A Burning Desire: Steps Toward an Evolutionary · A BURNING DESIRE 431 production of re, the control of re is a learned behavior that is pro-foundly contingent on experience. This

A Burning DesireSteps Toward an EvolutionaryPsychology of Fire Learning

Daniel M T Fessler

ABSTRACT

Although fire is inherently dangerous leading many animals to avoid it for most ofhuman history mastery of fire has been critical to survival Humans can therefore beexpected to possess evolved psychological mechanisms dedicated to controlling fireBecause techniques for starting maintaining and using fire differ across ecosystems thepostulated adaptations can be expected to take the form of domain-specific learningmechanisms rather than fixed behavioral templates After outlining features that suchmechanisms are predicted to possess I review the literature on fire play in western chil-dren finding that attraction to and interest in fire is widespread experimentation withfire often begins in early childhood and fire play typically peaks in late childhood orearly adolescence The latter aspect stands in contrast to results from a survey of ethno-graphers which reveals that in societies in which fire is routinely used as a tool chil-dren typically master control of fire by middle childhood at which point interest in fireis already declining This suggests that fire learning is retarded in western childrenarguably due to patterns of fire use in modern societies that are atypical when viewedfrom a broader cross-cultural perspective Together with the fact that western enter-tainment media provide a distorted portrait of the properties of fire this pattern whilelimiting the value of naturalistic observations of fire learning in the West neverthelesshas the benefit of providing a strong testing ground for future experiments exploring theuniversality of the psychology underlying the control of fire

KEYWORDSFire children learning fire play

Center for Behavior Evolution amp Culture and Department of Anthropology 341Haines Hall UCLA Los Angeles CA 90095-1553 USA Tel +1 (310) 794-9252 Fax+1 (310) 206-7833 Email dfessleranthrouclaedu

Acknowledgements I am grateful to the many investigators listed beneath Table 1who contributed ethnographic observations for this paper

copy Koninklijke Brill NV Leiden 2006 Journal of Cognition and Culture 63-4

JOCC_63-4_f5-428-451 91806 1221 PM Page 429

430 DANIEL M T FESSLER

Introduction

The use of fire is a human universal a behavior present in virtually allsocieties (Brown 1991) Indeed while there is debate as to the earliestevidence for the controlled use of fire evolutionary anthropologists tracethe manipulation of fire far beyond the origins of our species ndash withsuggestive findings dated as early as 790000 years ago (Goren-Inbar et al 2004) and some even surpassing the one million year mark (Brainamp Sillen 1988) it is clear that the history of hominidsrsquo exploitation offire is quite deep The utility of fire for our hunter-gatherer ancestorsand their predecessor species was likely multiplex In addition to firersquosobvious benefits as a source of warmth and light fire played a key rolein the evolution of the human diet as cooking would have allowed ourspecies to exploit a vastly expanded array of plant and animal foods(Ragir 2000 Stanford 1999 Wrangham Jones Laden Pilbeam ampConklin-Brittain 1999) Likewise the control of fire allowed for appli-cations in hunting combating predators and hostile conspecifics man-aging wild plant resources and tool production (cf Clark amp Harris1985) Of course at no point in our speciesrsquo history will fire have con-stituted an unadulterated good ndash together with the smoke that it pro-duces fire is a significant source of injury and death a pattern reflectedin most animalsrsquo wariness of fire

With a deep evolutionary history and a profound impact on fitnessthere is every reason to believe that fire has been a source of recurrentand substantial selective pressures shaping human behavior and the psy-chological architecture that underlies it However despite the uncontrover-sial perhaps incontrovertible nature of this conclusion to date evolutionarypsychologists have largely ignored firersquos role in human evolution Thepurpose of this paper is to call attention to this lacuna and suggest somepossible solutions

The human use of fire can be broken down into two elementarycomponents namely controlling fire and producing fire Fire occurs nat-urally due to lightning strikes volcanic activity and concentrated solarradiation In contrast the artificial production of fire requires highly spe-cialized tools techniques and materials While this suggests that earlyhominids acquired the ability to control fire long before they were ableto produce it importantly all available evidence indicates that like the

JOCC_63-4_f5-428-451 91806 1221 PM Page 430

A BURNING DESIRE 431

production of fire the control of fire is a learned behavior that is pro-foundly contingent on experience This observation merits further con-sideration By way of contrast consider the manufacture of the spiderrsquosweb or the salmonrsquos nest While each involves relatively complex con-structive behavior that employs variable features of the environment inlight of the life cycles of these organisms these activities are necessarilygoverned by innate templates rather than acquired information Givena) the chronological depth of the hominid relationship with fire b) thebenefits of controlling fire and c) the costs of erring in this enterprisethis raises the question as to why natural selection did not similarly favorthe evolution of largely innate fire-management skills in humans Onepossible explanation is that unlike spiders or salmon humans and theirpredecessors occupied a wide range of ecosystems

Many of the environments occupied by humans are characterizedby enormous variety in the features relevant to controlling fire princi-pal among which is the nature of available fuels Combustibles vary withregard to a number of properties relevant to controlling fire includingease of ignition rapidity of combustion and explosiveness Accordinglyhad natural selection favored the evolution of a template or schema akinto those that appear to govern some animal constructions (ie the pat-terned use of materials having differing specified properties in a set ofdiscrete tasks characterized by a fixed temporal sequence) such a tem-plate would have been of limited utility as it would necessarily havebeen parochial to a given ecosystem due to its reliance on fixed typesrather than attributes This is because unlike for example the twigsand feathers used to construct a birdrsquos nest many of the properties ofcombustibles are not detectable on the basis of surface features ndash exam-ining downed tree limbs for example will not reveal the features ofcombustion typical of each type of wood to say nothing of inspectingmaterials such as animal fat beeswax or tar Because the techniquesinvolved in building and maintaining a fire are largely dependent on thefuels selected any pre-existing template for such techniques would havehad to specify the fuels to be employed Given that the only way thatnatural selection could have produced a fire-management template wouldthus have been to specify fixed ingredients (akin for example to thebeaverrsquos fondness for willows cottonwood and aspen) and given thatsuch a template would therefore have failed to translate effectively across

JOCC_63-4_f5-428-451 91806 1221 PM Page 431


ecosystems the only avenue open to selection processes operating on aspecies as wide-ranging as ourselves was to rely on learning for the acqui-sition of the requisite behaviors

Importantly contrary to portraits common in the conventional socialscience literature a reliance on acquired information in no way indi-cates the absence of domain-specific evolved psychological mechanisms(see Tooby Cosmides amp Barrett 2005) On the contrary beginning withGarcia Ervin and Koellingrsquos (1966) seminal demonstration of special-purpose mechanisms dedicated to the acquisition of toxin-avoidancebehaviors evolutionists have embraced a perspective wherein psycho-logical adaptations can operate via a predisposition to attend to discretecues and particular sources of information in order to learn about specificfacets of the environment Well-documented examples include snakedetection in primates and humans (Mineka Davidson Cook amp Keir1984 Oumlhman 1993) and inbreeding-relevant kin recognition in humans(Wolf 1993)

