scholarly journals Social learning through associative processes: A computational theory

2018 ◽  
Author(s):  
Johan Lind ◽  
Stefano Ghirlanda ◽  
Magnus Enquist
Keyword(s):  
Social Learning ◽  
Learning Mechanisms ◽  
Social Stimuli ◽  
Computational Theory ◽  
Associative Processes ◽  
Transmission Of Information ◽  
Learning Scenarios ◽  
Transfer Of Information ◽  
And Behavior ◽  
Unitary Analysis

AbstractSocial transmission of information is a key phenomenon in the evolution of behavior and in the establishment of traditions and culture. The diversity of social learning phenomena has engendered a diverse terminology and numerous ideas about underlying learning mechanisms, at the same time that some researchers have called for a unitary analysis of social learning in terms of associative processes. Leveraging previous attempts and a recent computational formulation of associative learning, we analyze the following learning scenarios in some generality: learning responses to social stimuli, including learning to imitate; learning responses to non-social stimuli; learning sequences of actions; learning to avoid danger. We conceptualize social learning as situations in which stimuli that arise from other individuals have an important role in learning. This role is supported by genetic predispositions that either cause responses to social stimuli or enable social stimuli to reinforce specific responses. Our explorations show that, when guided by such predispositions, associative processes can give rise to a wide variety of social learning phenomena, such as stimulus and local enhancement, contextual imitation and simple production imitation, observational conditioning, and social and response facilitation. In addition, we clarify how associative mechanisms can result in transfer of information and behavior from experienced to naïve individuals.

scholarly journals Social learning through associative processes: a computational theory

2019 ◽  
Vol 6 (3) ◽  
pp. 181777 ◽  
Author(s):  
Johan Lind ◽  
Stefano Ghirlanda ◽  
Magnus Enquist
Keyword(s):  
Social Learning ◽  
Learning Mechanisms ◽  
Social Stimuli ◽  
Computational Theory ◽  
Associative Processes ◽  
Theoretical Investigations ◽  
New Learning ◽  
Learning Scenarios ◽  
Simulator Program ◽  
Transfer Of Information

Social transmission of information is a key phenomenon in the evolution of behaviour and in the establishment of traditions and culture. The diversity of social learning phenomena has engendered a diverse terminology and numerous ideas about underlying learning mechanisms, at the same time that some researchers have called for a unitary analysis of social learning in terms of associative processes. Leveraging previous attempts and a recent computational formulation of associative learning, we analyse the following learning scenarios in some generality: learning responses to social stimuli, including learning to imitate; learning responses to non-social stimuli; learning sequences of actions; learning to avoid danger. We conceptualize social learning as situations in which stimuli that arise from other individuals have an important role in learning. This role is supported by genetic predispositions that either cause responses to social stimuli or enable social stimuli to reinforce specific responses. Simulations were performed using a new learning simulator program. The simulator is publicly available and can be used for further theoretical investigations and to guide empirical research of learning and behaviour. Our explorations show that, when guided by genetic predispositions, associative processes can give rise to a wide variety of social learning phenomena, such as stimulus and local enhancement, contextual imitation and simple production imitation, observational conditioning, and social and response facilitation. In addition, we clarify how associative mechanisms can result in transfer of information and behaviour from experienced to naive individuals.

Low Self-Control, Substance-Using Peers and Intimate Partners, Pro-Drug Use Definitions, and Inhalant Use Among Convicted Offenders in South Korea

2020 ◽  
Vol 51 (1) ◽  
pp. 128-142 ◽  
Author(s):  
Jaeyong Choi ◽  
Nathan E. Kruis
Keyword(s):  
Social Learning ◽  
South Korea ◽  
Strong Support ◽  
The United States ◽  
Self Control ◽  
Learning Mechanisms ◽  
Mediation Effects ◽  
Mediation Hypothesis ◽  
Low Self Control ◽  
The Relationship

