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Stone-tool making is an ancient human skill thought to have played a key role in the bio-cultural co-evolutionary feedback that produced modern brains, culture, and cognition. To test the proposed evolutionary mechanisms underpinning this hypothesis we studied stone-tool making skill learning in modern participants and examined interactions between individual neurostructural differences, plastic accommodation, and culturally transmitted behavior. We found that prior experience with other culturally transmitted craft skills increased both initial stone tool-making performance and subsequent neuroplastic training effects in a frontoparietal white matter pathway associated with action control. These effects were mediated by the effect of experience on pre-training variation in a frontotemporal pathway supporting action semantic representation. Our results show that the acquisition of one technical skill can produce structural brain changes conducive to the discovery and acquisition of additional skills, providing empirical evidence for bio-cultural feedback loops long hypothesized to link learning and adaptive change.

Stone toolmaking is a human motor skill which provides the earliest archeological evidence motor skill and social learning. Intentionally shaping a stone into a functional tool relies on the interaction of action observation and practice to support motor skill acquisition. The emergence of adaptive and efficient visuomotor processes during motor learning of such a novel motor skill requiring complex semantic understanding, like stone toolmaking, is not understood. Through the examination of eye movements and motor skill, the current study sought to evaluate the changes and relationship in perceptuomotor processes during motor learning and performance over 90 h of training. Participants’ gaze and motor performance were assessed before, during and following training. Gaze patterns reveal a transition from initially high gaze variability during initial observation to lower gaze variability after training. Perceptual changes were strongly associated with motor performance improvements suggesting a coupling of perceptual and motor processes during motor learning.

Human behaviors from toolmaking to language are thought to rely on a uniquely evolved capacity for hierarchical action sequencing. Testing this idea will require objective, generalizable methods for measuring the structural complexity of real-world behavior. Here we present a data-driven approach for extracting action grammars from basic ethograms, exemplified with respect to the evolutionarily relevant behavior of stone toolmaking. We analyzed sequences from the experimental replication of ~ 2.5 Mya Oldowan vs. ~ 0.5 Mya Acheulean tools, finding that, while using the same “alphabet” of elementary actions, Acheulean sequences are quantifiably more complex and Oldowan grammars are a subset of Acheulean grammars. We illustrate the utility of our complexity measures by re-analyzing data from an fMRI study of stone toolmaking to identify brain responses to structural complexity. Beyond specific implications regarding the co-evolution of language and technology, this exercise illustrates the general applicability of our method to investigate naturalistic human behavior and cognition.