Expected properties of a mechanism dedicated to fire learning

In exploring the properties that we might expect to characterize theinformation-acquisition mechanisms specific to the problem of control-ling fire it is useful to begin by considering the logical features of thetask domain Parallels between this domain and that of another better-studied information-acquisition task can shed light on these features Forat least two reasons the task domain of learning to control fire is akinto that of learning to cope with threats posed by predatory animalsFirst paralleling the problem of identifying and differentiating amongfuels although some cues are shared by many predators (eg largesharp teeth) these cues are not universal and moreover the color sizemorphology and behavior of predators varies widely across ecosystemsmaking it difficult for natural selection to imbue human minds withinnate predator-recognition templates (Barrett 2005) Second general-ized feedback-based learning is inappropriate to the task of acquiringinformation about predators since particularly for children the costs ofsuch learning would be prohibitively high ndash as Barrett observes ldquoA child

JOCC_63-4_f5-428-451 91806 1221 PM Page 432


that requires attack or injury to learn that an animal is dangerous isunlikely to survive for longrdquo (2005217) Correspondingly if childrenwere to acquire their knowledge of fire exclusively through individualtrial-and-error learning a large percentage would suffer serious or fatalburns

Barrett (2005) outlines five features that can be expected to charac-terize the information acquisition system dedicated to learning aboutpredators we can expect parallels to exist for each of these features inthe domain of controlling fire First learning can be expected to occurwithout extrinsic motivation Just as dangerous animals appear to holdconsiderable fascination for children so too can children be expected tobe spontaneously interested in fire ndash children are predicted to be curi-ous about the flammability of various materials and interested in theconsequences of manipulating or rearranging burning objects addingobjects to or removing objects from a fire and so on Second we canexpect information to be acquired rapidly often on the basis of only asingle exposure To acquire a new animal concept children are expectedto need only a single encounter or to hear only once about the attrib-utes of a dangerous animal Likewise fire learning should be rapid inresponse to minimal exposure ndash information relevant to the control offire is predicted to have high salience such that children will attend tothis information and recall a greater percentage of it following exposurethan will be the case with respect to information relevant to otherdomains that is acquired through general-purpose learning mechanismsThird both because it allows low-cost learning-at-a-distance and becauseit tracks local ecological circumstances socially-transmitted informationconstitutes a valuable resource for both the student of predators and thestudent of fire Just as members of a local group act as a reservoir ofaccumulated observations regarding the identifying attributes and char-acteristic behaviors of indigenous animals so too can othersrsquo knowledgeof the fire-relevant properties of locally-available materials be expectedto play a valuable role in learning to use fire in a given ecosystemFourth the information acquisition system can be expected to employbiases or prior structures that guide learning in the specified domainFor example Barrett suggests that childrenrsquos learning about animals maybe guided by such fundamental categorical distinctions as dangerous ver-sus harmless carnivore versus herbivore and so on Correspondingly

JOCC_63-4_f5-428-451 91806 1221 PM Page 433


learning about fire may be structured by dichotomies such as flammableversus nonflammable or more broadly things that intensify fires andthings that diminish fires Lastly acquisition of procedural knowledgemay be achieved in part through the operation of dedicated mechanismsthat serve to generate relevant experience in a safe context Just as chaseplay an intrinsically rewarding activity for children may serve to honepredator-prey pursuit and evasion skills (Steen amp Owens 2001) so toomay childrenrsquos manipulations of small fires embers and the like pro-vide a means of acquiring relevant experience in a setting that is saferthan a full-scale cooking or heating fire

Existing literature Childrenrsquos fire play and fire setting inmodern societies

Testing the five sets of predictions described above will require struc-tured experiments involving young children from diverse cultures Becausesuch an enterprise is not entered into lightly it is worth exploring herethe extent to which available findings are congruent with the portrait ofhuman fire psychology outlined above A voluminous literature addressesthe topic of fire setting by children and juveniles Importantly fire set-ting is a broad category of behavior encompassing everything from play-ing with matches to arson The perspective developed here suggests thatfor the child observation of and interaction with fire will often be endsin themselves a motivational orientation that differs markedly from thatwhich pertains when fire is used as a weapon to intentionally inflict dam-age or harm Consistent with this distinction public safety experts dis-tinguish so-called lsquofire playrsquo from other behaviors involving fire definingfire play as ldquoA fire deliberately set for no purpose constructive or destruc-tive beyond the fire itselfrdquo (Hall 20031) This distinction however inno way suggests that fire play is harmless ndash on the contrary fire safetyofficersrsquo concern with fire play is quite justified By way of example inthe US between 1980 and 1999 childrenrsquos fire play resulted in 7306civilian deaths 48922 serious civilian injuries and over 3 billion dol-larsrsquo worth of property damage (Hall 2003) Although governmentalattempts to combat the problem through consumer product safety reg-ulations public information campaigns education plans and interven-

JOCC_63-4_f5-428-451 91806 1221 PM Page 434


tion programs have succeeded in reducing these figures somewhat chil-drenrsquos fire play continues to be a significant source of pain sufferingand expense in modern societies

Much of the literature on fire setting is aimed at characterizing thefeatures of recidivist juvenile fire setters with investigators identifyingattributes and correlates such as cruelty to animals defiance of author-ity and a chaotic or conflictual family environment as risk factors forrecidivism (Kolko 2002) While such research usefully identifies dan-gerous individuals who are relatively resistent to the mechanisms of socialcontrol normally employed to enhance conformity to social standardsthis entreprise generally overshadows the exploration of fire setting amongnon-clinical non-recidivist children Nevertheless despite this bias it ispossible to glean a portrait of such behavior from the existing literature

Kafry (1980) queried 99 lower elementary school boys in BerkeleyCalifornia finding that 45 reported having played with fire and 21reported having caused a fire as a consequence of the latter 18 werecaused by children who were two years of age or younger at the timeof the accident Eighty-one percent of children surveyed reported beinginterested in fire and across ages curiosity was the motive cited mostfrequently to explain the behavior As a comparison group for a clini-cal sample Kolko et al (2001) conducted a three-year longitudinal studyof a community sample of 100 boys and 62 girls age 6-13 (mean =95) with follow-up interviews at one and two years Results reveal quiteconsistent patterns wherein at any one time approximately one-third ofthe children report being interested in fire slightly less than half reportplaying with matches and slightly less than one-third report having setplay fires Viewed individually by the end of the study almost three-quarters of the participants had at some time played with matches orset a play fire Perrin-Wallqvist and Norlander (2003) retrospectively sur-veyed 50 18-year old Swedish men and 45 18-19 year old Swedishwomen Seventy percent of the men reported having played with fireduring childhood and 44 of the women did likewise The principalmotives for childhood fire play were curiosity entertainment and excite-ment seeking a high proportion of subjects reported being fascinated ordrawn to fire Paralleling this result Perrin-Wallqvist et al (Perrin-Wallqvist Archer amp Norlander 2004) surveyed 28 male and 28 female

