The role of epistemic emotions in learning from others

2021 ◽  
Vol 44 ◽  
Author(s):  
Asli Erdemli ◽  
Catherine Audrin ◽  
David Sander
Keyword(s):  
Social Learning ◽  
Knowledge Representation ◽  
Representation Learning ◽  
Primary Function ◽  
Learning From Others

Abstract Phillips et al. discuss whether knowledge or beliefs are more basic representations of others' minds, focusing on the primary function of knowledge representation: learning from others. We discuss links between emotion and “knowledge versus belief,” and particularly the role of emotions in learning from others in mechanisms such as “social epistemic emotions” and “affective social learning.”

scholarly journals Autism and the mirror neuron system: insights from learning and teaching

2014 ◽  
Vol 369 (1644) ◽  
pp. 20130184 ◽  
Author(s):  
Giacomo Vivanti ◽  
Sally J. Rogers
Keyword(s):  
Social Learning ◽  
Mirror Neuron System ◽  
Mirror Neuron ◽  
Educational Practice ◽  
Autism Spectrum ◽  
Neuron System ◽  
Learning And Teaching ◽  
Positive Treatment ◽  
Learning From Others

Individuals with autism have difficulties in social learning domains which typically involve mirror neuron system (MNS) activation. However, the precise role of the MNS in the development of autism and its relevance to treatment remain unclear. In this paper, we argue that three distinct aspects of social learning are critical for advancing knowledge in this area: (i) the mechanisms that allow for the implicit mapping of and learning from others' behaviour, (ii) the motivation to attend to and model conspecifics and (iii) the flexible and selective use of social learning. These factors are key targets of the Early Start Denver Model, an autism treatment approach which emphasizes social imitation, dyadic engagement, verbal and non-verbal communication and affect sharing. Analysis of the developmental processes and treatment-related changes in these different aspects of social learning in autism can shed light on the nature of the neuropsychological mechanisms underlying social learning and positive treatment outcomes in autism. This knowledge in turn may assist in developing more successful pedagogic approaches to autism spectrum disorder. Thus, intervention research can inform the debate on relations among neuropsychology of social learning, the role of the MNS, and educational practice in autism.

scholarly journals Processing of novel food reveals payoff and rank-biased social learning in a wild primate

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Charlotte Canteloup ◽  
Mabia B. Cera ◽  
Brendan J. Barrett ◽  
Erica van de Waal
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Individual Learning ◽  
Diffusion Experiment ◽  
Vervet Monkeys ◽  
Dynamic Learning ◽  
Novel Food ◽  
Bias Attention ◽  
Higher Rank ◽  
Learning From Others

AbstractSocial learning—learning from others—is the basis for behavioural traditions. Different social learning strategies (SLS), where individuals biasedly learn behaviours based on their content or who demonstrates them, may increase an individual’s fitness and generate behavioural traditions. While SLS have been mostly studied in isolation, their interaction and the interplay between individual and social learning is less understood. We performed a field-based open diffusion experiment in a wild primate. We provided two groups of vervet monkeys with a novel food, unshelled peanuts, and documented how three different peanut opening techniques spread within the groups. We analysed data using hierarchical Bayesian dynamic learning models that explore the integration of multiple SLS with individual learning. We (1) report evidence of social learning compared to strictly individual learning, (2) show that vervets preferentially socially learn the technique that yields the highest observed payoff and (3) also bias attention toward individuals of higher rank. This shows that behavioural preferences can arise when individuals integrate social information about the efficiency of a behaviour alongside cues related to the rank of a demonstrator. When these preferences converge to the same behaviour in a group, they may result in stable behavioural traditions.

Knowing by Doing: The Role of Geometrical Practice in Aristotle’s Theory of Knowledge

Elenchos ◽  
2015 ◽  
Vol 36 (1) ◽  
pp. 45-88 ◽  
Author(s):  
Monica Ugaglia
Keyword(s):  
Scientific Knowledge ◽  
Theory Of Knowledge ◽  
States Of Mind ◽  
General Process ◽  
The Real ◽  
Analogical Model ◽  
Primary Function ◽  
The Relationship ◽  
The Way

Abstract Aristotle’s way of conceiving the relationship between mathematics and other branches of scientific knowledge is completely different from the way a contemporary scientist conceives it. This is one of the causes of the fact that we look at the mathematical passages we find in Aristotle’s works with the wrong expectation. We expect to find more or less stringent proofs, while for the most part Aristotle employs mere analogies. Indeed, this is the primary function of mathematics when employed in a philosophical context: not a demonstrative tool, but a purely analogical model. In the case of the geometrical examples discussed in this paper, the diagrams are not conceived as part of a formalized proof, but as a work in progress. Aristotle is not interested in the final diagram but in the construction viewed in its process of development; namely in the figure a geometer draws, and gradually modifies, when he tries to solve a problem. The way in which the geometer makes use of the elements of his diagram, and the relation between these elements and his inner state of knowledge is the real feature which interests Aristotle. His goal is to use analogy in order to give the reader an idea of the states of mind involved in a more general process of knowing.

