Decision rule inference limits social escape from learning traps

In nature, animals often ignore socially available information despite the multiple theoretical benefits of social learning over individual trial-and-error learning. Using information filtered by others is quicker, more efficient and less risky than randomly sampling the environment. To explain the mix of social and individual learning used by animals in nature, most models penalize the quality of socially derived information as either out of date, of poor fidelity or costly to acquire. Competition for limited resources, a fundamental evolutionary force, provides a compelling, yet hitherto overlooked, explanation for the evolution of mixed-learning strategies. We present a novel model of social learning that incorporates competition and demonstrates that (i) social learning is favoured when competition is weak, but (ii) if competition is strong social learning is favoured only when resource quality is highly variable and there is low environmental turnover. The frequency of social learning in our model always evolves until it reduces the mean foraging success of the population. The results of our model are consistent with empirical studies showing that individuals rely less on social information where resources vary little in quality and where there is high within-patch competition. Our model provides a framework for understanding the evolution of social learning, a prerequisite for human cumulative culture.

The effect of the sex of a model on nocebo hyperalgesia induced by social observational learning

There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS)

Social learning has been documented in a wide diversity of animals. In free-living animals, however, it has been difficult to discern whether animals learn socially by observing other group members or asocially by acquiring a new behaviour independently. We addressed this challenge by developing network-based diffusion analysis (NBDA), which analyses the spread of traits through animal groups and takes into account that social network structure directs social learning opportunities. NBDA fits agent-based models of social and asocial learning to the observed data using maximum-likelihood estimation. The underlying learning mechanism can then be identified using model selection based on the Akaike information criterion. We tested our method with artificially created learning data that are based on a real-world co-feeding network of macaques. NBDA is better able to discriminate between social and asocial learning in comparison with diffusion curve analysis, the main method that was previously applied in this context. NBDA thus offers a new, more reliable statistical test of learning mechanisms. In addition, it can be used to address a wide range of questions related to social learning, such as identifying behavioural strategies used by animals when deciding whom to copy.

Vicarious learning, i.e. learning through observing others rather than through one's own experiences, is an integral skill of social species. The aim of this study was to assess the causal role of affect sharing, an important aspect of empathy, in vicarious fear learning. N = 39 participants completed a vicarious Pavlovian fear conditioning paradigm. In the learning stage, they watched another person-the demonstrator-responding with distress when receiving electric shocks to a color cue (conditioned stimulus; CS+; a different color served as CS-). In the subsequent test stage, an increased skin conductance response (SCR) to the CS+ presented in the absence of the demonstrator indexed vicarious fear learning. Each participant completed this paradigm under two different hypnotic suggestions, which were administered to induce high or low affect sharing with the demonstrator in the learning stage, following a counterbalanced within-subject design. In the learning stage, high affect sharing resulted in stronger unconditioned SCR, increased eye gaze toward the demonstrator's face, and higher self-reported unpleasantness while witnessing the demonstrator's distress. In the test stage, participants showed a stronger conditioned fear response (SCR) when they had learned under high, compared to low, affect sharing. In contrast, participants' declarative memory of how many shocks the demonstrator had received with each cue was not influenced by the affect sharing manipulation. These findings demonstrate that affect sharing is involved in enhancing vicarious fear learning, and thus advance our understanding of the role of empathy, and more generally emotion, in social observational learning.