JOCC_63-4_f5-428-451 91806 1221 PM Page 435


Swedish 16-year olds concerning emotional attitudes toward fire While61 thought fire was ldquocozyrdquo and 20 found fire ldquoexcitingrdquo only 9thought that fire was ldquouninterestingrdquo 27 of the respondents found firesufficiently entertaining that they lit fires when bored

Simonsen and Bullis (2001) surveyed 5416 third through eighth gradeOregonian students relatively evenly distributed across ages regardingfire starting interest in fire and motivations for fire play Forty-sevenpercent of students reported having played with fire a retrospective ques-tion revealed that 10 reported starting their first fire between the agesof one and five 27 reported starting their first fire between the agesof six and ten and 10 reported starting their first fire between theages of 11 and 15 Attraction to and interest in fire was quite highalthough only 29 overtly reported being interested in fire 46 reportedliking television programs that involve fire 61 reported enjoying assist-ing adults in lighting or putting out fire 33 reported enjoying burn-ing objects such as twigs grass or paper and 21 reported enjoyingplaying with matches or lighters Correspondingly fire had high enter-tainment value for children with large proportions of respondents cit-ing as motives for fire starting ldquojust for funrdquo (23) and ldquoout of boredomrdquo(19) with curiousity (ldquoto see what would happenrdquo) another significantcontributor (18)

Cotterall (2003) conducted a similar survey of 3031 students fromgrade 3 through 13 in Sudbury Ontario A number of patterns aremarkedly evident First while the frequency of actual fire play shows asteady increase across the age span studied (18 of third graders reporthaving played with matches or lighters in the last year while 81 ofthirteenth graders report having done so) what Cotterall terms lsquoexpressedpreoccupation and fascination with firersquo (eg ldquoAre you curious aboutfirerdquo ldquoAre you really interested in fire and what it can dordquo etc) doesnot vary in any regular fashion across this age range and likewise thelower-level factor that Cotterall terms lsquoexpressed interest in firersquo (egldquoDo you like to start firesrdquo ldquoDo you feel excited when you watch afire burningrdquo ldquoDo you like staring at firerdquo etc) shows only a gradualincrease with age These patterns suggest that the age-related changesin fire play documented by Cotterall are a function not of changes inattraction to fire but rather of changes in willingness to disobey ruleschanges in opportunities to engage in proscribed behavior outside of

JOCC_63-4_f5-428-451 91806 1221 PM Page 436


adult supervision and changes in access to sources of ignition Tellinglyacross ages the principal motives for fire starting are ldquojust for funrdquo ldquotosee what would happenrdquo ldquoto destroy somethingrdquo and ldquoboredomrdquo pat-terns that are even more marked among those who reported extensivefire play Equally important knowledge regarding institutionally-conveyedfire safety practices had virtually no relationship with the extent of fireplay

An indirect measure of childrenrsquos fire-related activity can be derivedfrom records of fires that whether by design or accident becomesufficiently large as to attract the attention of fire departments Okulitchand Pinsonneault (2002) compiled records of 4600 fires involving juve-niles in Oregon between 1996 and 2000 Twelve-year olds accountedfor the largest proportion of these fires with a steady increase in involve-ment from ages 1 to 12 and a steady decrease in involvement after age12 If we assume that in at least some sizable fraction of these firesthe fire starter had no intention of creating a conflagration sufficientlylarge as to result in the involvement of the authorities (cf Kafry 1980)then comparing this pattern to Cotterallrsquos findings suggests that in NorthAmerica age 12 constitutes the dangerous apex of the combination offactors listed above (willingness to disobey rules etc) and incompletemastery of fire such that it escapes the fire starterrsquos control

Lastly although not presented in the context of quantitative datadrawing on her experience with firesetters in Massachusetts Pinsonneaultconcludes that ldquo[c]ommon questions children have about fire includelsquoWhat makes fire hot How does a small fire grow Why are somefires very smoky Can everything burn How can you keep a firesmall How can you put fires outrdquo (Pinsonneault 2002223) Importantlythese are exactly the sort of questions that we might expect to be fore-most in the minds of individuals whose curiousity is not simply the prod-uct of a general interest in the world but rather reflects a domain-specificinformation-gathering system the purpose of which is to acquire the abil-ity to control fire

Although the studies reviewed above vary considerably in their detailsthey can be roughly summarized as follows a) western children firstbecome curious about fire in early childhood b) experimentation withfire increases as a function of age often extending well into adolescenceand c) for many individuals some attraction to fire persists into maturity

JOCC_63-4_f5-428-451 91806 1221 PM Page 437


a pattern consistent with the entertainment value that many westernadults place on activities such as gazing into a fire The question remainshowever as to whether this trajectory directly reflects the workings of adevelopmental information acquisition system governed by an evolvedpsychological mechanism In particular it is telling that much fire playoccurs in adolescence in western populations First as was arguably truein most ancestral human societies in many small-scale societies todayadolescents particularly females engage in a great deal of productiveunsupervised economic activity (cf Kaplan Hill Lancaster amp Hurtado2000) Given that fire is an elementary part of the human tool kit itwould be odd if the acquisition of fire-control skills was normally soretarded that additional experimentation was still required during thesame phase of life when significant economic productivity has alreadycommenced Second a hallmark of adolescence in western nations is asubstantial increase in mobility and autonomy changes that often pre-cipitate engagement in proscribed activities that had previously been pre-cluded by caretaker supervision Combined with strong prohibitionsagainst fire play and for many limited exposure to fire on a daily basisthis pattern means that in much of the developed world adolescenceoften constitutes the first opportunity to extensively experiment with fireTogether these observations suggest that while studies of fire play inthe West are interesting in as much as they reveal considerable moti-vation to explore fire from a young age they nevertheless present whatis likely a highly distorted portrait of the developmental unfolding of amechanism aimed at acquiring fire knowledge and skills

Childrenrsquos interactions with fire in societies in which fire isroutinely used as a tool

Children and fire in Bengkulu Sumatra

Between 1990 and 1993 I conducted ethnographic fieldwork in a semi-traditional Bengkulu Malay fishing village on the west coast of SumatraAlthough I did not systematically collect data on childrenrsquos interactionswith fire my immersion in village life was such that I neverthelessrecorded many offhand observations and impressions allowing for asketch of childrenrsquos interactions with fire

