Copy the In-group: Group Membership Trumps Perceived Reliability, Warmth, and Competence in a Social-Learning Task

2021 ◽  
pp. 095679762110322
Author(s):  
Marcel Montrey ◽  
Thomas R. Shultz
Keyword(s):  
Social Learning ◽  
Cultural Evolution ◽  
Learning Strategy ◽  
Group Membership ◽  
Social Groups ◽  
Learning Task ◽  
Minimal Group Paradigm ◽  
Learning Game ◽  
Group Members ◽  
Cumulative Cultural Evolution

Surprisingly little is known about how social groups influence social learning. Although several studies have shown that people prefer to copy in-group members, these studies have failed to resolve whether group membership genuinely affects who is copied or whether group membership merely correlates with other known factors, such as similarity and familiarity. Using the minimal-group paradigm, we disentangled these effects in an online social-learning game. In a sample of 540 adults, we found a robust in-group-copying bias that (a) was bolstered by a preference for observing in-group members; (b) overrode perceived reliability, warmth, and competence; (c) grew stronger when social information was scarce; and (d) even caused cultural divergence between intermixed groups. These results suggest that people genuinely employ a copy-the-in-group social-learning strategy, which could help explain how inefficient behaviors spread through social learning and how humans maintain the cultural diversity needed for cumulative cultural evolution.

scholarly journals The evolution of high-fidelity social learning

2020 ◽  
Vol 287 (1928) ◽  
pp. 20200090
Author(s):  
Marcel Montrey ◽  
Thomas R. Shultz
Keyword(s):  
Social Learning ◽  
Cultural Evolution ◽  
Bayesian Model ◽  
Individual Learning ◽  
High Fidelity ◽  
Human Culture ◽  
Cumulative Cultural Evolution ◽  
Over Time

A defining feature of human culture is that knowledge and technology continually improve over time. Such cumulative cultural evolution (CCE) probably depends far more heavily on how reliably information is preserved than on how efficiently it is refined. Therefore, one possible reason that CCE appears diminished or absent in other species is that it requires accurate but specialized forms of social learning at which humans are uniquely adept. Here, we develop a Bayesian model to contrast the evolution of high-fidelity social learning, which supports CCE, against low-fidelity social learning, which does not. We find that high-fidelity transmission evolves when (1) social and (2) individual learning are inexpensive, (3) traits are complex, (4) individual learning is abundant, (5) adaptive problems are difficult and (6) behaviour is flexible. Low-fidelity transmission differs in many respects. It not only evolves when (2) individual learning is costly and (4) infrequent but also proves more robust when (3) traits are simple and (5) adaptive problems are easy. If conditions favouring the evolution of high-fidelity transmission are stricter (3 and 5) or harder to meet (2 and 4), this could explain why social learning is common, but CCE is rare.

scholarly journals Social learning in swarm robotics

2021 ◽  
Vol 377 (1843) ◽  
Author(s):  
Nicolas Bredeche ◽  
Nicolas Fontbonne
Keyword(s):  
Social Learning ◽  
Cultural Evolution ◽  
Swarm Robotics ◽  
Collective Knowledge ◽  
Cumulative Culture ◽  
Natural Systems ◽  
Robot Swarms ◽  
Cumulative Cultural Evolution ◽  
Robotic Tasks ◽  
Behavioural Strategies

In this paper, we present an implementation of social learning for swarm robotics. We consider social learning as a distributed online reinforcement learning method applied to a collective of robots where sensing, acting and coordination are performed on a local basis. While some issues are specific to artificial systems, such as the general objective of learning efficient (and ideally, optimal) behavioural strategies to fulfill a task defined by a supervisor, some other issues are shared with social learning in natural systems. We discuss some of these issues, paving the way towards cumulative cultural evolution in robot swarms, which could enable complex social organization necessary to achieve challenging robotic tasks. This article is part of a discussion meeting issue ‘The emergence of collective knowledge and cumulative culture in animals, humans and machines’.

scholarly journals The influence of cooperation and competition on preschoolers' prosociality toward in-group and out-group members

