The Oldowan Tool

1.) What did the Oldowan Tool do for early hominids? How do scientists know these stones were actually
tools? What is significant about a long infancy and childhood for hominids? Is language uniquely human or is it
part of the continuum of becoming human?
2.) Why did leaving Africa have to occur after early hominids had tool-making skills and could reliably add meat
to their diets rather than before? What role did fire play in human migration? Why is a mother-child bond so
critical to hominids? What occurred during the Lower Paleolithic that separates it from the Upper Paleolithic
period?
3.) What can we learn about the Upper Paleolithic from a study of its art? What makes Neanderthals unique in
the evolution of modern man? Why are there no Neanderthals left today? Why is there so little consensus
about the emergence of modern man? What evidence signaled the end of the Upper Paleolithic?
4.) What does human behavior have to do with the spread of disease? What is the relationship between length
of gestation, time spent in infancy and childhood, and the increased life span (particularly for reproductive
women) of human primates compared to that of nonhuman primates? What is the connection between the
abundance of food generated by industrialized agriculture and the ongoing issues of nutritional deficiencies
and famine?
5.) What is a biological profile and how is it helpful to a forensic anthropologist? What can be learned from
completing an individual’s biological profile? How is ancestry more useful to a scientist than race?

 

Sample Solution

The Oldowan Tool

The appearance of simple stone tools, widely known as Oldowan tools or the Oldowan industry, marked the beginning of our technological revolution. These artifacts appeared around 2.6 million years ago in the Savannahs of Eastern Africa. Typical examples are choppers made from battered, edged cores and heavy-duty scrapers. Most likely those Oldowan tools served as primitive cutting instruments and our ancestors might have used them to scavenge meat, cut plants, or conduct basic woodworking. Scientists knew that they were tools because they were clearly knapped, created by intentional flaking, and not the result of accidental fracture of rocks. Fire played a large role in the ability to leave Africa for the hominids. Through fossil records, it has been determined that Homo erectus were the first hominid to use fire as a tool. Fire played the role of protection and hunting. They were able to protect themselves from the weather, and were also able to devise an entirely new way of hunting.

Hart and Risley (1975) believe that pre-school is the best age to start incidental teaching; however, it is best to start as early as possible. Since parents can instruct incidental teaching, it could be beneficial to start in a natural home environment. McGee, Morrier, and Daly (1999) completed a study where the participants were toddlers instead of preschool-aged children, and there was a home-based component. The study included both a natural environment of a childcare center and the home of the child (McGee et al., 1999). The study consisted 28 children with ASD who participated in the program for at least months with more than thirty hours a week of planned early intervention through a combination of home based program and a center-based program (McGee et al., 1999). The parents had ten additional hours of hands-on training so they can implement the procedure at home. The study found that, by the time the children left the program to go to preschool, 82% of the toddlers with ASD were verbalizing meaningful words, so majority had functional language going into preschool (McGee et al., 1999).

Incidental teaching is a procedure that meets the needs for an inclusive group of toddlers and preschool aged children who have ASD and who are typically developed (McGee et al., 1999). Incidental teaching is a method that can use typical peers to aid the advancement of language and development with children who have ASD, but since it is in a more natural setting it diminishes the social barriers. In addition, it is a method that provides intensive instruction for children with ASD, but it also allows the children to be engaged in age-appropriate play with their peers (McGee et al., 1999). Hart and Risley (1975) discussed that peers in a naturalistic setting can also provide the instruction. This could not only aid the advancement of verbal skills with autistic children, but it could also promote social interaction.

McGee and Daly (2007) discussed that there is evidence that incidental teaching and stimulus-fading techniques can enhance autistic children’s communication in a socially meaningful way. A study was done that evaluated peer incidental teaching as a way to increase peer interactions by children with ASD (McGee, Almeida, Sulzer-Azaroff, and Feldman, 1992). The study gave a typical child something to say that would elicit a response from their peer with ASD (McGee et al., 1992). Three typical preschool

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