Iterated learning: Intergenerational knowledge transmission reveals inductive biases

Lossy communication constrains iterated learning

Humans' distinctive role in the world can largely be attributed to our capacity for iterated learning, a process by which knowledge is expanded and refined over generations. A range of theories seek to explain why humans are so adept at iterated learning, many positing substantial evolutionary discontinuities in communication or cognition. Is it necessary to posit large differences in abilities between humans and other species, or could small differences in communication ability produce large differences in what a species can learn over generations? We investigate this question through a formal model based on information theory. We manipulate how much information individual learners can send each other and observe the effect on iterated learning performance. Incremental changes to the channel rate can lead to dramatic, non-linear changes to the eventual performance of the population. We complement this model with a theoretical result that describes how individual lossy communications constrain the global performance of iterated learning. Our results demonstrate that incremental, quantitative changes to communication abilities could be sufficient to explain large differences in what can be learned over many generations.

Children use algorithm induction to discover patterns in data

Humans are unique in our ability to acquire diverse skills and inhabit myriad environments, but the cognitive mechanisms underlying such fast, flexible learning remain unresolved. Inspired by theories of artificial intelligence, here we show evidence for one such learning mechanism - program induction - in US American and indigenous Tsimane’ children in the Bolivian Amazon. Participants viewed novel patterns and were asked to generalize them to new stimuli, alphabets, and lengths, without feedback. Given very limited data, participants across ages, cultures, and conditions constructed response patterns that shared abstract structure with the sample patterns. Computational modeling shows that responses likely reflect discovery of latent rules, rather than simple heuristics or associations, even among children without formal schooling. The results suggest program induction serves as a domain-general learning mechanism from early in life, allowing children across cultures to rapidly infer the algorithmic structure of their natural and cultural environment, whatever it might be.

The Wisdom of Individuals: Exploring People's Knowledge About Everyday Events Using Iterated Learning

Abstract Determining the knowledge that guides human judgments is fundamental to understanding how people reason, make decisions, and form predictions. We use an experimental procedure called ‘‘iterated learning,’’ in which the responses that people give on one trial are used to generate the data they see on the next, to pinpoint the knowledge that informs people's predictions about everyday events (e.g., predicting the total box office gross of a movie from its current take). In particular, we use this method to discriminate between two models of human judgments: a simple Bayesian model ( Griffiths & Tenenbaum, 2006 ) and a recently proposed alternative model that assumes people store only a few instances of each type of event in memory (Min K ; Mozer, Pashler, & Homaei, 2008 ). Although testing these models using standard experimental procedures is difficult due to differences in the number of free parameters and the need to make assumptions about the knowledge of individual learners, we show that the two models make very different predictions about the outcome of iterated learning. The results of an experiment using this methodology provide a rich picture of how much people know about the distributions of everyday quantities, and they are inconsistent with the predictions of the Min K model. The results suggest that accurate predictions about everyday events reflect relatively sophisticated knowledge on the part of individuals.

Learning to solve complex tasks by growing knowledge culturally across generations

Knowledge built culturally across generations allows humans to learn far more than an individual could glean from their own experience in a lifetime. Cultural knowledge in turn rests on language: language is the richest record of what previous generations believed, valued, and practiced, and how these evolved over time. The power and mechanisms of language as a means of cultural learning, however, are not well understood, and as a result, current AI systems do not leverage language as a means for cultural knowledge transmission. Here, we take a first step towards reverse-engineering cultural learning through language. We developed a suite of complex tasks in the form of minimalist-style video games, which we deployed in an iterated learning paradigm. Human participants were limited to only two attempts (two lives) to beat each game and were allowed to write a message to a future participant who read the message before playing. Knowledge accumulated gradually across generations, allowing later generations to advance further in the games and perform more efficient actions. Multigenerational learning followed a strikingly similar trajectory to individuals learning alone with an unlimited number of lives. Successive generations of learners were able to succeed by expressing distinct types of knowledge in natural language: the dynamics of the environment, valuable goals, dangerous risks, and strategies for success. The video game paradigm we pioneer here is thus a rich test bed for developing AI systems capable of acquiring and transmitting cultural knowledge.

