ABSTRACT

While the prehistoric contexts of social learning have proven problematic to reconstruct, stone tools now appear to provide scope for examining teaching and learning technology in the past. This paper reviews research into social learning, with a focus on stone tools and reflects on the status and exciting future for this avenue of research. With reference to a case study of pressure flaked bifaces from north Western Australia, a new approach to quantifying levels of time invested into teaching and learning from stone tool assemblages is proposed. Procedural units identified within reduction sequences, accompanied by a model of the length of description of regularities within that sequence, can provide a quantified value of the relative time invested into teaching and learning technology. The value of this approach is discussed with existing modes of technological organization theory, and novel modes of teaching and learning contexts are proposed.

摘要

虽然史前社会学习的背景已经证明难以重构，但石头工具现在似乎为过去检查教学技术提供了空间。本文回顾了社会学习的研究，重点是石器工具，并反思了这种研究途径的现状和令人振奋的未来。参照来自澳大利亚西北部的压片双面的案例研究，提出了一种新的方法来量化投入时间的水平，这些时间花费在石工具组合的教学中。在缩减序列中确定的程序单元，加上该序列中规则描述长度的模型，可以提供投入教学技术的相对时间的量化值。