MSc in Cognitive & Evolutionary Anthropology
Institute of Cognitive and Evolutionary Anthropology,
University of Oxford, 2009-2010
Welcome to the MSc in Cognitive and Evolutionary Anthropology! Your course of study consists of
four examined “papers” (constituting two-thirds of your final mark) and a dissertation (one-third of
your final mark). The four papers are Human Evolution and Behaviour, Mind and Culture, Primate
Behavioural Ecology, and Quantitative Methods in Human Sciences. Your dissertation will normally
consist of reported original data collection and analysis that you will conduct to address a question
in cognitive anthropology (broadly construed), evolutionary anthropology, and/or evolutionary
psychology. To assist you in successful completion of the course, you will each be assigned an
advisor who will meet with you periodically by mutual agreement and give you needed direction or
point you to other resources. Initial advisor assignments are provisional and may be changed up
until the end of 2nd week Hilary Term to more closely match your needs and interests. Lectures,
practicals, tutorials, and other group sessions will also help you develop your dissertation project
and prepare for your exams.
The MSc in Cognitive and Evolutionary Anthropology explores human thought, behaviour, and
culture from the perspectives of the evolutionary and cognitive sciences. Arguably, Homo sapiens
are the only animals capable of genuine language, culture, and religion. We are distinguished by our
laughter, singing, rituals, and art, as well as our intelligence. What about our evolution and our
resulting cognitive equipment make us human? What makes culture possible? The principal
objectives of the degree are to allow you to develop your interests in this cognitive and evolutionary
anthropology and to prepare you for research degrees in evolutionary psychology, evolutionary
biology, cognitive anthropology and evolutionary anthropology. Training in research methods is a
particularly important component of the course. In addition, the course also aims to develop
transferable skills, including communication skills (through seminar presentations), report writing
skills (through preparation of a research thesis), and statistical and computing skills. These skills,
along with the analytical skills that the theory courses will allow you to develop, are such as can be
applied in any walk of life.
Course Timetable
Michaelmas (Autumn) Term 2009
PAPER 1: HUMAN EVOLUTION AND BEHAVIOUR
Thursdays 1000-1200: Videoconference Room
Week
Theme of seminar
Tutor
1st
Human evolution overview
Matt Grove
2nd
Hunter-gatherers
Matt Grove
3rd
Kinship and human affairs
Oliver Curry
4th
Cooperation and free-riders
Oliver Curry
5th
Evolution of language
Quentin Atkinson
6th
Phylogenetics of language and culture
Quentin Atkinson
7th
Mate choice and sexual selection
Sam Roberts
8th
Reproductive decisions
Sam Roberts
PAPER 2: MIND AND CULTURE
Wednesdays 1400-1600, 64 Banbury Lecture Theatre (LT)
Week
Theme of seminar
Tutor
1st
What is Culture? Cognitive Perspectives
Gordon Ingram
2nd
Language, Cognition, and Culture
Gordon Ingram
3rd
Cognitive capacities and cumulative culture
Gordon Ingram
4th
Communication
Gordon Ingram
5th
Pan-cultural cognition: developmental evidence Gordon Ingram
6th
Social categories
Gordon Ingram
7th
Religion
Gordon Ingram
8th
Cultural Scaffolding and Diversity
Gordon Ingram
CORE TOPICS AND RESEARCH METHODS (1)
Fridays 1000-1100
The idea of this course is twofold. First, it aims to talk you through some of the key principles of
evolutionary theory, and explore how these apply to humans and non-human primates. Second, the
course will also guide you through the processes of selecting a topic for your project, and core
aspects of project design. There are no reading lists for this course and the course will not be