Social learning preserves both useful and useless theories by canalizing learners’ exploration

In many domains, learning from others is crucial for leveraging cumulative cultural knowledge, which encapsulates the efforts of successive generations of innovators. However, anecdotal and experimental evidence suggests that reliance on social information can reduce the exploration of the problem space. Here, we experimentally investigate the extent to which cultural transmission fosters the persistence of arbitrary solutions in a context where participants are incentivized to improve a physical system across multiple trials. Participants were exposed to various theories about the system, ranging from accurate to misleading. Our findings indicate that even under conditions conducive to exploration, the transmission of cultural knowledge canalizes learners’ focus, limiting their consideration of alternative solutions. This effect was observed in both the theories produced and the solutions attempted by participants, irrespective of the accuracy of the provided theories. These results challenge the notion that arbitrary solutions persist only when they are efficient or intuitive and underscore the significant role of cultural transmission in shaping human knowledge and technologies.

Discovering and transmitting abstract knowledge over generations

The complexity of human culture depends on people's ability to discover and transmit abstract knowledge. Studying this ability is crucial to understanding humans' distinctive place among species, but current experimental paradigms focus on the cultural transmission of specific, concrete facts rather than generalizable abstract knowledge. In this paper, we develop a crafting game paradigm to study how people discover abstract knowledge and transmit it via language. We compared individuals playing this game for 40 rounds to chains of four participants playing for 10 rounds each and passing messages to each other sequentially. The individuals performed significantly better over rounds, but the chains did not. Through simulations with language model agents and a follow-up experiment, we find substantial variation in the helpfulness of participants' messages, which may explain the lack of consistent improvement in chains. The ability to learn selectively from the good messages may be essential for improvement over generations.

AI, Human Cognition and Knowledge Collapse

We study how generative AI, and in particular agentic AI, shapes human learning incentives and the long-run evolution of society’s information ecosystem. We bui

AI, Human Cognition and Knowledge Collapse

We study how generative AI, and in particular agentic AI, shapes human learning incentives and the long-run evolution of society’s information ecosystem. We bui

Artificial Intelligence Systems Distort Upstream Selection in Human Social Learning

Humans are social learners who depend on observing others to acquire knowledge, norms, and behaviors, a capacity that underlies cumulative cultural evolution. Social learning unfolds in two stages: upstream selection determines what information becomes visible, and downstream selection determines what learners copy from that visible sample. Downstream selection occurs through biases such as conformity bias (copying what appears common) and prestige bias (copying those who appear highly respected). These downstream biases can be adaptive when upstream selection yields a sample that reflects the population's true distribution, so that what appears common is actually common and those who appear respected are actually competent. We argue that digital technologies disrupt this condition, creating an upstream selection problem. Engagement-based algorithms amplify the tails of the distribution, surfacing rare and extreme content, whereas generative AI collapses it toward the mode, erasing the surrounding diversity. Crucially, in each system the optimization signal shapes both visibility and prestige. For engagement-based algorithms, the signal is engagement: creators who post extreme content become more visible and, through the likes, shares, and followers, appear more prestigious. For generative AI, the signal is statistical typicality: it makes the modal answer dominant and, with no alternatives shown, makes the model that produced it appear more prestigious. These distortions can give rise to emergent group-level phenomena, including pluralistic ignorance and false consensus. Synthesizing evidence across psychology, cultural evolution, and computational social science, we provide a framework for how digital technologies disrupt social learning and outline interventions for restoring functional cultural transmission.

