● The Antiquity of Man ● Feminist archaeology ● Multiregional evolution Archaeology: The Key Concepts is the ideal reference guide for students, teachers and anyone with an interest in archaeology. Colin Renfrew is Emeritus Disney Professor of Archaeology and Fellow of the McDonald Institute for Archaeological Research, Cambridge. Paul Bahn is a freelance writer, translator and broadcaster on archaeology. YOU MAY ALSO BE INTERESTED IN THE FOLLOWING ROUTLEDGE STUDENT REFERENCE TITLES: Archaeology: The Basics Clive Gamble Ancient History: Key Themes and Approaches Neville Morley Who’s Who in Ancient Egypt Michael Rice Who’s Who in the Ancient Near East Gwendolyn Leick Who’s Who in the Greek World John Hazel Who’s Who in the Roman World John Hazel ARCHAEOLOGY The Key Concepts Edited by Colin Renfrew and Paul Bahn LONDON AND NEW YORK First published 2005 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX 14 4RN Simultaneously published in the USA and Canada by Routledge 270 Madison Ave., New York, NY 10016 Routledge is an imprint of the Taylor & Francis Group This edition published in the Taylor & Francis e-Library, 2005.
    [Show full text]
  • COGNITIVE ARCHAEOLOGY: in SEARCH of the EARLIEST SYNTACTIC LANGUAGE-USERS in HIMALAYA Maheshwar P
    COGNITIVE ARCHAEOLOGY: IN SEARCH OF THE EARLIEST SYNTACTIC LANGUAGE-USERS IN HIMALAYA Maheshwar P. Joshi Recent scientific studies unfold that neural structures bearing on intonation of speech have a deep evolutionary history traced to mammal-like reptiles called therapsids found in the Triassic period (∼252.17 mya, million years ago). Therefore, these structures were already present in the primates. It goes to the credit of Homo sapiens who developed it to the extent that humans are defined as symbolling animals, for language is the most articulated symbolism. Cognitive archaeology makes it clear that it took hominins millions of years to develop a syntactic language. Stratigraphically controlled and securely established artefact-bearing sites of the Middle Palaeolithic Arjun complex in the Deokhuri Valley, West Nepal, provide firm dates for the presence of the earliest syntactic language speakers in Himalaya from 100 ka to 70 ka (thousand years ago). Keywords: cognitive archaeology, neural structure, syntactic language, verbal communication, Arjun complex 1. Introduction Study of prehistory of language falls in the domain of cognitive archaeology and this discipline ‘is still in early development’ (Renfrew 2008: 67). To the best of my information, no scholar studying South Asian prehistory has addressed this issue despite the fact that South Asia is very rich in material culture vis-à-vis prehistory of language (see for details, Joshi 2014: in press-a; Joshi 2017: in press-b). Since my primary concern in this essay is Himalaya in general and Central Himalaya in particular, I will focus on the earliest syntactic language-users in the context of Central Himalaya.
    [Show full text]
  • Cognitive Archaeology Abstract 1. Introduction
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilSci Archive From Things to Thinking: Cognitive Archaeology Adrian Currie & Anton Killin Penultimate version, forthcoming in Mind & Language Acknowledgements This paper was read by Exeter University’s Culture & Cognition group, who provided invaluable feedback. Alexandra Ion, Kim Sterelny, Sarah Jackson and Greg Currie all provided useful comments on drafts. Adrian’s research was supported by a grant by the World Templeton Charity Foundation. Abstract Cognitive archaeologists infer from material remains to the cognitive features of past societies. We characterize cognitive archaeology in terms of trace-based reasoning, that is, cognitive archaeology involves inferences drawing upon background theory linking objects from the archaeological record to cognitive (including psychological, symbolic, and ideological) features. We analyse such practices, examining work on cognitive evolution, language, and musicality. We argue that the central epistemic challenge for cognitive archaeology is often not a paucity of material remains, but insufficient constraint from cognitive theories. However, we also argue that the success of cognitive archaeology doesn’t necessarily require well-developed cognitive theories: success might instead lead to them. 1. Introduction Human cognition and things are intimately linked: we build tools and manipulate our environment; we innovate, experiment, and probe. Regardless of cognition’s exact nature and its precise relationship with materiality, this suggests that much can be gleaned about mental and 1 cultural lives from material objects. This thought underwrites cognitive archaeology: using the material remains of past cultures as inferential windows to the development of human thought, past inner lives and social practices.