examined. However, attendance at this class is compulsory. These classes take place in the
videoconference room unless stated. LT = lecture theatre
Week
Theme of seminar
Tutor
1st
Introduction to staff and projects (LT)
All
2nd
Fitness and natural selection
Robin Dunbar
3rd
Tinbergen’s Four Whys
Robin Dunbar
4th
Phylogenetic methods
Quentin Atkinson
5th
Parent-offspring conflict theory
Robin Dunbar
6th
Designing a project
Robin Dunbar
7th
Evolutionary psychology vs. human behavioural ecology
Robin Dunbar
8th
Projects round table: initial project ideas (LT)
All
Hilary (Spring) Term 2010
PAPER 3: PRIMATE BEHAVIOURAL ECOLOGY
Thursdays 1000-1200: Videoconference Room
Week
Theme of seminar
Tutor
1st
Primate evolution overview
Matt Grove
2nd
Group living
Matt Grove
3rd
Biological markets (coalitions)
Sam Roberts
4th
Mating and parenting strategies
Sam Roberts
5th
Bonding and hormones
Susanne Shultz
6th
Social brains and primate sociality
Susanne Shultz
7th
Primate social cognition
Sam Roberts
8th
Primate culture
Matt Grove
PAPER 4: QUANTIATIVE METHODS
Time and Location TBA, Practical Sessions (Weeks 2-7) TBA
Week
Theme of seminar
Tutor
1st
Intro to quantitative research methods &
experimental design
Gordon Ingram
2nd
Measurement and descriptive statistics
Gordon Ingram
3rd
The t-test
Gordon Ingram
4th
Non-parametric alternatives to the t-test
Gordon Ingram
5th
ANOVA and non-parametric equivalents
Gordon Ingram
6th
Correlation and simple linear regression
Gordon Ingram
7th
Multiple and logistic regression
Gordon Ingram
8th
Data reduction & wrap-up
Gordon Ingram
CORE TOPICS AND RESEARCH METHODS (2)
Fridays 1000-1100
These classes take place in the videoconference room unless stated. This class is compulsory, but will
not be examined. LT = lecture theatre
Week
Theme of seminar
Tutor
1st
Projects group discussion: more detailed ideas
All
2nd
Critical tests and other hypothesis-testing methods
Robin Dunbar
3rd
Ethics issues in projects
Justin Barrett
4th
Internet data collection
Jon Lanman
5th
Group vs. multi-level selection
Robin Dunbar
6th
Model selection and maximum likelihood
Matt Grove
7th
Observational methods
Gordon Ingram
8th
Project meeting with supervisors
All
Trinity (Summer) 2010
2nd Week: PowerPoint presentations of projects (LT)
6 or 7th Week: Exams
Dissertation deadline: Dissertation to be handed in to the Examinations School by noon on 14th
September 2010
TERM DATES
Michaelmas 2009
Starts: Monday 12th October 2009
Ends: Friday 4th December 2009
Hilary 2010
Starts: Monday 18th January 2010
Ends: Friday 12th March 2010
Trinity 2010
Starts: Monday 26th April 2010
Ends: Friday 18th June 2010
The Teaching Process
The Human Evolution and Behaviour, and Primate Behavioural Ecology courses are taught as
seminars in which the students take it in turns to present an analysis of a particular problem based
on their own reading and thinking. Staff will act as umpires and guides, but how much you get out of
the seminar will depend on how much the seminar leader puts into it and on how willing the rest of
the group is to ask questions and discuss issues. Don’t treat these simply as lectures by your
colleagues.
The seminar classes for the taught courses are intended to be cooperative learning experiences.
They are also intended to give you (a lot of!) practice both at working together in small groups and
at making presentations in public, as well as experience in learning how to identify and explain the
key points of an issue. Each seminar class will usually involve two topics (or questions); in each case,
two students will prepare detailed analyses of the topic, based on their reading of relevant literature
and discussions between them. They will be expected to have done a lot of background research
and thinking about the topic, and will act as discussion leaders. Everyone else is expected to have
read some of the relevant literature AND to contribute to the discussion of the issues in question.