2021 ◽  
Vol 8 (5) ◽  
pp. 202171
Author(s):  
Theo Toppe ◽  
Susanne Hardecker ◽  
Franca Zerres ◽  
Daniel B. M. Haun
Keyword(s):  
Social Dominance ◽  
Social Inclusion ◽  
Group Membership ◽  
Social Groups ◽  
Social Dominance Orientation ◽  
Past Research ◽  
Group Members ◽  
Children’S Behaviour ◽  
Prosocial Behaviours ◽  
Group Member

Past research suggests that children favour their in-group members over out-group members as indicated by selective prosociality such as sharing or social inclusion. This preregistered study examined how playing a cooperative, competitive or solitary game influences German 4- to 6-year-olds’ in-group bias and their general willingness to act prosocially, independent of the recipient's group membership ( N = 144). After playing the game, experimenters introduced minimal groups and assessed children's sharing with an in-group and an out-group member as well as their social inclusion of an out-group member into an in-group interaction. Furthermore, we assessed children's physical engagement and parents' social dominance orientation (SDO)—a scale indicating the preference for inequality among social groups—to learn more about inter-individual differences in children's prosocial behaviours. Results suggest that children showed a stronger physical engagement while playing competitively as compared with cooperatively or alone. The different gaming contexts did not impact children's subsequent in-group bias or general willingness to act prosocially. Parental SDO was not linked to children's prosocial behaviours. These results indicate that competition can immediately affect children's behaviour while playing but raise doubt on the importance of cooperative and competitive play for children's subsequent intergroup and prosocial behaviour.

scholarly journals Dynamic social learning in temporally and spatially variable environments

2020 ◽  
Vol 7 (12) ◽  
pp. 200734
Author(s):  
Dominik Deffner ◽  
Vivien Kleinow ◽  
Richard McElreath
Keyword(s):  
Social Learning ◽  
Natural Populations ◽  
Learning Task ◽  
Spatial And Temporal Variation ◽  
Adaptive Responses ◽  
Strategic Learning ◽  
Time Dynamics ◽  
Variable Environments ◽  
Theoretical Predictions ◽  
Group Members

Cultural evolution is partly driven by the strategies individuals use to learn behaviour from others. Previous experiments on strategic learning let groups of participants engage in repeated rounds of a learning task and analysed how choices are affected by individual payoffs and the choices of group members. While groups in such experiments are fixed, natural populations are dynamic, characterized by overlapping generations, frequent migrations and different levels of experience. We present a preregistered laboratory experiment with 237 mostly German participants including migration, differences in expertise and both spatial and temporal variation in optimal behaviour. We used simulation and multi-level computational learning models including time-varying parameters to investigate adaptive time dynamics in learning. Confirming theoretical predictions, individuals relied more on (conformist) social learning after spatial compared with temporal changes. After both types of change, they biased decisions towards more experienced group members. While rates of social learning rapidly declined in rounds following migration, individuals remained conformist to group-typical behaviour. These learning dynamics can be explained as adaptive responses to different informational environments. Summarizing, we provide empirical insights and introduce modelling tools that hopefully can be applied to dynamic social learning in other systems.

Philopatric vervet monkey females are the focus of social attention rather independently of rank

Behaviour ◽  
2013 ◽  
Vol 150 (6) ◽  
pp. 599-615 ◽  
Author(s):  
N. Renevey ◽  
R. Bshary ◽  
E. van de Waal
Keyword(s):  
Social Learning ◽  
Role Models ◽  
Field Experiments ◽  
Vervet Monkey ◽  
Learning Task ◽  
Social Attention ◽  
Social Partner ◽  
Vervet Monkeys ◽  
Artificial Fruit ◽  
Group Members

Social learning has potential advantages over individual learning but one challenge is to identify valuable information. One possibility is to not randomly learn from any social partner but mainly from specific role models like for example the mother or high ranking group members. A potential mechanism for such directed social learning could be that individuals observe the actions of role models more often than of other group members. Field experiments showed that in vervet monkeys — a species with female philopatry — dominant females are more closely watched than dominant males in an artificial fruit-type social learning task. Here, we quantified social attention to males and females under natural conditions in six groups of vervet monkeys (Chlorocebus aethiops) at Loskop Dam Nature Reserve, South Africa. Using the focal sampling method, we quantified the frequencies with which all adult individuals were observed by other group members of known age class, rank, sex and degree of relatedness during foraging bouts and grooming interactions. We found that group members generally paid more attention to females than to males. This effect remained when we excluded matriline members from the analyses. Furthermore, we found that an individual’s rank did not affect the attention it received from other group members. These results suggest that philopatry may promote social attention independently of an individual’s rank and across situations.

