ABSTRACT
Using knowledge and the landscape learning approaches in studies of colonization requires careful fitting of archaeological tools to testable cases. Certainly, not all aspects of landscape learning occurred or can be detected in every colonization setting. Many case studies will likely raise more questions than they answer. One example is the work of Webb and Rindos on the colonization of Australia (Webb and Rindos 1997; Webb 1998). Their careful analysis of radiocarbon error ranges demonstrates that it is not possible to distinguish between competing models of slow versus fast colonization. What is clearly needed are multiple lines of evidence for given cases and assessment of the learning process through multiple cases (such as in this volume) and research designs that include, but are not limited to, the approaches discussed above.