    [Show full text]
  • COGNITIVE ARCHAEOLOGY and HUMAN EVOLUTION This Book Presents New Directions in the Study of Cognitive Archaeology
    COGNITIVE ARCHAEOLOGY AND HUMAN EVOLUTION This book presents new directions in the study of cognitive archaeology. Seeking to understand the conditions that led to the development of a variety of cognitive processes during evolution, it uses evidence from empirical studies and offers theoretical speculations about the evolu- tion of modern thinking as well. The volume draws from the fields of archaeology and neuropsychology, which traditionally have shared little in the way of theories and methods, even though both disciplines provide crucial pieces to the puzzle of the emergence and evolution of human cognition. The twelve essays, written by an international team of scholars, represent an eclectic array of interests, methods, and theories about evolutionary cognitive archaeology. Collectively, they consider whether the processes in the development of human cognition sim- ply made use of anatomical and cerebral structures already in place at the beginning of hominization. They also consider the possibility of an active role of hominoids in their own development and query the impact of hominoid activity in the emergence of new cognitive abilities. Sophie A. de Beaune is Professor of Prehistory at Jean Moulin Univer- sity – Lyon 3 and Deputy Scientific Director at the French National Center for Scientific Research (CNRS). The author of eight books, most recently L’Homme et L’outil: L’invention Technique durant la Prehistoire´ , she is also director of a book series entitled “Le passe´ recom- pose”´ at CNRS Editions. Frederick L. Coolidge is Professor of Psychology at the University of Colorado at Colorado Springs. He has published extensively in behav- ioral genetics, neuropsychology, psychopathology assessment, and cog- nitive archaeology, with recent articles in Cambridge Archaeological Journal, the Journal of Human Evolution, and Journal of Archaeologi- cal Research, among others.
    [Show full text]
  • University of Colorado, Colorado Springs Center for Cognitive Archaeology ANTH 4515 / 5515: the Archaeology of Numbers
    University of Colorado, Colorado Springs Center for Cognitive Archaeology ANTH 4515 / 5515: The Archaeology of Numbers Professor: Karenleigh A. Overmann, DPhil, Oxon Email: [email protected] Phone: 719-332-7183 Office Hours: Coordinate appointments via email. OVERVIEW Numbers are integral to daily life: We use them while shopping, telling time, placing phone calls, and driving cars. This course will introduce you to the ABCs of numbers—their archaeological, biological, cultural, and linguistic aspects. We will look at how such cultural systems are invented, how and why numbers vary across systems and change with systems over time, how societies use numbers, how having numbers changes societies, and much more. This is not a math course! However, basic arithmetical competency (adding, subtracting, multiplying, and dividing small numbers) is recommended (and hoped-for). Calculators are permitted and encouraged, though most of you will find them unnecessary for the simple calculations involved in understanding what numbers are and how they vary and change. TOPICS AND ASSIGNMENTS Week 1 Numbers in a nutshell: What’s a “natural” number? Cardinality (how many of something there are) vs. ordinality (how numbers are ordered). What’s a number: zero and “non-being”; one and “the unity.” How high can you count? “Highest number counted” vs infinity. Highest number counted and numerical elaboration. Numerical change over time and historical cumulatively. An analytical framework for comparing number systems across cultures. • Reading − Bender, A., & Beller, S. (2011). Cultural variation in numeration systems and their mapping onto the mental number line. Journal of Cross-Cultural Psychology, 42(4), 579–597. − Chrisomalis, S.