Division of labour, or the differentiation of the individuals in a collective across tasks, is a fundamental aspect of social organisations, such as social insect colonies. It allows for efficient resource use and improves the chances of survival for the entire collective. The emergence of large inactive groups of individuals in insect colonies sometimes referred to as laziness, has been a puzzling and hotly debated division-of-labour phenomenon in recent years that is counter to the intuitive notion of effectiveness. It has previously been shown that inactivity can be explained as a by-product of social learning without the need to invoke an adaptive function. While highlighting an interesting and important possibility, this explanation is limited because it is not yet clear whether the relevant aspects of colony life are governed by social learning. In this paper, we explore the two fundamental types of behavioural adaptation that can lead to a division of labour, individual learning and social learning. We find that inactivity can just as well emerge from individual learning alone. We compare the behavioural dynamics in various environmental settings under the social and individual learning assumptions, respectively. We present individual-based simulations backed up by analytic theory, focusing on adaptive dynamics for the social paradigm and cross-learning for the individual paradigm. We find that individual learning can induce the same behavioural patterns previously observed for social learning. This is important for the study of the collective behaviour of social insects because individual learning is a firmly established paradigm of behaviour learning in their colonies. Beyond the study of inactivity, in particular, the insight that both modes of learning can lead to the same patterns of behaviour opens new pathways to approach the study of emergent patterns of collective behaviour from a more generalised perspective.

Cumulative cultural change requires organisms that are capable of both exploratory individual learning and faithful social learning. In our model, an organism's phenotype is initially determined innately (by its genotypic value) or by social learning (copying a phenotype from the parental generation), and then may or may not be modified by individual learning (exploration around the initial phenotype). The environment alternates periodically between two states, each defined as a certain range of phenotypes that can survive. These states may overlap, in which case the same phenotype can survive in both states, or they may not. We find that a joint social and exploratory individual learning strategy-the strategy that supports cumulative culture-is likely to spread when the environmental states do not overlap. In particular, when the environmental states are contiguous and mutation is allowed among the genotypic values, this strategy will spread in either moderately or highly stable environments, depending on the exact nature of the individual learning applied. On the other hand, natural selection often favors a social learning strategy without exploration when the environmental states overlap. We find only partial support for the "consensus" view, which holds that individual learning, social learning, and innate determination of behavior will evolve at short, intermediate, and long environmental periodicities, respectively.

There has been much theoretical work aimed at understanding the evolution of social learning; and in most of it, individual and social learning are treated as distinct processes. A number of authors have argued that this approach is faulty because the same psychological mechanisms underpin social and individual learning. In previous work, we analyzed a simple model in which both individual and social learning are the result of a single learning process. Here, we extend this approach by showing how payoff and content biases evolve. We show that payoff bias leads to higher average fitness when environments are noisy and change rapidly. Content bias always evolves when the expected fitness benefits of alternative traits differ.

Placebo analgesia induced by social observational learning

Cooperative group optimization with ants (CGO-AS): Leverage optimization with mixed individual and social learning

Critical thinking is essential in education as it enhances students' cognitive abilities during learning activities. However, critical thinking has not yet become a prevalent habit among students, resulting in some students being passive in the learning process, hesitant to express opinions, or ask questions. The social inquiry learning model in Islamic Education subjects is an approach that adapts to students' experiences, enabling them to find answers independently. Consequently, the social inquiry learning model can foster critical thinking in students. The purpose of this research is to describe the impact of the social inquiry learning model in Islamic Education subjects on the development of students' critical thinking skills. This will help determine the extent of the relationship between the application of the social inquiry learning model in Islamic Education subjects (Variable X) and the development of students' critical thinking skills (Variable Y). The method used in this research is the inferential quantitative method, which involves collecting data or information about the phenomenon being studied. Data collection techniques include questionnaires distributed to 25 respondents, observations, and documentation studies. Data processing was conducted through statistical data analysis. The research results show that the social inquiry learning model in Islamic Education subjects achieved a score of 4.056, placing it within the 3.01-4.00 interval range, classified as good. Meanwhile, the development of students' critical thinking skills had an average score of 3.976, also within the 3.01-4.00 interval range, classified as good. Based on statistical tests, there is an influence of the social inquiry learning model in Islamic Education subjects at 38.59%, while other factors influencing students' critical thinking skills account for 61.41% but were not examined in this study. Keywords : Social Inquiry Learning Model, Islamic Education Subject, Students' Critical Thinking