JOCC_63-4_f5-428-451 91806 1221 PM Page 438


Because childcare duties and cooking duties were often delegated tothe same individuals from infancy on children in Bengkulu had ampleopportunity to observe others controlling fire Small children often saton or near their caretakers while the latter manipulated fire caretakersbrushed the child aside with a scolding if the child reached for burningor hot items but otherwise offered no instruction regarding the controlof fire Childrenrsquos autonomous manipulation of fire typically began aroundage 4 About this time children were allowed to build small fires andfrequently did cooking either mud pies and other pretend foods or actualmorsels Adults did not instruct children with regard to either buildingor maintaining a fire at most snapping at a child if play with or nearfire posed a danger the only input that might be considered pedagog-ical came from slightly older children who would sometimes narratetheir actions using a type of play-speech while handling fire Childrenrsquosinterest in such ldquokidrsquos firesrdquo seemed to peak around age 6-7 and dimin-ished rapidly thereafter disappearing entirely before age 10 Childrenages 3-6 sometimes poked at jumped over and similarly toyed withadult fires (resulting in one serious burn during my stay) but this waslimited in scope and frequency and again had largely subsided by mid-dle childhood Children age 6 and up were often sent to a neighborrsquoshouse to fetch burning embers for fire-starting By age 8 both girls andboys were commonly performing adult chores including cooking andtending fires and their interactions with fire were increasingly utilitar-ian in nature Adolescents and young adults (particularly men nearly allof whom smoked) would occasionally idlely flick cigarrette lighters toywith matches or poke at burning candles but such behavior was moreakin to fiddling than to interested experimentation and was not char-acterized by any excitement The only behavior that I observed thatcould even remotely be classified as fascination with fire occurred whena fad for making cap bombs swept the village boys age 5-8 would mod-ify old spark plugs to form the body of the bomb scrape match headsto obtain gunpowder then load the projectiles and throw them upwardsqueeling with glee when they produced a resounding Bang upon impactwith the ground

To summarize my (admittedly unsystematic) ethnographic observa-tions in one Bengkulu village children experienced early interaction withfire but received little or no instruction in controlling it Typically children

JOCC_63-4_f5-428-451 91806 1221 PM Page 439


had gained complete mastery of fire by age 7 and for most older chil-dren adolescents and adults fire was of only passing interest To explorewhether this pattern might be representative of societies that use fire inways more akin to those likely characteristic of ancestral humans I sur-veyed other ethnographers with regard to their recollections about chil-drenrsquos interest in play with and mastery of fire

Ethnographersrsquo impressions from 19 societies

I sent a questionnaire covering six general areas of interaction with fire(see Appendix) to anthropologists and others with extensive ethnographicfield experience Eighteen investigators responded providing informationon 19 cultures Table 1 summarizes this information None of the inves-tigators had conducted research focusing directly on childrenrsquos interac-tions with fire hence like my own observations from Bengkulu theirresponses should be considered preliminary accounts of this topic ratherthan definitive portraits thereof

Though not evenly distributed across extant traditional and semi-traditional societies the survey results do capture disparate geographicregions suggesting that any resulting patterns are unlikely to be explic-able as merely the product of cultural sharing or cultural diffusionAlthough variation exists several themes stand out First children begininteracting with fire early with ages ranging from toddlerhood to 6Second children generally do not play with fire in the manner charac-teristic of western children in most cultures studied there is little or noplay behavior involving fire and when it does occur such behavior seemsto have practice or semi-utilitarian functions akin to those that I observedamong the Bengkulu ndash with the exception of several reports of interestin firecrackers or their homemade equivalents none of the reports describechildren igniting materials simply to watch them burn Consistent withthese observations the majority of respondents report that fire has noentertainment value whatsoever ndash fire is viewed in strictly utilitarianterms and fire-gazing generally does not occur among children or adultsReports of childrenrsquos fire competence vary somewhat most of the respon-dents were more confident describing childrenrsquos ability to tend or main-tain a fire than they were reporting on childrenrsquos ability to build a firein part because in many of the societies studied people rarely start a

JOCC_63-4_f5-428-451 91806 1221 PM Page 440


fire from scratch relying instead on embers or coals from another fireGender differences with regard to fire competence were described for anumber of the societies with girls generally acquiring competence soonerthan boys andor achieving greater proficiency due to a gendered divi-sion of labor Focusing on whichever gender achieves proficiency ear-lier the age for achieving competence in maintaining a fire ranges from5 to 8 with the average being approximately 65

Discussion

To summarize the above while some variation exists ethnographersworking in disparate societies in which fire is routinely used as a toolreport patterns of fire behavior similar to those that I observed in SumatraChildrenrsquos interactions with fire begin early with mastery of fire typi-cally achieved by middle childhood Fire is viewed in utilitarian terms ndashit has little or no entertainment value and childrenrsquos fire play when itoccurs at all is best described in terms of practicing a necessary skillThese patterns underline the contrast between the developmental tra-jectory of fire learning in modern societies and that which occurs else-where For ancestral humans and their immediate predecessor speciesfire would have been a nearly-omnipresent tool an important but mun-dane facet of daily life and the same seems to characterize peoplersquosinteractions with fire in many contemporary traditional or small-scalesocieties This stands in contrast to firersquos role in most modern societieswhere it is used principally as decoration (hearth fires candles) enter-tainment (bonfires fireworks) or romantized marker of special circum-stances (barbeques campfires) functions that are neither frequent normundane At the same time that fire is culturally marked with height-ened affect children in modern societies have limited opportunities tolearn about fire through such low-level hands-on manipulations as tend-ing a cooking fire or building a play version thereof Hence many mod-ern societies may simultaneously enshrine fire as an emotional symboland a source of amusement (rather than a tool) and constrain childrenrsquosopportunities to acquire realistic information about and experience withfire One possible consequence of this pattern is that the developmentaltrajectory of fire learning is greatly retarded in the west with mastery

JOCC_63-4_f5-428-451 91806 1221 PM Page 441

442 DANIEL M T FESSLERTab

le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442

A BURNING DESIRE 443Bw

a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444

A BURNING DESIRE 445K

ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445


of fire occuring a decade or more later than is the case when childreninteract with fire in a manner more akin to that which has likely beentypical for most of human history A second possible consequence is thatthe motives that drive fire learning are only incompletely satisfied withthe result that throughout life fire retains greater allure or fascinationthan would normally be the case in turn this pattern provides a per-sonal foundation for the acquisition and perpetuation of the lsquotoyrsquo mean-ings ascribed to fire in modern societies1

For scholars seeking to explore evolutionary hypotheses the possi-bilities detailed above constrain the utility of some avenues for explor-ing fire learning in the west as conclusions derived from naturalisticobservations of western childrenrsquos fire behavior will likely fail to gener-alize beyond developed societies However precisely the same featuresmay also enhance the empirical weight of findings obtained throughexperimentation By way of analogy Barrett and Behne (2005) conductedexperiments showing that there are remarkable parallels between Germanand Shuar children in the development of an understanding of deathparallels that occur despite the fact that German children have far lessexposure to actual instances of death and have far more exposure tomisinformation (eg cartoon portrayals of immediate recovery from cat-astrophic injury etc) Children in the US are exposed to a plethoraof misinformation concerning fire (Hardesty amp Gayton 2002) includingnumerous highly unrealistic portrayals of fire on toy packaging (Curri et al 2003) and in television advertisements (Palmieri et al 2004)Consider for example the lessons that a child might derive from arecent Taco Bell commercial in which basketball star Shaquille OrsquoNealis engulfed in flames whereupon he calmly asks the camera ldquoIs it hotin here or is it just merdquo Paralleling Barrettrsquos work the thesis thathumans possess evolved psychological mechanisms dedicated to the acqui-sition of fire-relevant information predicts that despite such misinfor-mation and lack of experience children in modern societies shouldresemble children in small-scale societies where such resemblance occursnot with respect to fire knowledge per se but rather with regard to the

