scholarly journals Grumpy Dogs Are Smart Learners—The Association between Dog–Owner Relationship and Dogs’ Performance in a Social Learning Task

Animals ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 961
Author(s):  
Péter Pongrácz ◽  
Gabriella Rieger ◽  
Kata Vékony
Keyword(s):  
Social Learning ◽  
Social Dynamics ◽  
Learning Task ◽  
Individual Variability ◽  
Learning Performance ◽  
Control Group ◽  
Human Relationship ◽  
Problem Behaviours ◽  
Integral Role ◽  
The Individual

We investigated how dog–owner relationship–with a focus on possible behavioural problems–might associate with the individual variability in dogs’ social learning performance. Dog owners first completed a questionnaire about their relationship with their dogs (N = 98). Then, dogs were tested in a detour test: a control group without demonstration, a group where the owner demonstrated the task and another group where the experimenter demonstrated the task. Finally, the dogs participated in two behaviour tests measuring their tractability and possessiveness. The two principal components from the questionnaire (called “overactive” and “irritable”) did not show significant association with dogs’ detour performance in the control group. “irritable” dogs performed better in the unfamiliar demonstrator group. These more persistent, goal-oriented dogs also looked back less at their owners during the detour. In the individual problem-solving context, the factor “overactive” had a similar effect on looking back at the owner, suggesting that the items of this component primarily are not connected to the dog–human relationship. Our results indicate that dog–human relationship has an integral role in the complex social behaviour of dogs, which warrants for the need of further empirical testing of the associations between social dynamics in dogs and their relationship with humans, including problem behaviours.

scholarly journals Improving Social Interactive Learning through Dual Brain Stimulation

2019 ◽  
Author(s):  
Yafeng Pan ◽  
Giacomo Novembre ◽  
Bei Song ◽  
Yi Zhu ◽  
Yi Hu
Keyword(s):  
Social Behavior ◽  
Social Learning ◽  
Brain Stimulation ◽  
Information Transfer ◽  
Brain Research ◽  
Interactive Learning ◽  
Body Movement ◽  
Learning Task ◽  
Brain Regions ◽  
Learning Performance

AbstractSocial interactive learning denotes the ability to acquire new information from a conspecific – a prerequisite for cultural evolution and survival. As inspired by recent neurophysiological research, here we tested whether social interactive learning can be augmented by exogenously synchronizing oscillatory brain activity across an instructor and a learner engaged in a naturalistic song-learning task. We used a dual brain stimulation protocol entailing the trans-cranial delivery of synchronized electric currents in two individuals simultaneously. When we stimulated inferior frontal brain regions, with 6 Hz alternating currents being in-phase between the instructor and the learner, the dyad exhibited spontaneous and synchronized body movement. Remarkably, this stimulation also led to enhanced learning performance. A mediation analysis further disclosed that interpersonal movement synchrony acted as a partial mediator of the effect of dual brain stimulation on learning performance, i.e. possibly facilitating the effect of dual brain stimulation on learning. Our results provide a causal demonstration that inter-brain synchrony is a sufficient condition to improve real-time information transfer between pairs of individuals.SignificanceThe study of social behavior, including but not limited to social learning, is undergoing a paradigm shift moving from single- to multi-person brain research. Yet, nearly all evidence in this area is purely correlational: inter-dependencies between brains’ signals are used to predict success in social behavior. For instance, inter-brain synchrony has been shown to be associated with successful communication, cooperation, and joint attention. Here we took a radically different approach. We stimulated two brains simultaneously, hence manipulating inter-brain synchrony, and measured the resulting effect upon behavior in the context of a social learning task. We report that frequency- and phase-specific dual brain stimulation can lead to the emergence of spontaneous synchronized body movement between an instructor and a learner. Remarkably, this can also augment learning performance.

scholarly journals The social dynamics of collective problem-solving

2019 ◽  
Author(s):  
Kyanoush Seyed Yahosseini ◽  
Mehdi Moussaïd
Keyword(s):  
Problem Solving ◽  
Social Learning ◽  
Social Dynamics ◽  
Optimal Level ◽  
Individual Performance ◽  
The Other ◽  
Negative Effect ◽  
Group Members ◽  
Collective Performance ◽  
The Individual