Development Beyond Information: Human Becoming in the Age of AI

Abstract. Discussions of artificial intelligence in education increasingly equate development with the acquisition and deployment of information. This article argues that such accounts rest on false assumptions. Development is better understood not as an informational state but as a relational, historical process of becoming through which persons emerge and continue to change. Drawing on Vygotsky, on Ilyenkov's distinction between living and petrified ideality, and on the enactive approach to cognition, we characterise development through four features: its historicity, its dependence on reciprocal sense-making, its mediation by others who orient the learner, and its cultivation within relations of care. Large language models operate over the sedimented products of these processes without participating in them. As objectifications of human purposes, such systems may mediate human development or foreclose it. We conclude by considering what this account implies for education.

Language and Experience: A Computational Model of Social Learning in Complex Tasks

The ability to combine linguistic guidance from others with direct experience is central to human development, enabling safe and rapid learning in new environments. How do people integrate these two sources of knowledge, and how might AI systems? We present a computational framework that models social learning as joint probabilistic inference over structured, executable world models given sensorimotor and linguistic data. We make this possible by turning a pretrained language model into a probabilistic model of how humans share advice conditioned on their beliefs, allowing our agents both to generate advice for others and to interpret linguistic input as evidence during Bayesian inference. Using behavioral experiments and simulations across 10 video games, we show how linguistic guidance can shape exploration and accelerate learning by reducing risky interactions and speeding up key discoveries in both humans and models. We further explore how knowledge can accumulate across generations through iterated learning experiments and demonstrate successful knowledge transfer between humans and models -- revealing how structured, language-compatible representations might enable human-machine collaborative learning.

Human Adults and LLMs as Scientists: Who Benefits from Active Exploration?

A long-standing finding in the causal learning literature is that adults struggle to identify conjunctive causal rules, where an effect requires the simultaneous presence of multiple causes, while...

Hybrid social learning in human-algorithm cultural transmission

Humans are impressive social learners. Researchers of cultural evolution have studied the many biases shaping cultural transmission by selecting who we copy from and what we copy. One hypothesis is that with the advent of superhuman algorithms a hybrid type of cultural transmission, namely from algorithms to humans, may have long-lasting effects on human culture. We suggest that algorithms might show (either by learning or by design) different behaviours, biases and problem-solving abilities than their human counterparts. In turn, algorithmic-human hybrid problem solving could foster better decisions in environments where diversity in problem-solving strategies is beneficial. This study asks whether algorithms with complementary biases to humans can boost performance in a carefully controlled planning task, and whether humans further transmit algorithmic behaviours to other humans. We conducted a large behavioural study and an agent-based simulation to test the performance of transmission chains with human and algorithmic players. We show that the algorithm boosts the performance of immediately following participants but this gain is quickly lost for participants further down the chain. Our findings suggest that algorithms can improve performance, but human bias may hinder algorithmic solutions from being preserved. This article is part of the theme issue ‘Emergent phenomena in complex physical and socio-technical systems: from cells to societies’.

From information free-riding to information sharing: how have humans solved the cooperative dilemma at the heart of cumulative cultural evolution?

Abstract. Cumulative cultural evolution, where populations accumulate ever-improving knowledge, technologies and social customs, is arguably a unique featu

Propagation and preservation of AI-discovered problem-solving strategies in human culture

Intelligent machines have the potential to uncover problem-solving strategies beyond human discovery. Emerging evidence from competitive gameplay, such as Go and chess, demonstrates that AI systems are evolving from mere tools to sources of cultural innovation adopted by humans. However, the conditions under which intelligent machines transition from tools to drivers of persistent cultural change remain unclear. We identify three key dimensions that modulate machine influence on human problem-solving: the discovered strategies must be non-trivial, learnable, and offer a clear advantage. Using a cultural transmission experiment, we demonstrate that when these conditions are met, machine-discovered strategies can be transmitted, understood, and preserved by human populations, leading to enduring cultural shifts. Conversely, using agent-based simulations, we show how machine influence is constrained in the absence of these conditions. These findings provide a framework for understanding how machines can persistently expand human cognitive skills and underscore the need to consider their broader implications for human cognition and cultural evolution.