1 Similar reasoning may explain the fascination with predators both real and imag-inary that characterizes many modern cultures in which few individuals will ever encountera truly dangerous animal (cf Barrett 2005)

JOCC_63-4_f5-428-451 91806 1221 PM Page 446


ease and rapidity with which they learn which substances burn andwhich do not their tendency to make category errors within rather thanacross these two classes and so on With this in mind I encourage inves-tigators to explore the psychology of fire in children of both modernand developing nations

In addition to having consequences for research into the psycholog-ical foundations of fire learning the evolutionarily novel nature of west-ern childrenrsquos interactions with fire has potentially important implicationsfor public policy Fire safety officials spend a substantial amount of timeenergy and money trying to educate children regarding the dangers offire yet existing evidence suggests that at best these efforts have onlylimited impact on childrenrsquos actual behavior (cf Cotterall 2003) In mod-ern societies adult-initiated pedagogy such as this plays an importantrole in information transfer However teaching is far less significant inthe learning processes that occur in many small-scale societies Ratherchildren spend much of their time either on the sidelines watching theskilled performance of locally-adaptive behaviors or attempting to engagein play-like learning behaviors (Fiske nd Mead 1943) the same appearsto be true of fire learning It is possible that the latter mode is moreappropriate for learning skills having a deep evolutionary history Thethesis that fire learning is shaped by a domain-specific information-acqui-sition mechanism suggests that opportunities to observe others interact-ing with fire in a mundane fashion and opportunities to manipulate firefree of the titillation of proscription may ultimately prove more effectivethan direct pedagogy in managing the threat to public safety posed bychildrenrsquos fire play in modern societies

As noted earlier again motivated by public safety concerns a significantportion of the existing research on the psychology of fire focuses onaberrant individuals persons who are at high risk of recidivism in thecommission of fire-related crimes Importantly investigations of psy-chopathology may provide an additional avenue for exploring the evolvedpsychology of fire use Just as phobias offer a window into the psycho-logical mechanisms that evolved to cope with recurrent threats to ances-tral humans (Oumlhman amp Mineka 2001) so too may it be possible toexplore manias as a window into the mechanisms that evolved to copewith recurrent resources or opportunities (examples unrelated to fireinclude erotomania and kleptomania) Considerable attention has been

JOCC_63-4_f5-428-451 91806 1221 PM Page 447


dedicated to the clinical study of pyromania However to date investi-gators have largely framed the study of disordered fascination with fireusing superordinate categories (eg impulse control disorders aggressiv-ity disorders etc) that overlook the unique importance of fire in humanevolution An evolutionary perspective suggests that useful insights intothe mind of the pyromaniac may be gained by focusing on the specificfeatures of fire that motivate fire-setting behavior at present we knowlittle about how or why fire excites or stimulates such individuals Likewiselight may be shed on pyromania by the thesis that viewed both cross-culturally and evolutionarily western societies structure childrenrsquos inter-actions with fire in a highly unusual manner ndash the ontogeny of thiscondition may epitomize the costs of disrupting the normal trajectory ofinformation-acquisition processes that are guided by evolved mechanisms

Alone among the components of the tool kits of our ancestors firecontinues to play important roles in contemporary human life Whetheras a useful tool or a destructive object of fascination fire has an impacton societies large and small yet we know little about the psychology offire fire learning and the impact of culture on these factors It is hightime that we knew more

Appendix

Survey Regarding Childrenrsquos Interactions With Fire

1 Name of groupsocietypeople at issue2 Do you know of any serious burns (including deaths) due to fire

Please briefly explain (ie age of individual[s] outcome etc)3 At approximately what age do children first begin interacting with

(ie manipulating poking at etc) fire Is there a gender differencein this regard

4 At what age do children typically begin playing with fire (carryingburning objects building play fires etc) In what age range is suchbehavior most frequent if it occurs Any gender differences

5 At what age are children fully competent to maintain a fire At whatage are children fully competent to startbuild a fire Any genderdifferences

JOCC_63-4_f5-428-451 91806 1221 PM Page 448


6 Do children display entertainment interest in fire (ie watching firefor long periods manipulating fires to create interesting effects etc)Are there are age or gender differences Do adults display such interest

7 Do adults or older children directly instruct children with regard tothe dangers of fire How do children learn techniques for maintain-ing a fire How do children learn techniques for startingbuilding afire

REFERENCES

Barrett H C2005 Adaptations to predators and prey In D M Buss (Ed) The evolutionary psy-

chology handbook (pp 200-223) Hoboken NJ WileyBarrett H C amp Behne T

2005 Childrenrsquos understanding of death as the cessation of agency a test usingsleep versus death Cognition 96(2) 93-108

Brain C K amp Sillen A1988 Evidence from the Swartkrans cave for the earliest use of fire Nature 336(6198)

464-466Brown D E

1991 Human universals New York McGraw-HillClark J D amp Harris J W K

1985 Fire and its roles in early hominid lifeways African Archaeological Review 3(1)3-27

Cotterall A J2003 A survey of the disposition affinity interest and experience with fire of students in the

city of Greater Sudbury Unpublished MA thesis Laurentian University SudburyOntario

Curri T B Palmieri T L Aoki T H Kaulkin C K Lunn M EGregory C M et al

2003 Playing with fire Images of fire on toy packaging Journal of Burn Care amp

Rehabilitation 24(3) 163-165Fiske A P Learning a culture the way informants do observing imitating and participating

(nd) Unpublished manuscriptGarcia J Ervin F R amp Koelling R A

1966 Learning with prolonged delay of reinforcement Psychonomic Science 5 121-122

Goren-Inbar N Alperson N Kislev M E Simchoni O Melamed Y Ben-Nun A et al

2004 Evidence of hominin control of fire at Gesher Benot Yarsquoaqov Israel Science304(5671) 725-727

JOCC_63-4_f5-428-451 91806 1221 PM Page 449


Hall J R J2003 Children playing with fire Quincy MA National Fire Protection Association

Hardesty V A amp Gayton W F2002 The problem of children and fire An historical perspective In D J Kolko

(Ed) Handbook on firesetting children and youth (pp 1-13) San Diego AcademicPress

Kafry D1980 Playing with matches Children and fire In D Canter (Ed) Fires and human

behavior (1st ed pp 47-61) New York John Wiley amp SonsKaplan H Hill K Lancaster J amp Hurtado A M

