scholarly journals Ability to modulate birdsong across social contexts develops without imitative social learning

2018 ◽  
Vol 14 (3) ◽  
pp. 20170777 ◽  
Author(s):  
Logan S. James ◽  
Jennifer B. Dai ◽  
Jon T. Sakata
Keyword(s):  
Social Context ◽  
Social Learning ◽  
Social Contexts ◽  
Taeniopygia Guttata ◽  
Sensitive Period ◽  
Zebra Finches ◽  
Acoustic Structure ◽  
The Social ◽  
Courtship Songs ◽  
Temporal Structures

Many important behaviours are socially learned. For example, the acoustic structure of courtship songs in songbirds is learned by listening to and interacting with conspecifics during a sensitive period in development. Signallers modify the spectral and temporal structures of their vocalizations depending on the social context, but the degree to which this modulation requires imitative social learning remains unknown. We found that male zebra finches ( Taeniopygia guttata ) that were not exposed to context-dependent song modulations throughout development significantly modulated their song in ways that were typical of socially reared birds. Furthermore, the extent of these modulations was not significantly different between finches that could or could not observe these modulations during tutoring. These data suggest that this form of vocal flexibility develops without imitative social learning in male zebra finches.

scholarly journals Individual behavioural traits not social context affects learning about novel objects in archerfish

2021 ◽  
Vol 75 (3) ◽  
Author(s):  
Nick A. R. Jones ◽  
Helen C. Spence-Jones ◽  
Mike Webster ◽  
Luke Rendell
Keyword(s):  
Social Context ◽  
Social Environment ◽  
Social Contexts ◽  
Negative Effects ◽  
Behavioural Phenotype ◽  
Social Species ◽  
The Social ◽  
Social Animals ◽  
Novel Objects ◽  
The Individual

Abstract Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning. Significance statement Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

A Qualitative Study on Friends and the Social Context of Sexual Victimization: Implications for Campus-Based Interventions

2020 ◽  
pp. 107780122095427
Author(s):  
Jessica A. Blayney ◽  
Tiffany Jenzer ◽  
Jennifer P. Read ◽  
Jennifer Livingston ◽  
Maria Testa ◽  
...  
Keyword(s):  
Social Context ◽  
Qualitative Study ◽  
Sexual Victimization ◽  
Social Contexts ◽  
Social Consequences ◽  
Potential Danger ◽  
The Social ◽  
Barriers To Implementation ◽  
College Drinkers

Sexual victimization (SV) risk can begin in social contexts, ones where friends are present, though it is unclear how friends might be integrated into SV prevention. Using focus groups, female college drinkers described (a) the role of friends in preventing SV, (b) the strategies friends use to reduce vulnerability, and (c) the barriers to implementation. Friends-based strategies (keeping tabs on one another, using signals to convey potential danger, interrupting escalating situations, taking responsibility for friends, relying on male friends) and barriers (intoxication, preoccupation, situation ambiguity, social consequences) were discussed. Interventions can draw on these strategies, but must address the critical barriers.

Profiling “User Bases” of Online Social Contexts

2020 ◽  
pp. 113-126
Keyword(s):  
Social Media ◽  
Social Context ◽  
Social Norms ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Current User ◽  
Social Spaces ◽  
The Social ◽  
Common Practices

One aspect of profiling to enhance teaching and learning involves the various contexts in which learners will engage, such as particular social media ecosystems and their attendant microcultures (the social norms and common practices in these spaces), particularly if learners will be engaging with individuals outside of the formal classroom. Understanding the larger online social context helps define the affordances and constraints of what can be effectively taught and learned. This involves profiling the current user base of the online social spaces where the learners will be engaging and interacting and co-creating knowledge.

scholarly journals Rethinking recognition: social context in adult life rather than early experience shapes recognition in a social wasp

2020 ◽  
Vol 375 (1802) ◽  
pp. 20190468 ◽  
Author(s):  
Federico Cappa ◽  
Alessandro Cini ◽  
Lisa Signorotti ◽  
Rita Cervo
Keyword(s):  
Social Context ◽  
Social Insects ◽  
Life Experience ◽  
Adult Life ◽  
Experimental Tests ◽  
Later Life ◽  
Social Wasp ◽  
Social Recognition ◽  
Sensitive Period ◽  
The Social