    [Show full text]
  • Handbook of Cognitive Archaeology: Psychology in Prehistory Edited by Tracy B
    Handbook of Cognitive Archaeology: Psychology in Prehistory Edited by Tracy B. Henley, Matt J. Rossano and Edward P. Kardas 2020. New York: Routledge. E-book. 546 pp. 34 B/W illus. ISBN: 978-1-1385-9450-0 reviewed by Carmen Martín-Ramos Institute of Archaeology, University College London and Earth Sciences Department, Natural History Museum, London Handbook of Cognitive Archaeology: Psychology in Prehistory is an ambitious interdisciplinary volume containing 28 chapters organized into four major categories: Developmental (I), Cognitive (II), Social (III) and Clinical (IV) Psychology. In addition, two preceding forewords provide a historical overview to the discipline of Cognitive Archaeology and stress the need for cross-discipli- nary collaboration in order to properly establish cognitive evolutionary theories. Here, I present a summary of the different chapters, followed by a critical review. Chapter one introduces us to the background of Evolutionary Psychology by looking at psychologist Wilhelm Wundt. Editors Kardas and Henley also present their final aim: to produce reliable approaches to the study of Cognitive Archaeology, that, in their own words, “can still be called objective and found acceptable to entire communities of scholars from disparate disciplines” (p. 8). The following chapters (two to four) draw attention to both causes and con- sequences of certain hominin physiological processes and brain development. They explore changes in dietary patterns and social behaviour that could have either influenced or benefitted from brain and cognitive enhancement, espe- cially in relation to hominin life histories and childhood interaction. Daniel L. Krebs (chapter five) and Darcia Narvaez (chapter six) explore the ques- tion of morality.
    [Show full text]
  • Cognitive Archaeology and Human Evolution Sophie A
    Cognitive Archaeology and Human Evolution Sophie A. de Beaune, Frederick L. Coolidge, and Thomas Wynn (eds.) New York: Cambridge University Press, 2009, 185 pp. (paperback), $30.99. ISBN-13: 9780521746113. Reviewed by KATHLEEN STERLING Department of Anthropology, PO Box 6000, Binghamton University, Binghamton, NY 13902-6000, USA; [email protected] ognitive Archaeology and Human Evolution attempts to through the use or critique of the chaîne opératoire approach Cbring together archaeologists and cognitive scientists (Haidle, Maestro and Collina, Pelegrin). in what Sophie A. de Beaune describes as “a quickly grow- Many of the authors identify a behavior or a category ing discipline” (p. 2) that archaeologists have been slow to of material culture they see as key to their conception of embrace. The editors, a French archaeologist, an American human cognition, then seek the earliest instances in the archaeologist, and an American psychologist have assem- archaeological record where that trait may be seen. Stone bled a group of European and American archaeologists, tools are one of the major means of discussing cognition. linguists, psychologists, and physical anthropologists to The Acheulean biface is cited several times—as evidence of address this field, which they call “evolutionary cognitive long-term memory and analogical reasoning (de Beaune); archaeology” or ECA. as requiring a high level of skill that indicates increased This slim volume is largely the product of a 2006 col- “cognitive fluidity,” aesthetic sensibility, and identity (Ros- loquium at the Congress of the International Union for sano, p. 29); as the earliest instance of handedness, which in Prehistoric and Protohistoric Sciences organized by de turn is indirect evidence of language (Uomini); mental tem- Beaune.
    [Show full text]
  • [ Enter the Past ] - Geographical Information System
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Publikationsserver der Universität Tübingen [ Enter the Past ] - Geographical Information System THE "CONTEMPORARY MIND". 3D GIS AS A CHALLENGE IN EXCAVATION PRACTICE ABSTRACT The recent publication of a number of manuals dedicated to excavation highlights a renewed interest in this subject. Nevertheless reference literature fails to address one of the major contributive elements of the last STEFANIA MERLO decades excavation practice: the use of IT. On the other hand, dedicated contributions (see CAA papers) tend to DEPARTMENT OF ARCHAEOLOGY focus more on technical issues than on the implications of UNIVERSITY OF CAMBRIDGE NEWNHAM COLLEGE using IT in humanities. CAMBRIDGE, CB3 9DF This paper explores three-dimensional GIS for excavation as [email protected] a framework within which the integration of theory and prac- tice has the potential of solving practical problems and revi- sing strategic choices during and after fieldwork. A cognitive approach is used to test the response of 3D GIS technology to a more rounded concept of excavation. Conversely, the influence of such technology on our perception of the archae- ological record is discussed. INTRODUCTION level. Although some causes of this disparity have been iden- tified and discussed (Biswell et al. 1995, Huggett 2000), a What do archaeologists do? They dig. Or at least this is what further debate on the implications of using IT during all pha- the general public still thinks of contemporary "Indiana ses of the excavation process has been ignored. In order to Jones". Contrary to this widespread and general belief, overcome this problem, the use of IT in excavation, should, archaeology has developed into several branches of research in my opinion, consider the "contemporary mind" of the that have little to do with excavation.
    [Show full text]