2000 A theory of human life history evolution Diet intelligence and longevityEvolutionary Anthropology 9(4) 156-185

Kolko D J (Ed)2002 Handbook on firesetting Children and youth San Diego Academic Press

Kolko D J Day B T Bridge J A amp Kazdin A E2001 Two-year prediction of childrenrsquos firesetting in clinically referred and non-

referred samples Journal of Child Psychology amp Psychiatry amp Allied Disciplines

42(3) 371-380Mead M

1943 Our educational emphases in primitive perspective American Journal of Sociology

48(6) 633-639Mineka S Davidson M Cook M amp Keir R

1984 Observational conditioning of snake fear in rhesus monkeys Journal of Abnormal

Psychology 93(4) 355-372Oumlhman A

1993 Stimulus prepotency and fear learning Data and theory In N Birbaumeramp A Oumlhman (Eds) The organization of emotion Cognitive clinical and psycho-

physiological aspects (pp 218-239) Toronto Hogrefe and HubeOumlhman A amp Mineka S

2001 Fears phobias and preparedness Toward an evolved module of fear andfear learning Psychological Review 108(3) 483-522

Okulitch J S amp Pinsonneault I2002 The interdisciplinary approach to juvenile firesetting A dialogue In D J

Kolko (Ed) Handbook on firesetting in children and youth (pp 58-74) San DiegoAcademic Press

Palmieri T L Aoki T Combs E Curri T Garma S Kaulkin C et al2004 Saturday-morning television Do sponsors promote high-risk behavior for

burn injury Journal of Burn Care amp Rehabilitation 25(4) 381-385Perrin-Wallqvist R Archer T amp Norlander T

2004 Adolescentsrsquo fire-setting awareness under boredom Relation to personalityvariables Psychological Reports 94 863-871

Perrin-Wallqvist R amp Norlander T2003 Firesetting and playing with fire during childhood and adolescence Interview

studies of 18-year old male draftees and of 18-19-year old female pupilsLegal and Criminological Psychology 8(2) 151-157

JOCC_63-4_f5-428-451 91806 1221 PM Page 450


Pinsonneault I L2002 Fire safety education and skills training In D J Kolko (Ed) Handbook on

firesetting in children and youth (pp 219-260) San Diego Academic PressRagir S

2000 Diet and food preparation Rethinking early hominid behavior Evolutionary

Anthropology 9(4) 153-155Simonsen B amp Bullis M

2001 Fire interest survey Final report Salem OR Oregon Office of the State FireMarshal

Stanford C B1999 The hunting apes Meat eating and the origins of human behavior Princeton NJ

Princeton University PressSteen F F amp Owens S

2001 Evolutionrsquos pedagogy An adaptationist model of pretense and entertainmentJournal of Cognition and Culture 1(4) 289-321

Tooby J Cosmides L amp Barrett H C2005 Resolving the debate on innate ideas Learnability constraints and the evolved

interpenetration of motivational and conceptual functions In P CarruthersS Laurence amp S Stich (Eds) The innate mind Structure and contents (pp 305-337) New York Oxford University Press

Wolf A P1993 Westermarck redivivus Annual Review of Anthropology 22 157-175

Wrangham R W Jones J H Laden G Pilbeam D amp Conklin-Brittain N 1999 The raw and the stolen Cooking and the ecology of human origins Current

Anthropology 40(5) 567-594

JOCC_63-4_f5-428-451 91806 1221 PM Page 451


Introduction

The use of fire is a human universal a behavior present in virtually allsocieties (Brown 1991) Indeed while there is debate as to the earliestevidence for the controlled use of fire evolutionary anthropologists tracethe manipulation of fire far beyond the origins of our species ndash withsuggestive findings dated as early as 790000 years ago (Goren-Inbar et al 2004) and some even surpassing the one million year mark (Brainamp Sillen 1988) it is clear that the history of hominidsrsquo exploitation offire is quite deep The utility of fire for our hunter-gatherer ancestorsand their predecessor species was likely multiplex In addition to firersquosobvious benefits as a source of warmth and light fire played a key rolein the evolution of the human diet as cooking would have allowed ourspecies to exploit a vastly expanded array of plant and animal foods(Ragir 2000 Stanford 1999 Wrangham Jones Laden Pilbeam ampConklin-Brittain 1999) Likewise the control of fire allowed for appli-cations in hunting combating predators and hostile conspecifics man-aging wild plant resources and tool production (cf Clark amp Harris1985) Of course at no point in our speciesrsquo history will fire have con-stituted an unadulterated good ndash together with the smoke that it pro-duces fire is a significant source of injury and death a pattern reflectedin most animalsrsquo wariness of fire

With a deep evolutionary history and a profound impact on fitnessthere is every reason to believe that fire has been a source of recurrentand substantial selective pressures shaping human behavior and the psy-chological architecture that underlies it However despite the uncontrover-sial perhaps incontrovertible nature of this conclusion to date evolutionarypsychologists have largely ignored firersquos role in human evolution Thepurpose of this paper is to call attention to this lacuna and suggest somepossible solutions

The human use of fire can be broken down into two elementarycomponents namely controlling fire and producing fire Fire occurs nat-urally due to lightning strikes volcanic activity and concentrated solarradiation In contrast the artificial production of fire requires highly spe-cialized tools techniques and materials While this suggests that earlyhominids acquired the ability to control fire long before they were ableto produce it importantly all available evidence indicates that like the