scholarly journals The Psychological Reach of Culture in Animals’ Lives

2021 ◽  
pp. 096372142199311
Author(s):  
Andrew Whiten
Keyword(s):  
Social Learning ◽  
Cultural Change ◽  
Learning Processes ◽  
Cumulative Culture ◽  
Knowledge And Skills ◽  
Social Learning Processes ◽  
Learning From Others ◽  
Behavioral Domains

Culture—the totality of traditions acquired in a community by social learning from other individuals—has increasingly been found to be pervasive not only in humans’ but in many other animals’ lives. Compared with learning on one’s own initiative, learning from others can be very much safer and more efficient, as the wisdom already accumulated by other individuals is assimilated. This article offers an overview of often surprising recent discoveries charting the reach of culture across an ever-expanding diversity of species, as well as an extensive variety of behavioral domains, and throughout an animal’s life. The psychological reach of culture is reflected in the knowledge and skills an animal thus acquires, via an array of different social learning processes. Social learning is often further guided by a suite of adaptive psychological biases, such as conformity and learning from optimal models. In humans, cumulative cultural change over generations has generated the complex cultural phenomena observed today. Animal cultures have been thought to lack this cumulative power, but recent findings suggest that elementary versions of cumulative culture may be important in animals’ lives.

The Role of Nonmonotonic Representations in Requirements Engineering

1998 ◽  
Vol 08 (03) ◽  
pp. 385-399 ◽  
Author(s):  
Grigoris Antoniou
Keyword(s):  
Software Engineering ◽  
Knowledge Representation ◽  
Requirements Engineering ◽  
Nonmonotonic Reasoning ◽  
Default Reasoning ◽  
Requirements Prioritization ◽  
Evolving System ◽  
System Requirements

This paper discusses the significance of nonmonotonic reasoning, a method from the knowledge representation area, to mainstream software engineering. In particular, we discuss why the use of defaults in specifications is an adequate way of addressing some of the most important problems in requirements engineering, such as: The problem of identifying and dealing with inconsistencies; evolving system requirements; requirements prioritization; and the quality of specifications with respect to naturalness and compactness. We argue that these problems need to be addressed in a principled, formal way, and that default reasoning provides adequate mechanisms to deal with them.

The role of social learning in fostering farmers’ pro-environmental values and intentions

2016 ◽  
Vol 46 ◽  
pp. 81-92 ◽  
Author(s):  
Pedro Noguera-Méndez ◽  
Lourdes Molera ◽  
María Semitiel-García
Keyword(s):  
Social Learning ◽  
Environmental Values

scholarly journals GAME: General Aggression Model in Education

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Tanu Tandon
Keyword(s):  
Grounded Theory ◽  
Social Learning ◽  
Social Cognitive ◽  
Developmental Model ◽  
Learning Theories ◽  
General Aggression Model ◽  
New Model ◽  
Grounded Theory Methodology ◽  
Women In India

Women in India have been victim of violence and discrimination since ages but this aggression has also led to empowerment of women in some cases. This study deals with study of such aggressive women who transformed their aggression to empowerment. Grounded theory methodology has been used to explore and understand the process and role of education in transformation. This study focuses on route aggression takes and role of education in channelizing the aggressive energy so as to lead to empowerment. General Aggression Model (GAM) given by Anderson and Bushman (2002) is a dynamic, social, cognitive developmental model which draws heavily on social-cognitive and social learning theories. Aggression depends on how an individual perceives and interprets his/her environment and people there in, this model has been revised and a new model has been devised namely General Aggression Model in Education or GAME, which shows path towards empowerment from aggression.

scholarly journals COGNITIVE APPROACH TO DISTANCE LEARNING MATERIALS PREPARATION ADAPTED TO ASYNCHRONOUS MODE

2003 ◽  
Vol 4 (4) ◽  
pp. 222-227
Author(s):  
Oleg Zaikine ◽  
Emma Kushtina ◽  
Przemyslaw Rozewski
Keyword(s):  
Distance Learning ◽  
Knowledge Representation ◽  
Learning Object ◽  
Modular Structure ◽  
Theoretical Knowledge ◽  
Asynchronous Mode ◽  
Cognitive Approach ◽  
Fundamental Knowledge ◽  
Knowledge Presentation

The authors discuss the method of designing the distance learning didactic materials for the asynchronous mode. The approach is based on the modular structure of the fundamental knowledge. The new role of the teacher is being discussed as well as its impact on the didactic materials’ structure and content. The paper introduces the knowledge representation model designed to meet the requirements of theoretical knowledge presentation in a selected domain using the Learning Object concept.

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