One of the guiding principles behind this approach is that you learn most quickly and effectively if
you have to explain something to someone else. If nothing else, it helps focus your attention on
what you haven’t understood the first time you read through an article in a journal! In addition,
having to make so many presentations over the course of the year will help you get used to
performing in public. Increasingly - and in all walks of life from science to business to the civil service
- making presentations is becoming an integral part of life. Everyone finds it hard to do - but the
more often you do it, the easier it becomes. Before the course starts, you will be asked to sign up to
present particular topics throughout the term.
Your responsibilities:
(a) If you are leading the discussion: you must read as much of the relevant literature listed on the
Reading List as you can (plus anything else that you happen to come across in the latest issues of
the relevant journals!) and prepare a detailed analysis of the topic. Some people prefer to write out
their answer as a formal essay and then read this aloud to the class; others prefer to speak to the
issue on the fly, using notes carefully prepared in advance. Either is fine, so long as you feel
comfortable. The main thing is that you aim at developing a cogent, coherent, focussed analysis of
the problem, identifying the key theoretical issues and drawing on the relevant empirical studies to
support or refute alternative hypotheses. The use of PowerPoint is discouraged, but there is a
whiteboard available to use if you wish. We will normally be dealing with two related (usually
complementary) questions in each class, and the classes last two hours. So the two students
presenting on a particular topic should be prepared to speak for around 20 minutes in total, allowing
a further 40 minutes for general discussion by the group. We will then move onto the second topic
for the second hour of the class. Your role in this is to focus and lead the discussion - in effect, to
teach the others. The staff tutor will help you, both by filling in some details and by ensuring that
you don’t stray too far from the key issues.
(b) If you are NOT leading the discussion: you should read at least the core recommended readings
for each topic, plus preferably some of the other papers, so that you can contribute in an informed
way to the discussion. Do not be afraid to ask questions and to press the discussion leader on points
that you don’t understand (that helps both you and them, as well as the others, to learn!). The
success of the group’s learning experience depends as much on your contribution as it does on that
of whoever is leading the discussion. The most important thing is not to be afraid to be wrong,
whether as leader or in discussion. Remember, if you don’t understand something, it is likely that
the others don’t either. So plunge in and ask! Your apparently naive question might just open up an
entirely new dimension -- it’s happened before!
There are no formal written assignments or class essays for these courses: in effect, your class
presentations fill this role by allowing you to practise structuring arguments and thinking through
issues. You should treat the discussion that builds around your presentation as a form of feedback
on how well you have done that! These three courses will each be examined by a 3-hour exam
paper towards the end of Trinity Term.
The Quantitative Methods course will proceed in a slightly different way, in part because it is a
shared course with other Anthropology postgraduate programmes. Instead, it will be delivered as a
series of lectures and problem classes, and there will be class assignments associated with most
weeks. In addition, unlike the other three papers, the Quantitative Methods course will be
examined by submitted assignments.
ICEA Staff
All staff are located at 64 Banbury Road, OX2 6PN
Professor Robin Dunbar, director of ICEA, course convener and examiner
Dr Justin Barrett, lecturer and convener for Mind & Culture
Dr Quentin Atkinson, Human Evolution lecturer, ICEA post-doctoral researcher
Dr Oliver Curry, advisor, ICEA post-doctoral researcher
Dr Matt Grove, advisor, Human and Primate Evolution lecturer, ICEA post-doctoral researcher
Dr Gordon Ingram, advisor, Mind and Culture and Quantitative Methods lecturer
Dr Sam Roberts, advisor, Human and Primate Evolution lecturer, ICEA post-doctoral researcher
Dr Susanne Shultz, ICEA Research Fellow, Primate Evolution lecturer
Ms Ann Cowie, (6 12370) ICEA administrator, Cognition, Religion, & Theology Project administrator
Ms Tenelle Porter, (6 12382) Dr Barrett’s personal assistant and research coordinator
Research Projects
The research project and dissertation constitute one-third of your course. This project gives you a
chance to explore more deeply a topic of interest and consolidate your learning from the four
papers. The project also provides an opportunity to begin creating knowledge and preparing for
further study on the doctoral level. We expect that at least some of these projects will be of
publishable quality. Given the importance of the project, it is never too soon to begin planning what
you will do. Normally projects will include data collection and analysis, but you have considerable
flexibility as to the sort of data and the methods of collection. For instance, projects may be labbased, ethnographic, observational, survey-based, use textual analyses, and so forth. In our recent
experience, the best projects have resisted being too pioneering or ambitious but instead have been
extensions or variations on previous work. (Save the revolutionary stuff for your DPhil!)