JOCC_63-4_f5-428-451 91806 1221 PM Page 430




JOCC_63-4_f5-428-451 91806 1221 PM Page 431






JOCC_63-4_f5-428-451 91806 1221 PM Page 432




JOCC_63-4_f5-428-451 91806 1221 PM Page 433





JOCC_63-4_f5-428-451 91806 1221 PM Page 434





JOCC_63-4_f5-428-451 91806 1221 PM Page 435





JOCC_63-4_f5-428-451 91806 1221 PM Page 436






JOCC_63-4_f5-428-451 91806 1221 PM Page 437






JOCC_63-4_f5-428-451 91806 1221 PM Page 438




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451




JOCC_63-4_f5-428-451 91806 1221 PM Page 431






JOCC_63-4_f5-428-451 91806 1221 PM Page 432




JOCC_63-4_f5-428-451 91806 1221 PM Page 433





JOCC_63-4_f5-428-451 91806 1221 PM Page 434





JOCC_63-4_f5-428-451 91806 1221 PM Page 435





JOCC_63-4_f5-428-451 91806 1221 PM Page 436






JOCC_63-4_f5-428-451 91806 1221 PM Page 437






JOCC_63-4_f5-428-451 91806 1221 PM Page 438




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451






JOCC_63-4_f5-428-451 91806 1221 PM Page 432




JOCC_63-4_f5-428-451 91806 1221 PM Page 433





JOCC_63-4_f5-428-451 91806 1221 PM Page 434





JOCC_63-4_f5-428-451 91806 1221 PM Page 435





JOCC_63-4_f5-428-451 91806 1221 PM Page 436






JOCC_63-4_f5-428-451 91806 1221 PM Page 437






JOCC_63-4_f5-428-451 91806 1221 PM Page 438




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451




JOCC_63-4_f5-428-451 91806 1221 PM Page 433





JOCC_63-4_f5-428-451 91806 1221 PM Page 434





JOCC_63-4_f5-428-451 91806 1221 PM Page 435





JOCC_63-4_f5-428-451 91806 1221 PM Page 436






JOCC_63-4_f5-428-451 91806 1221 PM Page 437






JOCC_63-4_f5-428-451 91806 1221 PM Page 438




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451





JOCC_63-4_f5-428-451 91806 1221 PM Page 434





JOCC_63-4_f5-428-451 91806 1221 PM Page 435





JOCC_63-4_f5-428-451 91806 1221 PM Page 436






JOCC_63-4_f5-428-451 91806 1221 PM Page 437






JOCC_63-4_f5-428-451 91806 1221 PM Page 438




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451





JOCC_63-4_f5-428-451 91806 1221 PM Page 435





JOCC_63-4_f5-428-451 91806 1221 PM Page 436






JOCC_63-4_f5-428-451 91806 1221 PM Page 437






JOCC_63-4_f5-428-451 91806 1221 PM Page 438




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451





JOCC_63-4_f5-428-451 91806 1221 PM Page 436






JOCC_63-4_f5-428-451 91806 1221 PM Page 437






JOCC_63-4_f5-428-451 91806 1221 PM Page 438




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451






JOCC_63-4_f5-428-451 91806 1221 PM Page 437






JOCC_63-4_f5-428-451 91806 1221 PM Page 438




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451






JOCC_63-4_f5-428-451 91806 1221 PM Page 438




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451




JOCC_63-4_f5-428-451 91806 1221 PM Page 439






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451






JOCC_63-4_f5-428-451 91806 1221 PM Page 440



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451



Discussion


JOCC_63-4_f5-428-451 91806 1221 PM Page 441


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451


le 1

Ethno

grap

hersrsquo

Recollections

Con

cern

ing

Childrenrsquo

s In

tera

ctions

with

Fire

Empty

cells

indica

te t

hat

no i

nformation

is a

vailab

le

Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Yan

omam

o (1

)N

one

know

n 5-

6 n

o ge

nder

7-

8 g

irls m

ore

Min

imal

bull

Scol

ding

[Ven

ezue

la]

differ

ence

sco

mpe

tent

ampbo

ys p

lay

R

E d

ange

rkn

owle

dgea

ble

at a

rite

de

of

passag

eho

rsep

lay

invo

lvin

g fire

ne

ar fi

rebull

Obs

er-

vatio

n

Ach

e (2

)M

any

burn

s 1

-2

4 n

o ge

nder

U

tilita

rian

attem

pts

Mai

ntai

n 6

N

one

fire

is

Occ

asio

nal

[Par

agua

y]de

aths

al

l du

e to

di

ffer

ence

sto

bui

ldm

aint

ain

Bui

ld

8 bo

ring

ad

ult

slee

ping

nea

r fire

fire

s from

4 u

p n

oN

o ge

nder

diff

sin

stru

ctio

npl

ay p

er s

em

ostly

obs

er-

vatio

n an

dtria

l an

der

ror

Shua

r (3

)N

one

know

n 5-

6 y

oung

er k

ids

Min

imal

pla

y

Mai

ntai

n 8

or

Non

e af

ter

5-6

Possib

le[E

cuad

or]

show

fas

cina

tion

alth

ough

ea

rlie

r ex

cept

fire

-oc

casion

alpr

e-te

ens

teen

s

Bui

ld

10 o

r cr

acke

rs

adul

t m

ake

fire

cra

cker

sea

rlie

r G

irls

war

ning

s or

better

ski

lled

instru

ctio

nm

ostly

ob

serv

atio

nan

d tria

lan

d er

ror

Mat

sige

nka

(4)

Non

e kn

own

At

firs

t w

alki

ng

no

3 n

o ge

nder

5

no

gend

er

Fire

is

only

a

No

war

ning

s [P

eru]

gend

er d

iffer

ence

sdi

ffer

ence

sdi

ffer

ence

sga

ther

ing

poin

t or

(roa

stin

g fu

nin

stru

ctio

nfo

od

etc

)ob

serv

atio

non

ly

JOCC_63-4_f5-428-451 91806 1221 PM Page 442


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451


a M

aweg

o (5

)M

any

min

or b

urns

Girls f

rom

age

4

Var

ies

Girls 7

-8

boys

N

one

[Dom

inic

a]from

coo

king

fire

sbo

ys l

ater

late

r

Zin

acan

tec

May

a2

know

n c

ooki

ng

Girls f

rom

age

4

Girls p

lay

cook

ing

Girls

build

ampN

one

War

ning

of

(6)

fire

crac

kers

boys

rar

ely

age

6-10

bo

ys

mai

ntai

n sm

fire

todd

lers

[M

exic

o]on

ly p

lay

w

by 6

bi

g fire

by

Obs

erva

tion

fire

crac

kers

8

Boy

s d

onrsquot

of a

dults

deal

w

fire

and

sibl

ings

in

stru

ctio

nfrom

old

er

child

ren

during

pla

y

Lab

rado

r M

etis amp

Man

y bu

rns

At

firs

t w

alki

ng

Girls

7 Pl

ay w

Po

ssib

le

Innu

(7)

Boy

s 9

-10

kero

sene

adul

t[N

ewfo

undl

and]

instru

ctio

n

Fijia

n (8

)4

year

old

fel

l in

Boy

s ag

e 7-

10 r

un

Mai

ntai

n 7

(see

fire

pla

y)N

o [Y

asaw

a Is

l F

iji]

fire

w

bu

rnin

gBui

ld

in

stru

ctio

nstic

ks

Man

agal

ase

(9)

Man

y bu

rns 1

Ver

y ea

rly

No

play

per

se

5-6

no

gend

er[P

apua

New

fa

talit

y m

ostly

due

Em

bers

use

d fo

ral

thou

gh m

ake

differ

ence

sG

uine

a]to

sle

epin

g ne

ar fi

relig

ht b

y 3-

4de

sign

s w

em

bers

at n

ight

Gim

i (1

0)N

one

know

n5

girls h

andl

e fire

Bui

ld amp

Boy

s pl

ay w

M

ostly

[N

ew B

rita

in

mor

e (c

ooki

ng)

mai

ntai

n 8

m

atch

esob

serv

atio

nPa

pua

New

Prob

ably

ear

lier

Non

e fo

r ad

ults

of o

lder

Gui

nea]

for

girls

child

ren

Ilah

ita A

rape

shM

any

burn

s3

no

gend

erU

tilita

rian

fire

5-6

no

gend

erN

one

No

war

ning

s(1

1) [

Papu

a N

ew

todd

lers

stu

mbl

edi

ffer

ence

sha

ndlin

g from

di

ffer

ence

th

ough

Som

e ad

ult

Gui

nea]

into

fire

el

derly

roll

3 up

girls

are

mor

ein

stru

ctio

n of

into

fire

whi

lesk

illed

youn

g gi

rls

slee

ping

mos

tlyob

serv

atio

n

JOCC_63-4_f5-428-451 91806 1221 PM Page 443


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451


Nam

e of

gro

up

Seriou

s bu

rns

Age

1st i

nter

actio

n A

ge 1

st fi

re p

lay

Age

com

pete

ntEnt

erta

inm

ent

bull

War

ning

scu

lture

bull

gend

er

bull ge

nder

bull

gend

er

bull Lea

rnin

g

Kel

abit

(12)

