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Eva Brandl

Researcher at University College London

Publications -  6
Citations -  170

Eva Brandl is an academic researcher from University College London. The author has contributed to research in topics: Sociocultural evolution & Computer science. The author has an hindex of 2, co-authored 3 publications receiving 107 citations.

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Quantitative historical analysis uncovers a single dimension of complexity that structures global variation in human social organization.

Peter Turchin, +55 more
TL;DR: A database of historical and archaeological information from 30 regions around the world over the last 10,000 years revealed that characteristics, such as social scale, economy, features of governance, and information systems, show strong evolutionary relationships with each other and that complexity of a society across different world regions can be meaningfully measured using a single principal component of variation.
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How evolutionary behavioural sciences can help us understand behaviour in a pandemic

TL;DR: By examining the ultimate explanations of behaviour related to pandemic-management (such as behavioural compliance and social distancing), it is concluded that “good of the group” arguments and “one size fits all” policies are unlikely to encourage behaviour change over the long-term.

Big Gods and big science: further reflections on theory, data, and analysis

TL;DR: In this article , the authors empirically tested the Big Gods Hypothesis which proposes that beliefs in moralizing supernatural punishment (MSP) contributed to the evolution of socio-political complexity (SPC) in world history.
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Reply to Tosh et al.: Quantitative Analyses of Cultural Evolution Require Engagement with Historical and Archaeological Research

Thomas E. Currie, +54 more
TL;DR: The suggestion that polity population divided by polity area should be one of the social complexity dimensions raises a number of issues, including what does this ratio mean at large spatial scales?
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Development of teaching in ni-Vanuatu children.

TL;DR: This paper found that up to age 8, most participants taught through a participatory approach, emphasizing learning-by-doing, demonstrations, and short commands (57.1% of children aged 4-6 and 57.9% of older children aged 7-8), suggesting that the ontogeny of teaching is shaped by the socio-cultural environment.