Project Advising
Advising in ICEA is collaborative. All members of the teaching staff are potential resources for you.
For official purposes, at the start of the term you will be assigned an advisor who will be your first
contact in successfully navigating the course, particularly in the area of developing a dissertation
project. Your advisor may deem it necessary to ask you for brief essays, presentations, or other
work to help you prepare for your dissertation and exams. Your advisor may also recommend
readings and lectures. Frequency of meetings with your advisor will be determined by mutual
agreement. You may change advisor by mutual agreement with your advisor up until the end of
second week Hilary Term.
We encourage you to seek advice or instruction from members of staff other than your official
advisor when needed. Such advice may become especially important in developing a dissertation
project in an area outside of your advisor’s area of expertise. The best MSc dissertation projects are
typically those that are natural extensions of a member of staff’s existing line of research.
NOTE THAT the Friday Core Topics course has a number of meetings at which you will be asked to
talk about possible projects. These are spaced through the year in such a way that they allow you to
develop and hone your ideas on a timetable that will ensure that you can get started on your project
from the end of Hilary Term. They are an important opportunity to obtain some collaborative input
from the rest of the class, so don’t be afraid to expose your ideas to comment from your peers!
Sometimes, they can come up with very helpful suggestions.
FINALLY, be aware that you will be asked to make a 15-min PowerPoint presentation about your
project to the whole class and staff in Week 2 of Trinity Term. By then, you need to have a very clear
idea of what you are doing, why you are doing it and how you will do it.
You should NOT wait until after the exams towards to start your project. Instead, you should aim to
start data collection by the beginning of Trinity term if at all possible, so that you can be well on the
way to the analysis stage by the end of the term. If you can manage this timetable, it will allow you
to have July and August for data analysis and writing up – which will leave you much less rushed and
panic-stricken about meeting the submission deadline in early September. Getting started early in
Trinity Term may also be important if your project requires human participants: students disappear
from Oxford after the end of the term, and it can become very difficult to find volunteers!
Ethical Issues in Project Design
Projects that gather data from either humans or animals will require university ethics approval. The
first step in gaining such approval would be completion of a CUREC-1 form. Information about the
procedure and forms may be found at: http://www.admin.ox.ac.uk/curec/resrchapp/index.shtml.
Before your advisor will support your CUREC application, however, you must complete a free
research in ethics on-line training programme provided by the National Institutes of Health (USA).
The course may be completed at any time at:
http://researchethics.od.nih.gov/index_menu.html?nedid=browsing
Introduction to the Responsible Conduct of Research consists of eight modules: (1) Scientific
Integrity, (2) Data Acquisition, Management, Sharing, and Ownership, (3) Publication Practices and
Responsible Authorship, (4) Peer Review, (5) Mentor-Trainee Relationships, (6) Collaborative
Science, (7) Research Involving Human and Animal Subjects, and (8) Conflict of Interest and
Commitment.
Previous MSc Dissertations
Below are some examples of project titles from the MSc in Cognitive & Evolutionary Anthropology at
Oxford and comparable degree-programmes elsewhere.