Social recognition represents the foundation of social living. To what extent social recognition is hard-wired by early-life experience or flexible and influenced by social context of later life stages is a crucial question in animal behaviour studies. Social insects have represented classic models to investigate the subject, and the acknowledged idea is that relevant information to create the referent template for nest-mate recognition (NMR) is usually acquired during an early sensitive period in adult life. Experimental evidence, however, highlighted that other processes may also be at work in creating the template and that such a template may be updated during adult life according to social requirements. However, currently, we lack an ad hoc experiment testing the alternative hypotheses at the basis of NMR ontogeny in social insects. Thus, to investigate the mechanisms underlying the ontogeny of NMR in Polistes wasps, a model genus in recognition studies, and their different role in determining recognition abilities, we subjected Polistes dominula workers to different olfactory experiences in different phases of their life before inserting them into the social environment of a novel colony and testing them in recognition bioassays. Our results show that workers develop their NMR abilities based on their social context rather than through pre-imaginal and early learning or self-referencing. Our study demonstrates that the social context represents the major component shaping recognition abilities in a social wasp, therefore shedding new light on the ontogeny of recognition in paper wasps and prompting the reader to rethink about the traditional knowledge at the basis of the recognition in social insects. This article is part of the theme issue ‘Signal detection theory in recognition systems: from evolving models to experimental tests'.

scholarly journals Zebra finches exhibit speaker-independent phonetic perception of human speech

2009 ◽  
Vol 277 (1684) ◽  
pp. 1003-1009 ◽  
Author(s):  
Verena R. Ohms ◽  
Arike Gill ◽  
Caroline A. A. Van Heijningen ◽  
Gabriel J. L. Beckers ◽  
Carel ten Cate
Keyword(s):  
Speech Perception ◽  
Taeniopygia Guttata ◽  
Zebra Finches ◽  
Ongoing Debate ◽  
Speaker Normalization ◽  
Acoustic Structure ◽  
Phonetic Perception ◽  
Speaker Independent ◽  
Monosyllabic Words ◽  
Perceptual Abilities

Humans readily distinguish spoken words that closely resemble each other in acoustic structure, irrespective of audible differences between individual voices or sex of the speakers. There is an ongoing debate about whether the ability to form phonetic categories that underlie such distinctions indicates the presence of uniquely evolved, speech-linked perceptual abilities, or is based on more general ones shared with other species. We demonstrate that zebra finches ( Taeniopygia guttata ) can discriminate and categorize monosyllabic words that differ in their vowel and transfer this categorization to the same words spoken by novel speakers independent of the sex of the voices. Our analysis indicates that the birds, like humans, use intrinsic and extrinsic speaker normalization to make the categorization. This finding shows that there is no need to invoke special mechanisms, evolved together with language, to explain this feature of speech perception.

scholarly journals Dialog Structure Through the Lens of Gender, Gender Environment, and Power

2017 ◽  
Vol 8 (2) ◽  
pp. 21-55
Author(s):  
Vinodkumar Prabhakaran ◽  
Owen Rambow
Keyword(s):  
Social Context ◽  
Human Behavior ◽  
Social Contexts ◽  
Social Scientists ◽  
Gender Information ◽  
The Social ◽  
Computer Scientists ◽  
Automatic Methods ◽  
And Gender ◽  
Textual Content

Understanding how the social context of an interaction affects our dialog behavior is of great interest to social scientists who study human behavior, as well as to computer scientists who build automatic methods to infer those social contexts. In this paper, we study the interaction of power, gender, and dialog behavior in organizational interactions. In order to perform this study, we first construct the Gender Identified Enron Corpus of emails, in which we semi-automatically assign the gender of around 23,000 individuals who authored around 97,000 email messages in the Enron corpus. This corpus, which is made freely available, is orders of magnitude larger than previously existing gender identified corpora in the email domain. Next, we use this corpus to perform a largescale data-oriented study of the interplay of gender and manifestations of power. We argue that, in addition to one’s own gender, the “gender environment” of an interaction, i.e., the gender makeup of one’s interlocutors, also affects the way power is manifested in dialog. We focus especially on manifestations of power in the dialog structure — both, in a shallow sense that disregards the textual content of messages (e.g., how often do the participants contribute, how often do they get replies etc.), as well as the structure that is expressed within the textual content (e.g., who issues requests and how are they made, whose requests get responses etc.). We find that both gender and gender environment affect the ways power is manifested in dialog, resulting in patterns that reveal the underlying factors. Finally, we show the utility of gender information in the problem of automatically predicting the direction of power between pairs of participants in email interactions.