AbstractWhen searching for solutions to a problem, people often rely on the observation of their peers. How does this process of social learning impact the individual and the group’s performance? On the one hand, research has shown that individuals benefit from social learning in numerous situations and across many domains. Through social learning, individuals can access good solutions found by others, improve them, and share them in turn. On the other hand, this individual benefit may come at a cost: An excessive tendency to copy others often decreases the overall exploration volume of the group, thus reducing the diversity of discovered solutions, and eventually impairing the collective performance.Here we investigate the conditions under which social learning can be beneficial or detrimental to individuals and to the group. For that, we model problem-solving as a search task and simulate various amounts of social learning. We avoid model specific considerations by relying on a simple framework whereby individuals gradually explore the search environment – a two-dimensional landscape of solutions – while being attracted to the best solution of the group.Our results highlight a collective search dilemma: When group members learn from one another, they tend to improve their own individual performance at the expense of the collective performance. How is this dilemma affected by the structure of the search environment? By varying two structural aspects of the search environment, our results reveal that the negative effect of the dilemma is mitigated in more difficult environments.Finally, we show that single individuals can profit from a high propensity of social learning, which in turn is damaging for the other group members. As a consequence, if individuals continually adapt their behavior to maximize their own payoff, groups converge to a sub-optimal level of social learning. Unraveling these intricate social dynamics helps to understand the complex picture of collective problem-solving.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

THE STUDY OF THE INDIVIDUAL VARIABILITY OF THE LINEAR DIMENSIONS OF THE SPHENOID SINUS

2019 ◽  
Vol 21 (1) ◽  
pp. 64-70
Author(s):  
O.V. Mareev ◽  
◽  
G.O. Mareev ◽  
M.E. Gutynina ◽  
D.A. Maksimova ◽  
...  
Keyword(s):  
Sphenoid Sinus ◽  
Individual Variability ◽  
Linear Dimensions ◽  
The Individual

scholarly journals Assessing the Impact of Attendance Modality on the Learning Performance of a Course on Machines and Mechanisms Theory

Mathematics ◽  
2021 ◽  
Vol 9 (5) ◽  
pp. 558
Author(s):  
David Valiente ◽  
Héctor Campello-Vicente ◽  
Emilio Velasco-Sánchez ◽  
Fernando Rodríguez-Mas ◽  
Nuria Campillo-Davo
Keyword(s):  
Statistical Tests ◽  
Group Testing ◽  
Test Group ◽  
Historical Record ◽  
Team Work ◽  
University Education ◽  
Learning Performance ◽  
Control Group ◽  
Face To Face ◽  
The Impact

University education approaches related to the field of science, technology, engineering and mathematics (STEM), have generally particularized on teaching activity and learning programs which are commonly understood as reoriented lessons that fuse theoretic concepts interweaved with practical activities. In this context, team work has been widely acknowledged as a means to conduct practical and hands-on lessons, and has been revealed to be successful in the achievement of exercise resolution and design tasks. Besides this, methodologies sustained by ICT resources such as online or blended approaches, have also reported numerous benefits for students’ active learning. However, such benefits have to be fully validated within the particular teaching context, which may facilitate student achievement to a greater or lesser extent. In this work, we analyze the impact of attendance modalities on the learning performance of a STEM-related course on “Machines and Mechanisms Theory”, in which practical lessons are tackled through a team work approach. The validity of the results is reinforced by group testing and statistical tests with a sample of 128 participants. Students were arranged in a test group (online attendance) and in a control group (face-to-face attendance) to proceed with team work during the practical lessons. Thus, the efficacy of distance and in situ methodologies is compared. Moreover, additional variables have also been compared according to the historical record of the course, in regards to previous academic years. Finally, students’ insights about the collaborative side of this program, self-knowledge and satisfaction with the proposal have also been reported by a custom questionnaire. The results demonstrate greater performance and satisfaction amongst participants in the face-to-face modality. Such a modality is prooven to be statistically significant for the final achievement of students in detriment to online attendance.

scholarly journals Primary dementia care based on the individual needs of the patient: study protocol of the cluster randomized controlled trial, DemStepCare

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Isabella Bablok ◽  
◽  
Harald Binder ◽  
Dominikus Stelzer ◽  
Klaus Kaier ◽  
...  
Keyword(s):  
Randomized Controlled Trial ◽  
Controlled Trial ◽  
Dementia Care ◽  
Cluster Randomized Controlled Trial ◽  
Control Group ◽  
Care Model ◽  
Randomized Controlled ◽  
Individual Needs ◽  
Cluster Randomized ◽  
The Individual