Behavioural biases and heuristics in analyst earning forecasts
Humour as a short-term mating strategy: women’s short-term mating preferences vary across
ovulatory cycle
Clothing requirements of Upper Palaeolithic Hominins in Europe
The attribution of responsibility: under differing levels of constraint, identification and legal
education
Why social context matters for the prosocial effects of human behavioural mimicry
Hunter-Gatherer residence patterns: why hunting and warfare predict patrilocality
Body image, self-esteem and romantic partners: how self-perception affects mate choices
Moral psychology and the social intuitionist model: an investigation into the effects of social
influence and personality variables on judgements of impermissibility
Theory of Mind and Empathy in Human Adults
High Latitude Homo: Good Eyesight but Poor Social Skills? *
“Rower’s High”: An Investigation into the Effect of Group Training on B-Endorphin Release in Elite
Athletes *
Perspective-taking and group size in humans *
Who dares wins: Altruism versus heroism in women’s mate choice *
Sexual selection versus natural selection in the evolution of story-telling
Sexual segregation in feral goats in the Isle of Rum *
Investigation into the possible influence of laughter on endorphin release reflected through pain
tolerance
Interactional group sizes in children
Altruism towards beggars as a human mating strategy
A comparison of behavioural interactions in captive groups of orang-utans, chimpanzees and gorillas.
Grevy’s zebra: ecology in a heterogeneous environment
Mental rehearsal in children, orang-utans and chimpanzees *
Conversation and the Machiavellian Intelligence Hypothesis
Vigilance in human groups: a test of four hypotheses *
Human mate choice patterns reflected in personal advertisements *
Social relationships in a captive woolly monkey colony
Reciprocal altruism in a cooperative task in humans
Kinship and reciprocity in captive chimpanzees
Neocortex size and group size in carnivores and insectivores *
The use of deception as a human mating tactic
Theory of mind as a key deficit in bipolar disorder *
Creativity as a selection factor favouring schizoid personality*
Childlessness and investment in kin
Sex-biased parental investment strategies in humans
Sex differences in conversational dynamics *
Alliance-formation during conflict in chimpanzees
Begging behaviour in chimpanzees
Significance of mutual grooming in chimpanzees *
* Starred topics indicate ones that have been (or are in the process of being) published
On Quantitative Research Methods and Statistics
Not only are quantitative methods captured in one of the four papers in the course, but
these research methods will factor into your understanding of literature in the area and your ability
to plan and execute a suitable dissertation project. Lectures and practical sessions in quantitative
methods will be offered in Hilary Term, but earlier exposure to key ideas of research design and
considerations of sample sizes and statistical power will be beneficial in formulating a dissertation
project plan. Fortunately, Oxford University Computing Services (OUCS) offers many brief courses
on statistics and statistics packages such as SPSS that you may opt to take for a nominal fee. Some
of these courses are offered early in Michaelmas Term and so if you think such additional instruction
would be helpful do not hesitate to look into them. For times and booking procedures see:
http://www.oucs.ox.ac.uk/itlp/courses/atoz. Unless you are well-versed in SPSS, we recommend
that you take an SPSS course or otherwise familiarize yourself with it before Hilary Term.
We also recommend that students acquire a copy of the American Psychological Association
Publication Manual (American Psychological Association (2001). Publication Manual of the American
Psychological Association, Fifth Edition. APA). This guide details empirical report organization,
format, and how to report statistics including charts and graphs. The paper structure presented in
the APA Manual is a good tool for organizing empirical reports as well as project proposals
Organisations and Upcoming Events
The MSc is a research level degree, so you will get most out of it by involving yourself as much as
possible in the activities at the sharp end of research in Cognitive and Evolutionary Anthropology
and Behavioural Ecology. A good way to do this is to join national or international societies and
attend their conferences, as well as attending seminars and other events relevant to the course that
are available in Oxford (you can attend ANY seminar or lecture in the University). This is a great way
to hear about the latest research and also meet academics in the field. Many PhD and other
opportunities arise by making contact with researchers you may be interested in working with at
conferences, seminars and other events. Travel grants may be available to attend some of these
conferences, especially if you give a talk or present a poster. Check the websites of the organisations
for details of these grants.