scholarly journals Conversational Pragmatics: Memory Reporting Strategies in Different Social Contexts

2021 ◽  
Author(s):  
Beatriz Martín-Luengo ◽  
Karlos Luna ◽  
Yury Shtyrov
Keyword(s):  
Social Context ◽  
Social Contexts ◽  
General Knowledge ◽  
Incentive Structure ◽  
Amount Of Information ◽  
Incentive Structures ◽  
The Social ◽  
Underlying Processes ◽  
Different Levels

Conversational pragmatics studies, among others, factors that affect the information we share with others. Previous research showed that when participants are unsure about the correctness of an answer, they report fewer answers. This behavior strongly depends on the incentive structure of the social context where the question-response exchange takes place. In this research we studied how the different incentive structure of several types of social contexts affects conversational pragmatics and the amount of information we are willing to share. In addition, we also studied how different levels of knowledge may affect memory reporting in different social contexts. Participants answered easy, intermediate, and difficult general knowledge questions and decided whether they would report or withhold their selected answer in different social contexts: formal vs. informal, and constrained (a context that promotes providing only responses we are certain about) vs. loose (with an incentive structure that maximizes providing any type of answer). Overall, our results confirmed that social contexts are associated with a different incentive structure which affect memory reporting strategies, and that the effect of social contexts depended on the difficulty of the questions. Our results highlight the relevance of studying the different incentive structures of social contexts to understand the underlying processes of conversational pragmatics, and stress the importance of considering metamemory theories of memory reporting.

Physiological Insights Into the Social-Context-Dependent Changes in the Rhythm of the Song Motor Program

2006 ◽  
Vol 95 (6) ◽  
pp. 3798-3809 ◽  
Author(s):  
Brenton G. Cooper ◽  
Franz Goller
Keyword(s):  
Heart Rate ◽  
Social Context ◽  
Motor Pattern ◽  
Motor Program ◽  
Zebra Finches ◽  
Learned Behavior ◽  
The Social ◽  
Single Oscillator ◽  
Context Dependent ◽  
Almost All

Precisely timed behaviors are central to the survival of almost all organisms. Song is an example of a learned behavior under exquisite temporal control. Song tempo in zebra finches ( Taeniopygia guttata) is systematically modified depending on social context. When male zebra finches sing to females (directed), it is produced with a faster motor pattern compared with when they sing in isolation (undirected). We measured heart rate and air sac pressure during directed and undirected singing to quantify motivation levels and respiratory timing. Heart rate was significantly higher when male birds sang to females and was negatively correlated with song duration. The change in song tempo between directed and undirected song was accounted for by varying the duration of vocal expiratory events, whereas the duration of silent inspirations was unchanged. Song duration increased with repeated singing during directed song bouts, which was caused by a uniform increase in the duration of both expirations and inspirations. These results illustrate the importance of motivational state in regulating song tempo and demonstrate that multiple timing oscillators are necessary to control the rhythm of song. At least two different neural oscillators are required to control context-dependent changes in song tempo. One oscillator controlling expiratory duration varies as function of social context and another controlling inspiratory duration is fixed. In contrast, the song tempo change affecting expiratory and inspiratory duration within a directed bout of song could be achieved by slowing the output of a single oscillator.

The Social Context

2017 ◽  
Author(s):  
Lasana T. Harris
Keyword(s):  
Social Cognition ◽  
Social Context ◽  
Social Behavior ◽  
Sudden Death ◽  
Thought Experiment ◽  
Modern Society ◽  
Social Contexts ◽  
Social Psychological ◽  
The Social

The seventh chapter argues for the importance of the social context in continuing to influence whether social cognition is engaged or not, and describes a version of the delayed sudden death virus outbreak thought experiment without the death and virus components, set in modern society. This chapter then reviews classical social psychological studies that illustrate the power of the social context in shaping social cognition and resulting behaviour. It describes different types of social contexts, and explores the role of consistency motives in guiding human behaviour. Finally, it makes an appeal for a spectrum metaphor for social behavior, rather than alternative metaphors that categorise the phenomenon too narrowly.

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