This article presents results from a multidisciplinary research project on the integration and transfer of language knowledge into robots as an empirical paradigm for the study of language development in both humans and humanoid robots. Within the framework of human linguistic and cognitive development, we focus on how three central types of learning interact and co-develop: individual learning about one's own embodiment and the environment, social learning (learning from others), and learning of linguistic capability. Our primary concern is how these capabilities can scaffold each other's development in a continuous feedback cycle as their interactions yield increasingly sophisticated competencies in the agent's capacity to interact with others and manipulate its world. Experimental results are summarized in relation to milestones in human linguistic and cognitive development and show that the mutual scaffolding of social learning, individual learning, and linguistic capabilities creates the context, conditions, and requisites for learning in each domain. Challenges and insights identified as a result of this research program are discussed with regard to possible and actual contributions to cognitive science and language ontogeny. In conclusion, directions for future work are suggested that continue to develop this approach toward an integrated framework for understanding these mutually scaffolding processes as a basis for language development in humans and robots.

Spread of two linked social norms on complex interaction networks

PurposeWidespread concerns about excessive use of mobile instant messaging (MIM) have inspired research in different disciplines. However, the focus thus far tends to be on diagnostics and cognitive predictors. There is little understanding from the socio-technical perspective to capture the drivers of excessive use of MIM. To address this research gap, the authors aim to enrich existing literature by adopting a social structure and social learning model (SSSLM) to understand the excessive use of MIM. The authors argue that excessive MIM use is developed and reinforced in highly interactive online communication, through a social learning process.Design/methodology/approachThe authors conduct a cross-sectional online survey to validate our proposed research model on excessive use of mobile instant messaging (MIM). 368 valid responses are obtained from active MIM users in China.FindingsThe results suggest that highly interactive MIM creates a technology-based social structure that facilitates the social learning process of excessive technology use. The influence of perceived interactivity of MIM on excessive MIM use is mediated by a series of contextualized social learning factors. Furthermore, the influences of perceived interactivity on social learning factors are moderated by MIM use experience.Originality/valueThe authors contribute to literature in related fields by highlighting the crucial role of social learning in facilitating excessive technology use. The authors contribute to the social structure and social learning model by contextualizing it into the context of excessive MIM use. Design guidelines are provided with a purpose to inhibit excessive use of MIM.

Teachers are essentially expected to have the ability to process the teaching and learning process effectively and efficiently through innovative learning models by inviting students to contribute and interact with learning activities, namely by applying reciprocal learning models and social interactions that can affect learning outcomes for Hindu religious education in the classroom. XI SMA N 1 Penebel. The aims of this study are (1) to explain the effect of implementing several learning models on the learning outcomes of Hindu religious education in Class XI SMA N 1 Penebel. (2) To determine the effectiveness of the effect of the reciprocal learning model on the learning outcomes of Hindu religious education Class XI SMA N 1 Penebel. (3) To determine the effectiveness of the influence of the social interaction learning model on the learning outcomes of Hindu religious education in Class XI SMA N 1 Penebel. The population in this study were all students of class XI SMA N 1 Penebel who took Hindu religious education subjects with a sample of students of class XI IPA 2 and XI IPS 4. Collecting data using the test method in the form of multiple choice tests. Analysis of hypothesis testing using one way ANOVA and Burney t-Test. The results showed that: (1) There was an effect of the implementation of several learning models on the learning outcomes of Hindu religious education in Class XI SMA N 1 Penebel which can be seen in the results of the analysis of Hindu religious education learning outcomes in the experimental group with the reciprocal learning model having an average of 86,7. The experimental group with the social interaction learning model has an average of 83,2 and the control group with the conventional learning model has an average of 74,6. (2) The reciprocal learning model has an effective effect on the learning outcomes of Hindu religious education in class XI SMA N 1 Penebel. (3) The social interaction learning model has an effective effect on the learning outcomes of Hindu religious education in class XI SMA N 1 Penebel.Keywords: Reciprocal, Social Interaction, Hindu Religious Education