Organisations
Some of the organisations that you may be interested in joining - and their conferences - are listed
below:
Association for the Study of Animal Behaviour (ASAB). Student subscription: £15
Winter Meeting: 3-4th December 2009. London
Easter Meeting: 7-9th April 2009. Exeter
Summer Meeting: 18th – 20th July 2010. Ferrara, Italy
Primate Society of Great Britain (PSGB). Student subscription: £15
Winter Meeting: 1st-2nd December 2009. London
Easter meeting: 7-8th April 2010. Abertay University, Dundee
European Human Behaviour and Evolution Association (EHBEA). Student subscription: £20
Annual Conference: 25th-27th March 2010. Wroclaw, Poland
International Cognition and Culture Institute.
http://www.cognitionandculture.net/index.php?option=com_content&view=frontpage
Seminars and Conferences
Here are some other external events happening over the course of next year. We will email round
details of other events that you may find particularly interesting as we get the details of them. Good
sources of information about upcoming events are the websites of the PSGB
(http://www.psgb.org.uk) and the EHBEA (http://www.ehbes.com/).
19th-20th Oct 2009: The first 4 million years of human evolution (Royal Society, London)
13th Nov 2009: Darwinian Renaissance in the Humanities and Social Sciences (Queen Mary,
University of London).
27th-28th Nov 2009: Obesity: the Welfare Regime Hypothesis (St Anne’s College, Oxford)
14th Jan 2010: Darwin’s Medicine: Evolutionary Approaches to Leadership, Management and
Organisation (London Business School) http://www.icea.ox.ac.uk/research/esrc-darwins-medicineseminar-series/
26th Feb 2010: Integrating Genetic and Cultural Evolutionary Approaches to Language (Queen Mary,
University of London)
19th March 2010: Darwin’s Medicine: Evolutionary Approaches to Clinical Disorders and Infectious
Diseases (Brunel University) http://www.icea.ox.ac.uk/research/esrc-darwins-medicine-seminarseries/
14th-17th April 2010: Evolution of Language (EVOLANG) 8 (Utrecht, The Netherlands)
14th-16th April 2010: 6th UK Social Networks Conference (University of Manchester)
29th June-4th July 2010: Sunbelt XXX: International Social Networks Conference (Riva del Garda, Italy).
TBA: Darwin’s Medicine: Evolutionary Approaches to Poverty and Health Inequalities (University
College London
Departmental Seminars
The School of Anthropology seminars in Michaelmas term have an explicitly evolutionary focus. All
these seminars are relevant to the Masters course, and you are expected to attend. These seminars
take place on Fridays at 3.30pm in the Lecture Theatre at 64 Banbury Road.
School Seminar Series
Michaelmas Term
Social and Biological Perspectives on Evolutionary Anthropology
Organizers: Robin Dunbar and David Gellner
1st Week, 16/10/09
Stanley Ulijaszek and Caroline Potter (ISCA, Oxford University)
‘Towards a Cultural Physiology’
2nd Week, 23/10/09
Alex Bentley (Department of Anthropology, Durham University)
‘Social Influence and Drift in Collective Behaviour’
3rd Week, 30/10/09
Brian Morris (Goldsmith’s College, London University)
‘Animals and Ancestors: Reflections on Animal-Human Relations in Malawi’
4th Week, 6/11/09
Clive Gamble (Department of Geography, RHUL)
‘Deep Time and the Evolution of the Human Social Brain’
5th Week, 13/11/09
Ruth Mace (Department of Anthropology, UCL)
‘The Cultural Evolution of Social Institutions’
6th Week, 20/11/09
Virpi Lumaa (School of Biology, Sheffield University)
‘Measuring Evolutionary Fitness in Humans: A Case Study using Finnish Historical Demography Data’
7th Week, 27/11/09
Quentin Atkinson (ICEA, Oxford University)
‘An Evolutionary Approach to Studying Cultural Diversity’
8th Week, 4/12/09
Alan Barnard (Department of Anthropology, Edinburgh University)
‘The Social Anthropology of Human Origins: A Theory of Three Revolutions’
As well as the seminars taking place within the School of Anthropology through the course of the
year, there are other interesting seminar series taking place within the University. The ones in
Zoology and Psychology may be especially relevant for the Masters course. A centralised list of all
University events is available at: http://www.ox.ac.uk/visitors_friends/whats_on/index.htm
Some Recommended Books for the Course
These books are relevant to the Masters course as a whole. You will also be provided with lists of
books that are specifically relevant to the different courses that you take.