Non

e kn

own

Ver

y ea

rly

6 b

oys

ofte

n W

arni

ngs

to[B

orne

o]bu

ild fi

res

to

babi

es

cook

gam

esu

perv

isio

n of

you

ngch

ildre

nrsquos

fire

s

Mul

tiple

cas

tes

in

Man

y bu

rns

Chi

ldre

n do

not

Girls

6-7

Non

eSc

ary

stor

ies

Bhu

bane

swar

pl

ay w

ith fi

reBoy

s u

nkno

wn

to w

arn

Indi

a (1

3)do

nrsquot

deal

w

infa

nts

and

fire

child

ren

Lea

rn b

yob

serv

atio

n

Nur

zay

Wes

tern

Tw

o ca

ses e

ach

Ver

y ea

rly

Chi

ldre

n do

not

Ten

ding

fire

4-

5N

one

stric

tlyN

o di

rect

Paht

un (

14)

age

3be

gin

poki

ng a

t pl

ay w

ith fi

reBui

ld amp

mai

ntai

nut

ilita

rian

instru

ctio

n[A

fgha

nistan

]fire

as

todd

lers

fire

5-

6m

uch

but

it is u

tilita

rian

N

o ge

nder

diff

sob

serv

atio

nad

ults

com

men

t on

mista

kes

Pim

bwe

(15)

2 ch

ild f

atal

ities

5-

6 n

o ge

nder

Em

bers

car

ried

for

8-9

for

fire

sFi

re i

s fo

cus

ofN

o w

arni

ngs

[Tan

zani

a]m

any

burn

sdi

ffer

ence

sut

ilita

rian

rea

sons

ou

tsid

e of

hou

se

soci

aliz

ing

but

No

dire

ctat

age

7

no

10-1

1 fo

r fire

sth

is i

s du

e to

instru

ctio

nge

nder

diff

eren

ces

inside

of

hous

ew

arm

th (

only

)C

hild

ren

do n

ot

build

pla

y fire

s

Tab

le 1

(co

nt)

JOCC_63-4_f5-428-451 91806 1221 PM Page 444


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

No

dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

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ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451


ipsigi

s (1

5)1

fata

lity

man

y5-

6 n

o ge

nder

Em

bers

car

ried

for

7 fo

r fire

s ou

tsid

eN

one

stric

tlyN

o w

arni

ngs

[Ken

ya]

burn

s (5

6 o

f di

ffer

ence

sut

ilita

rian

rea

sons

of h

ouse

no

utili

tarian

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dire

ctac

cide

nts

unde

r at

age

5-6

no

gend

er d

iffer

ence

sin

stru

ctio

nag

e 5)

gend

er d

iffer

ence

s8

for

fire

s in

side

Ext

ensive

Chi

ldre

n do

not

of

hou

se

mor

eob

serv

atio

nbu

ild p

lay

fire

sco

mm

on f

or g

irls

Muk

ogod

o (1

6)M

any

burn

s m

ostly

Girls

3Boy

s 6

Mai

ntai

n 6

-7

Non

e s

tric

tlyN

o w

arni

ngs

[Ken

ya]

child

ren

Boy

s a

bit

late

rG

irls

none

kno

wn

mos

tly g

irls

utili

tarian

No

dire

ctBui

ld

Tee

nage

in

stru

ctio

n(m

atch

es a

re

expe

nsiv

e k

ept

from

chi

ldre

n)

Aba

shisha

A

few

bur

n sc

ars

4-5

mor

e Beg

ins

at a

ge 6

6-

7Litt

le o

bvio

usM

inim

alA

balu

yia

(17)

obse

rved

com

mon

for

m

ost

freq

uent

6-1

2in

tere

st ndash

instru

ctio

n[K

enya

]gi

rls

ut

ilita

rian

by

adu

ltsan

d ol

der

child

ren

m

ostly

ob

serv

atio

nm

imic

ry

Had

za (

18)

1 ac

cide

ntal

bur

n6

mon

ths n

oC

arry

coa

ls f

orBui

ld a

ndN

one

No

[Tan

zani

a]ge

nder

diff

eren

ces

utili

tarian

pur

pose

sm

aint

ain

by 6

in

stru

ctio

nstar

ting

age

3-4

no

gen

der

obse

rvat

ion

no g

ende

r di

ffer

ence

son

lydi

ffer

ence

s

Nev

er o

bser

ved

play

fire

s

Res

pond

ents (1

) R

aym

ond

B H

ames

(2

) K

im R

H

ill (3

) H

C

lark

Bar

rett (4

) C

arol

ina

Izqu

ierd

o (5)

Mar

k V

Fl

inn

(6)

Ash

ley

E M

ayna

rd (7

) Evi

ePl

aice

(8

) Jo

seph

Hen

rich

(9

) W

illia

m M

cKel

lin

(10)

Ste

phen

Le

(11

) D

onal

d F

Tuz

in

(12)

Mon

ica

Jano

wsk

i (1

3) S

usan

C

Seym

our (

14)

Mic

hael

Cas

imir

(15)

Mon

ique

Bor

gerh

offM

ulde

r (

16)

Lee

Cro

nk

(17)

Tho

mas

S

Wei

sner

(1

8) F

rank

W

Mar

low

e

JOCC_63-4_f5-428-451 91806 1221 PM Page 445





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451





JOCC_63-4_f5-428-451 91806 1221 PM Page 446





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451





JOCC_63-4_f5-428-451 91806 1221 PM Page 447




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451




Appendix







JOCC_63-4_f5-428-451 91806 1221 PM Page 448




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451




REFERENCES





464-466Brown D E












JOCC_63-4_f5-428-451 91806 1221 PM Page 449











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451











42(3) 371-380Mead M















JOCC_63-4_f5-428-451 91806 1221 PM Page 450















JOCC_63-4_f5-428-451 91806 1221 PM Page 451















JOCC_63-4_f5-428-451 91806 1221 PM Page 451

Documents

A Burning Desire: Steps Toward an Evolutionary · A BURNING DESIRE 431 production of re, the control of re is a learned behavior that is pro-foundly contingent on experience. This