scholarly journals Exceptions to the rule? Ethnographic alternatives to cumulative cultural evolution

2020 ◽  
Vol 2 (14) ◽  
pp. 177-235
Author(s):  
George F. Steiner
Keyword(s):  
Social Learning ◽  
Cultural Change ◽  
Cultural Evolution ◽  
Cultural Models ◽  
Isolated Populations ◽  
Apparent Paradox ◽  
Coevolution Theory ◽  
Cumulative Cultural Evolution ◽  
And Function ◽  
Efficient Transmission

In suggesting that the rules that govern the evolution of cumulative culture are observed in all modern societies, gene-culture coevolution theory implies that the biases that affect the successful ‘ratcheting’ and efficient transmission of innovations are cross-cultural universals. In the modeling of the theory the stress is placed on demographic strength, the absence of which would render small and isolated populations vulnerable to the ‘treadmill effect’, the inevitable consequence of impaired social learning. However, the ethnographic literature documents small groups of isolated hunters and gatherers who have devised intricate risk-reduction networks that do not necessarily proliferate technological innovations and function only in low demographic settings. Moreover, with merit and abilities being equally distributed, the model-based and conformist biases that influence social learning in gene-culture coevolution theory become irrelevant and elaborate ‘leveling mechanisms’ inhibit the acquisition of status and prestige. As a result, no cultural models can rise to prominence and sway the trajectory of cultural change. Contrary to the predictions of the theory, these societies do not seem to be plagued by cultural loss and, instead of hopelessly running the treadmill and living in poverty, they have developed egalitarian and, to an extent, ‘affluent’ societies. The model forwarded in this paper resolves this apparent paradox by enrolling the hypothesis of ‘cultural neoteny’. It is contended that egalitarian societies – despite their simple (immediate-return) mode of subsistence – are not the vestiges of an ancestral/universal stage from which more complex (delayed-return) economies would linearly evolve, but a relatively recent and idiosyncratic achievement through ‘subtractive cultural evolution’. Keywords: anarchic theory in ethnography, cultural heterochrony, cumulative/subtractive cultural evolution, immediate-return/egalitarian societies, ratcheting/leveling mechanisms.

The functions of ritual in social groups

2016 ◽  
Vol 39 ◽  
Author(s):  
Rachel E. Watson-Jones ◽  
Cristine H. Legare
Keyword(s):  
Social Learning ◽  
Social Groups ◽  
Group Living ◽  
Group Cohesion ◽  
Social Functions ◽  
Learning Biases ◽  
Group Members ◽  
Social Learning Biases

AbstractRitual cognition builds upon social learning biases that may have become specialized for affiliation within social groups. The adaptive problems of group living required a means of identifying group members, ensuring commitment to the group, facilitating cooperation, and maintaining group cohesion. We discuss how ritual serves these social functions.

scholarly journals Studying cumulative cultural evolution in the laboratory

2008 ◽  
Vol 363 (1509) ◽  
pp. 3529-3539 ◽  
Author(s):  
Christine A Caldwell ◽  
Ailsa E Millen
Keyword(s):  
Natural Selection ◽  
Social Learning ◽  
Cultural Evolution ◽  
Experimental Studies ◽  
Population Level ◽  
Experimental Methods ◽  
Cultural Processes ◽  
Cumulative Cultural Evolution ◽  
Adaptive Complexity ◽  
Over Time

Cumulative cultural evolution is the term given to a particular kind of social learning, which allows for the accumulation of modifications over time, involving a ratchet-like effect where successful modifications are maintained until they can be improved upon. There has been great interest in the topic of cumulative cultural evolution from researchers from a wide variety of disciplines, but until recently there were no experimental studies of this phenomenon. Here, we describe our motivations for developing experimental methods for studying cumulative cultural evolution and review the results we have obtained using these techniques. The results that we describe have provided insights into understanding the outcomes of cultural processes at the population level. Our experiments show that cumulative cultural evolution can result in adaptive complexity in behaviour and can also produce convergence in behaviour. These findings lend support to ideas that some behaviours commonly attributed to natural selection and innate tendencies could in fact be shaped by cultural processes.

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