Abstract Background Most people with dementia (PwD) are cared for at home, with general practitioners (GPs) playing a key part in the treatment. However, primary dementia care suffers from a number of shortcomings: Often, diagnoses are made too late and therapies by GPs do not follow the guidelines. In cases of acute crises, PwD are too often admitted to hospital with adverse effects on the further course of the disease. The aim of this study is to implement and evaluate a new GP-based, complex dementia care model, DemStepCare. DemStepCare aims to ensure demand-oriented, stepped care for PwD and their caregivers. Methods/design In a cluster randomized controlled trial, the care of PwD receiving a complex intervention, where the GP is supported by a multi-professional team, is compared to (slightly expanded) usual care. GPs are clustered by GP practice, with 120 GP practices participating in total. GP practices are randomized to an intervention or a control group. 800 PwD are to be included per group. Recruitment takes place in Rhineland-Palatinate, Germany. In addition, a second control group with at least 800 PwD will be formed using aggregated routine data from German health insurance companies. The intervention comprises the training of GPs, case management including repeated risk assessment of the patients’ care situation, the demand-oriented service of an outpatient clinic, an electronic case record, external medication analyses and a link to regional support services. The primary aims of the intervention are to positively influence the quality of life for PwD, to reduce the caregivers’ burden, and to reduce the days spent in hospital. Secondary endpoints address medication adequacy and GPs’ attitudes and sensitivity towards dementia, among others. Discussion The GP-based dementia care model DemStepCare is intended to combine a number of promising interventions to provide a complex, stepped intervention that follows the individual needs of PwD and their caregivers. Its effectiveness and feasibility will be assessed in a formative and a summative evaluation. Trial registration German Register of Clinical Trials (Deutsches Register Klinischer Studien, DRKS), DRKS00023560. Registered 13 November 2020 - Retrospectively registered. HTML&TRIAL_ID=DRKS00023560.

scholarly journals Human beta defensin levels and vaginal microbiome composition in post-menopausal women diagnosed with lichen sclerosus

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Alexandra Brunner ◽  
Márta Medvecz ◽  
Nóra Makra ◽  
Miklós Sárdy ◽  
Kinga Komka ◽  
...  
Keyword(s):  
Lichen Sclerosus ◽  
Gardnerella Vaginalis ◽  
Control Group ◽  
Vaginal Microbiome ◽  
Microbiome Composition ◽  
Streptococcus Anginosus ◽  
Menopausal Women ◽  
Post Menopausal ◽  
The Individual ◽  
Level Production

AbstractHuman beta defensins (hBDs) may play an important role in the progression of lichen sclerosus (LS), due to their ability to induce excessive stimulation of extracellular matrix synthesis and fibroblast activation. The genetic ability of the individual to produce defensins, the presence of microbes influencing defensin production, and the sensitivity of microbes to defensins together regulate the formation of an ever-changing balance between defensin levels and microbiome composition. We investigated the potential differences in postmenopausal vaginal microbiome composition and vaginal hBD levels in LS patients compared to non-LS controls. LS patients exhibited significantly lower levels of hBD1 (p = 0.0003), and significantly higher levels of hBD2 (p = 0.0359) and hBD3 (p = 0.0002), compared to the control group. The microbiome of the LS patients was dominated by possibly harmful bacteria including Lactobacillus iners, Streptococcus anginosus or Gardnerella vaginalis known to initiate direct or indirect damage by increasing defensin level production. Our observations highlight that correcting the composition of the microbiome may be applicable in supplementary LS therapy by targeting the restoration of the beneficial flora that does not increase hBD2-3 production.

Acquiring variable commands at home and abroad: Examining optatives and imperatives in L1 and L2 Spanish

2020 ◽  
Vol 13 (1) ◽  
pp. 79-113
Author(s):  
Farrah Neumann ◽  
Matthew Kanwit
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Study Abroad ◽  
Language Teaching ◽  
Applied Linguistics ◽  
Future Research ◽  
Control Group ◽  
Before And After ◽  
The Individual ◽  
At Home

AbstractSince many linguistic structures are variable (i. e. conveyed by multiple forms), building a second-language grammar critically involves developing sociolinguistic competence (Canale and Swain. 1980. Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics 1(1). 1–47), including knowledge of contexts in which to use one form over another (Bayley and Langman. 2004. Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching 42(4). 303–318). Consequently, researchers interested in such competence have increasingly analyzed the study-abroad context to gauge learners’ ability to approximate local norms following a stay abroad, due to the quality and quantity of input to which learners may gain access (Lafford. 2006. The effects of study abroad vs. classroom contexts on Spanish SLA: Old assumptions, new insights and future research directions. In Carol Klee & Timothy Face (eds.), Selected proceedings of the 7th conference on the acquisition of Spanish and Portuguese as first and second languages, 1–25. Somerville, MA: Cascadilla Proceedings Project). Nevertheless, the present study is the first to examine native or learner variation between imperative (e. g. ven ‘come’) and optative Spanish commands (e. g. que vengas ‘come’). We first performed a corpus analysis to determine the linguistic factors to manipulate in a contextualized task, which elicited commands from learners before and after four weeks abroad in Alcalá de Henares, Spain. Their overall rates of selection and predictive factors were compared to local native speakers (NSs) and a control group of at-home learners.Results revealed that the abroad learners more closely approached NS rates of selection following the stay abroad. Nonetheless, for both learner groups conditioning by independent variables only partially approximated the NS system, which was more complex than previously suggested.