Hirschi has repeatedly argued that the relationship between social learning variables and crime is a product of “self-selection” driven by low self-control (LSC). Akers’ has suggested that social learning mechanisms, such as affiliations with deviant individuals and acceptance of criminal definitions, can mediate the effects of LSC on crime. Interestingly, there has been little comparative work done to explore this mediation hypothesis in the realm of substance use for offender populations outside of the United States. This study helps fill these gaps in the literature by exploring the potential mediation effects of social learning variables on the relationship between LSC and inhalant use among a sample of 739 male offenders in South Korea. Our results provide strong support for the mediation hypothesis that LSC indirectly influences self-reported inhalant use through social learning mechanisms.

scholarly journals The evolution of social learning mechanisms and cultural phenomena in group foragers

2017 ◽  
Vol 17 (1) ◽  
Author(s):  
Daniel J. van der Post ◽  
Mathias Franz ◽  
Kevin N. Laland
Keyword(s):  
Social Learning ◽  
Learning Mechanisms

The Effect of Different Teaching Strategies on the Moral Development of Physical Education Students

1997 ◽  
Vol 17 (1) ◽  
pp. 85-98 ◽  
Author(s):  
Sandra L. Gibbons ◽  
Vicki Ebbeck
Keyword(s):  
Social Learning ◽  
Physical Education ◽  
Moral Development ◽  
Moral Judgment ◽  
Teaching Strategies ◽  
Self Report ◽  
Moral Reason ◽  
Education Students ◽  
Physical Education Students ◽  
And Behavior

This study examined the effectiveness of social learning (SL) or structural developmental (SD) teaching strategies on the moral development of elementary-age students. Participants were 204 physical education students in Grades 4,5, and 6; three classrooms in each grade were randomly assigned to control, SL, or SD groups. Self-report measures assessed moral judgment, reason, and intention; teachers rated prosocial behavior. By mid- and postintervention class-level analyses, the SL and SD groups scored significantly higher than the control on moral judgment and/or intention; by postintervention, the SD group was significantly higher on moral reason. Mid- and postintervention student-level analyses showed that the SL and SD groups scored significantly higher on moral judgment, intention, and behavior; the SD group was significantly higher on moral reason. These results provide support for the effectiveness of both social learning and structural-developmental teaching strategies on the moral development of children in physical education.

scholarly journals Rational metareasoning and the plasticity of cognitive control

2017 ◽  
Author(s):  
Falk Lieder ◽  
Amitai Shenhav ◽  
Sebastian Musslick ◽  
Tom Griffiths
Keyword(s):  
Cognitive Control ◽  
Self Control ◽  
Neural Pathways ◽  
Interference Control ◽  
Learning Mechanisms ◽  
Control Failure ◽  
Stimulus Features ◽  
High Level ◽  
Computational Resources ◽  
And Behavior

The human brain has the impressive capacity to adapt how it processes information to high-level goals. While it is known that these cognitive control skills are malleable and can be improved through training, the underlying plasticity mechanisms are not well understood. Here, we develop and evaluate a model of how people learn when to exert cognitive control, which controlled process to use, and how much effort to exert. We derive this model from a general theory according to which the function of cognitive control is to select and configure neural pathways so as to make optimal use of finite time and limited computational resources. The central idea of our Learned Value of Control model is that people use reinforcement learning to predict the value of candidate control signals of different types and intensities based on stimulus features. This model correctly predicts the learning and transfer effects underlying the adaptive control-demanding behavior observed in an experiment on visual attention and four experiments on interference control in Stroop and Flanker paradigms. Moreover, our model explained these findings significantly better than an associative learning model and a Win-Stay Lose-Shift model. Our findings elucidate how learning and experience might shape people’s ability and propensity to adaptively control their minds and behavior. We conclude by predicting under which circumstances these learning mechanisms might lead to self-control failure.

