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.

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.

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

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

E-Assessment in Portuguese Higher Education

2019 ◽  
pp. 312-333
Author(s):  
Lúcia Amante ◽  
Isolina Rosa Oliveira ◽  
Maria João Gomes
Keyword(s):  
Higher Education ◽  
Technological Development ◽  
Public Higher Education ◽  
New Approach ◽  
Assessment Culture ◽  
New Learning ◽  
Learning Scenarios ◽  
Portuguese Higher Education ◽  
Assessment Strategies

The new learning scenarios resulting from technological development and in particular of Web 2.0 make it necessary to rethink the teaching practices in higher education, namely at the level of assessment strategies aligned with more recent paradigms. The assessment of competences requires an approach where knowledge, abilities, and attitudes are integrated, implying the use of a variety of assessment strategies. What models can anchor this new assessment culture? How can one design an assessment program that guarantees the quality of this new approach? Based on a new theoretical framework for e-assessment in higher education, the authors construct and apply a survey aimed to identify the practices and the perspectives of the teachers, and the experiences and the perspectives of the students in public higher education institutions. In this chapter, the authors present and discuss the results obtained and advance a proposal for teacher training.

Sustainable Blended-Learning in HEI

2011 ◽  
pp. 302-323 ◽  
Author(s):  
Paula Peres ◽  
Sandra Ribeiro ◽  
Célia Tavares ◽  
Luciana Oliveira ◽  
Manuel Silva
Keyword(s):  
Higher Education ◽  
Educational Technology ◽  
Education Institution ◽  
Learning Processes ◽  
Web Technologies ◽  
Innovation In Education ◽  
New Learning ◽  
Learning Scenarios ◽  
Teaching Learning

This chapter aims to demonstrate how PAOL - Unit for Innovation in Education, a project from ISCAP - School of Accounting and Administration of Oporto - Institute Polytechnic of Oporto, Portugal - prompted new educational initiatives and new learning scenarios at a Higher Education Institution. Furthermore, it will demonstrate PAOL’s lines of intervention through an extensive analysis based on the 6 years of experience that this unit has in the educational technology field; a project that began small but that, due to the force of innovation, has progressively conquered new adepts. Therefore the unit described in this chapter relates all these factors, as a whole, capable of attaining changes that influence mentalities and methodologies, overcoming cultural and technical barriers. This case study can serve as a catalyst, potentiating the creation of new multi-faceted projects in the scope of web technologies in higher education teaching-learning processes.

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.

Are Immigrant Youth Less Violent? Specifying the Reasons and Mechanisms

2012 ◽  
Vol 641 (1) ◽  
pp. 125-147 ◽  
Author(s):  
John MacDonald ◽  
Jessica Saunders
Keyword(s):  
Social Learning ◽  
Social Control ◽  
Violence Exposure ◽  
Youth Violence ◽  
Immigrant Families ◽  
Immigrant Youth ◽  
Social Contexts ◽  
Learning Mechanisms ◽  
Apparent Paradox ◽  
Relative Disadvantage

In this article, the authors present an overview of the relationship between immigrant households and crime and violence, drawing on sociological and public health literature. They present a critique of popular culture perspectives on immigrant families and youth violence, showing that crime and violence outcomes are if anything better for youth in immigrant families than one would expect given the social disadvantages that many immigrant households find themselves living in. They examine the extent to which exposure to violence among immigrant youth is comparably lower than among nonimmigrants living in similar social contexts and the extent to which social control and social learning frameworks can account for the apparent lower prevalence of violence exposure among immigrant youth. Their analyses show a persistent lower rate of violence exposure for immigrant youth compared to similarly situated nonimmigrant youth—and that these differences are not meaningfully understood by observed social control or social learning mechanisms. The authors focus then on the apparent paradox of why youth living in immigrant households in relative disadvantage have lower violence exposure compared to nonimmigrants living in similar social contexts. The answers, they argue, can be viewed from an examination of the effects that living in poverty and underclass neighborhoods for generations has on nonimmigrants in American cities.

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