American Psychological Association (2001).
Association. (5th ed.). APA.
Publication Manual of the American Psychological
Barrett, J. L. (2004). Why Would Anyone Believe in God? AltaMira Press.
Barrett, L., Dunbar, R. and Lycett, J. (2002). Human Evolutionary Psychology. Macmillan/Palgrave and
Princeton University Press.
Boyd, R. & Silk, J. B. (2009). How Human’s Evolved (5th ed.). Norton.
Cohen, E. (2007). The Mind Possessed: The Cognition of Spirit Possession in an Afro-Brazilian
Religious Tradition. Oxford University Press.
Carruthers, P., Stich, S., & Laurence S., (Eds.) (2006). The Innate Mind: Culture and Cognition. Oxford
University Press.
Crawford, C. & Krebs, D. (Eds.) (2008). Foundations of Evolutionary Psychology. Lawrence Erlbaum.
Dunbar, R. and Barrett, L. (Eds.) (2007). Oxford Handbook of Evolutionary Psychology. Oxford
University Press.
Dunbar, R., Barrett, L. & Lycett. J. (2005). Introduction to Evolutionary Psychology. OneWorld books.
Field, A. (2009). Discovering Statistics Using SPSS (3rd ed.). Sage.
Hinton, Perry R. (1999). Statistics Explained: A Guide for Social Science Students. Routledge.
Hirschfeld, L. A. and Gelman, S. A. (Eds). (1994). Mapping the mind: Domain specificity in cognition
and culture. Cambridge University Press.
Hrdy, S. (1999). Mother Nature. Harvard Univ Press.
Klein, R.G. (2009). The Human Career: Human Biological and Cultural Origins. (3rd ed.). Chicago:
Chicago University Press.
Kirkpatrick, L. A. & Freeney, B. C. (2008). A Simple Guide to SPSS, Version 16.0. Wadsworth.
Lewin, R. & Foley, R.A. (2004). Principles of Human Evolution. (2nd Edition). Oxford: Blackwell
Publishing
Low, B. (2000). Why Sex Matters. Princeton University Press.
Mace, R., Holden, C. & Shennan, S. (eds) (2005). The Evolution of Cultural Diversity. UCL Press.
Nettle, D. (2009) Evolution and Genetics for Psychologists. Oxford University Press.
Richerson, P. J., and Boyd, R. (2005). Not by Genes Alone: How Culture Transformed Human
Evolution. University of Chicago Press.
Shennan, S. (2002). Genes, Memes and Human History. Thames & Hudson.
Sperber, D. (1996). Explaining Culture: A Naturalistic Approach. Blackwell.
Sperber, D. and Wilson, D. (1995). Relevance: Communication and Cognition. (2nd ed.) Blackwell.
Tomasello, M. (1999). The Cultural Origins of Human Cognition. Harvard University Press.
ICEA’s Student Employment Policy
Students in ICEA (MSc or DPhil) or CAM (DPhil) may be employed up to six hours per week during terms
(weeks 1-8) and 10 hours per week between terms without approval of their supervisor. Additional
employment of up to 12 hours during terms and 20 hours between terms may be approved by
supervisors if the advisor deems the employment to contribute to the student’s post-doctoral training
(e.g., as in gaining research, teaching, or other professional experience) and that the employment will not
interfere with timely completion of the student’s degree. Any employment through the School of
Anthropology & Museum Ethnography must be cleared by Katie Creasy or Gil Middleton before
commencement. (Any given student’s employment may also be restricted by conditions of student visa,
national citizenship, and/or college regulations.)
Notes