On the Interplay between Extortion and Punishment. An Agent Based Model of "Camorra"

2013 ◽  
pp. 65-77
Author(s):  
Barbara Sonzogni ◽  
Federico Cecconi ◽  
Rosaria Conte
Keyword(s):  
Social Learning ◽  
Agent Based Model ◽  
Learning Mechanisms ◽  
Italian Region ◽  
Agent Based ◽  
Preliminary Results ◽  
Highly Active

This paper presents an Agent-Based Model aimed to reproduce the demographics, economic and employment variables of a Southern Italian region (Campania) where one specific variant of Extortion Racketeering Systems (Erss), camorra, is highly active and prosperous. Preliminary results of a set of simulations show the effects of varying levels of extortion and punishment on the rates of inactivity, employment, etc. of a population of agents endowed with social learning mechanisms

scholarly journals The zone of latent solutions and its relevance to understanding ape cultures

2020 ◽  
Vol 35 (5) ◽  
Author(s):  
Claudio Tennie ◽  
Elisa Bandini ◽  
Carel P. van Schaik ◽  
Lydia M. Hopper
Keyword(s):  
Social Learning ◽  
Null Hypothesis ◽  
Experimental Methodology ◽  
Great Ape ◽  
Cultural Patterns ◽  
Learning Mechanisms ◽  
New Approach ◽  
Learning Hypothesis ◽  
Alternative Approach ◽  
Do So

Abstract The zone of latent solutions (ZLS) hypothesis provides an alternative approach to explaining cultural patterns in primates and many other animals. According to the ZLS hypothesis, non-human great ape (henceforth: ape) cultures consist largely or solely of latent solutions. The current competing (and predominant) hypothesis for ape culture argues instead that at least some of their behavioural or artefact forms are copied through specific social learning mechanisms (“copying social learning hypothesis”) and that their forms may depend on copying (copying-dependent forms). In contrast, the ape ZLS hypothesis does not require these forms to be copied. Instead, it suggests that several (non-form-copying) social learning mechanisms help determine the frequency (but typically not the form) of these behaviours and artefacts within connected individuals. The ZLS hypothesis thus suggests that increases and stabilisations of a particular behaviour’s or artefact’s frequency can derive from socially-mediated (cued) form reinnovations. Therefore, and while genes and ecology play important roles as well, according to the ape ZLS hypothesis, apes typically acquire the forms of their behaviours and artefacts individually, but are usually socially induced to do so (provided sufficient opportunity, necessity, motivation and timing). The ZLS approach is often criticized—perhaps also because it challenges the current null hypothesis, which instead assumes a requirement of form-copying social learning mechanisms to explain many ape behavioural (and/or artefact) forms. However, as the ZLS hypothesis is a new approach, with less accumulated literature compared to the current null hypothesis, some confusion is to be expected. Here, we clarify the ZLS approach—also in relation to other competing hypotheses—and address misconceptions and objections. We believe that these clarifications will provide researchers with a coherent theoretical approach and an experimental methodology to examine the necessity of form-copying variants of social learning in apes, humans and other species.

scholarly journals Trial-and-error copying of demonstrated actions reveals how fledglings learn to ‘imitate’ their mothers

2017 ◽  
Vol 284 (1849) ◽  
pp. 20162744 ◽  
Author(s):  
Noa Truskanov ◽  
Arnon Lotem
Keyword(s):  
Social Learning ◽  
Trial And Error ◽  
Experimental Paradigm ◽  
Learning Mechanisms ◽  
House Sparrows ◽  
Unified Process ◽  
Behavioural Repertoire ◽  
Process Level ◽  
Level Analysis

Understanding how humans and other animals learn to perform an act from seeing it done has been a major challenge in the study of social learning. To determine whether this ability is based on ‘true imitation’, many studies have applied the two-action experimental paradigm, examining whether subjects learn to perform the specific action demonstrated to them. Here, we show that the insights gained from animals' success in two-action experiments may be limited, and that a better understanding is achieved by monitoring subjects' entire behavioural repertoire. Hand-reared house sparrows that followed a model of a mother demonstrator were successful in learning to find seeds hidden under a leaf, using the action demonstrated by the mother (either pushing the leaf or pecking it). However, they also produced behaviours that had not been demonstrated but were nevertheless related to the demonstrated act. This finding suggests that while the learners were clearly influenced by the demonstrator, they did not accurately imitate her. Rather, they used their own behavioural repertoire, gradually fitting it to the demonstrated task solution through trial and error. This process is consistent with recent views on how animals learn to imitate, and may contribute to a unified process-level analysis of social learning mechanisms.

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