This paper analyses decorative data from Late Woodland ceramic assemblages to investigate scaling practices and its role in learning experiences. Ceramic samples from Middle Ontario Iroquoian and Late Ontario Iroquoian villages were divided into four size classes based on a neck diameter/thickness ratio: Very Small, Small, Medium, Large. A motif distribution analysis and a microstylistic study of element width were then conducted to evaluate the relationship between decorative practices and size dimensions. The results of the motif distribution indicate differences associated with decorating smaller and larger pots, as well as decorative similarities. The results from Student t and ANOVA statistics do not indicate statistical differences related to element width means for Very Small pots. Overall, the findings suggest that beginner potters began their pottery experience by focusing on making smaller vessels, which allowed them to establish a basis for achieving pottery proficiency later in their lives. This paper proposes a methodology to strengthen understanding of social learning traditions in the Great Lakes that is applicable across spatiotemporal contexts.

本文分析了晚期林地陶瓷组件的装饰数据，以研究结垢方法及其在学习经验中的作用。根据颈部直径/厚度比，将安大略中部易洛魁族和安大略省晚期易洛魁族的村庄的陶瓷样本分为四个大小等级：非常小，很小，中等，很大。然后进行了图案分布分析和元素宽度的微风格研究，以评估装饰手法和尺寸尺寸之间的关系。图案分布的结果表明与装饰越来越大的花盆有关的差异以及装饰的相似性。Student t和ANOVA统计数据的结果未表明与甚小锅的元素宽度平均值有关的统计差异。全面的，这些发现表明，初学者陶艺家开始专注于制作较小的器皿，从而开始了陶艺创作，这为他们在以后的生活中建立陶艺水平奠定了基础。本文提出了一种方法，可以加强对大湖地区社会学习传统的理解，该方法适用于时空环境。