scholarly journals No sex differences in learning in wild bumblebees

2021 ◽  
Author(s):  
Felicity Muth ◽  
Amber D Tripodi ◽  
Rene Bonilla ◽  
James P Strange ◽  
Anne S Leonard
Keyword(s):  
Sex Differences ◽  
Associative Learning ◽  
Sierra Nevada ◽  
Comparative Cognition ◽  
Natural Populations ◽  
Interspecific Variation ◽  
Learning Task ◽  
Learning Ability ◽  
Learning Performance ◽  
Males And Females

Abstract Females and males often face different sources of selection, resulting in dimorphism in morphological, physiological, and even cognitive traits. Sex differences are often studied in respect to spatial cognition, yet the different ecological roles of males and females might shape cognition in multiple ways. For example, in dietary generalist bumblebees (Bombus), the ability to learn associations is critical to female workers, who face informationally rich foraging scenarios as they collect nectar and pollen from thousands of flowers over a period of weeks to months to feed the colony. While male bumblebees likely need to learn associations as well, they only forage for themselves while searching for potential mates. It is thus less clear whether foraging males would benefit from the same associative learning performance as foraging females. In this system, as in others, cognitive performance is typically studied in lab-reared animals under captive conditions, which may not be representative of patterns in the wild. In the first test of sex and species differences in cognition using wild bumblebees, we compared the performance of Bombus vancouverensis nearcticus (formerly bifarius) and Bombus vosnesenskii of both sexes on an associative learning task at Sierra Nevada (CA) field sites. Across both species, we found that males and females did not differ in their ability to learn, although males were slower to respond to the sucrose reward. These results offer the first evidence from natural populations that male bumblebees may be equally as able to learn associations as females, supporting findings from captive colonies of commercial bees. The observed interspecific variation in learning ability opens the door to using the Bombus system to test hypotheses about comparative cognition.

scholarly journals Effects of BMI and LDL-cholesterol change pattern on cardiovascular disease in normal adults and diabetics

2020 ◽  
Vol 8 (2) ◽  
pp. e001340
Author(s):  
Tae Mi Youk ◽  
Min Jin Kang ◽  
Sun Ok Song ◽  
Eun-Cheol Park
Keyword(s):  
Cardiovascular Disease ◽  
Ldl Cholesterol ◽  
Density Lipoprotein ◽  
Diabetic Control ◽  
Individual Variability ◽  
Control Group ◽  
Simple Method ◽  
Change Pattern ◽  
Patients With Diabetes ◽  
Variability Model

IntroductionTo examine how the risk of cardiovascular disease changes according to degree of change in body mass index (BMI) and low-density lipoprotein (LDL)-cholesterol in patients with diabetes using the health medical examination cohort database of the National Health Insurance Service in Korea. In comparison, the pattern in a non-diabetic control group was also examined.Research design and methodsThe study samples were 13 800 patients with type 2 diabetes and 185 898 non-diabetic controls, and their baseline characteristics and repeatedly measured BMI and LDL-cholesterol until occurrence of cardiovascular disease were collected in longitudinal data. We used the variability model that is joint of mixed effects and regression model, then estimated parameters about variability by Bayesian methods.ResultsThe risk of cardiovascular disease was increased significantly with high average real variability (ARV) of BMI in the patients with diabetes, but the risk of cardiovascular disease was not increased according to degree of ARV in non-diabetic controls. The Bayesian variability model was used to analyze the effects of BMI and LDL-cholesterol change pattern on development of cardiovascular disease in diabetics, showing that variability did not have a statistically significant effect on cardiovascular disease. This shows the danger of the former simple method when interpreting only the mean of the absolute value of the variation.ConclusionsThe approach of simple SD in previous studies for estimation of individual variability does not consider the order of observation. However, the Bayesian method used in this study allows for flexible modeling by superimposing volatility assessments on multistage models.

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