scholarly journals Learning styles and organisational development in practice: an exploratory study of how learning styles and individual learning strategies can facilitate organisational development

2012 ◽  
Vol 12 (2) ◽  
pp. 181 ◽  
Author(s):  
Jacob Brix ◽  
Karen M. Lauridsen
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Exploratory Study ◽  
Individual Learning ◽  
Organisational Development

scholarly journals Processing of novel food reveals payoff and rank-biased social learning in a wild primate

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Charlotte Canteloup ◽  
Mabia B. Cera ◽  
Brendan J. Barrett ◽  
Erica van de Waal
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Individual Learning ◽  
Diffusion Experiment ◽  
Vervet Monkeys ◽  
Dynamic Learning ◽  
Novel Food ◽  
Bias Attention ◽  
Higher Rank ◽  
Learning From Others

AbstractSocial learning—learning from others—is the basis for behavioural traditions. Different social learning strategies (SLS), where individuals biasedly learn behaviours based on their content or who demonstrates them, may increase an individual’s fitness and generate behavioural traditions. While SLS have been mostly studied in isolation, their interaction and the interplay between individual and social learning is less understood. We performed a field-based open diffusion experiment in a wild primate. We provided two groups of vervet monkeys with a novel food, unshelled peanuts, and documented how three different peanut opening techniques spread within the groups. We analysed data using hierarchical Bayesian dynamic learning models that explore the integration of multiple SLS with individual learning. We (1) report evidence of social learning compared to strictly individual learning, (2) show that vervets preferentially socially learn the technique that yields the highest observed payoff and (3) also bias attention toward individuals of higher rank. This shows that behavioural preferences can arise when individuals integrate social information about the efficiency of a behaviour alongside cues related to the rank of a demonstrator. When these preferences converge to the same behaviour in a group, they may result in stable behavioural traditions.

scholarly journals Pay-off-biased social learning underlies the diffusion of novel extractive foraging traditions in a wild primate

2017 ◽  
Vol 284 (1856) ◽  
pp. 20170358 ◽  
Author(s):  
Brendan J. Barrett ◽  
Richard L. McElreath ◽  
Susan E. Perry
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Individual Learning ◽  
Adaptive Behaviour ◽  
Cultural Dynamics ◽  
New Techniques ◽  
Individual Level ◽  
Important Variation ◽  
In The Wild ◽  
Innovation And Diffusion

The type and variety of learning strategies used by individuals to acquire behaviours in the wild are poorly understood, despite the presence of behavioural traditions in diverse taxa. Social learning strategies such as conformity can be broadly adaptive, but may also retard the spread of adaptive innovations. Strategies like pay-off-biased learning, by contrast, are effective at diffusing new behaviour but may perform poorly when adaptive behaviour is common. We present a field experiment in a wild primate, Cebus capucinus , that introduced a novel food item and documented the innovation and diffusion of successful extraction techniques. We develop a multilevel, Bayesian statistical analysis that allows us to quantify individual-level evidence for different social and individual learning strategies. We find that pay-off-biased and age-biased social learning are primarily responsible for the diffusion of new techniques. We find no evidence of conformity; instead rare techniques receive slightly increased attention. We also find substantial and important variation in individual learning strategies that is patterned by age, with younger individuals being more influenced by both social information and their own individual experience. The aggregate cultural dynamics in turn depend upon the variation in learning strategies and the age structure of the wild population.

scholarly journals Action learning: from individual learning to organisational development

2018 ◽  
Vol 15 (2) ◽  
pp. 151-153
Author(s):  
Kath Aspinwall ◽  
Christine Abbott ◽  
Sue Smith ◽  
Kathryn Winterburn
Keyword(s):  
Action Learning ◽  
Individual Learning ◽  
Organisational Development

scholarly journals An Investigation of the Relationship between Language Learning Strategies and Learning Styles in Turkish Freshman Students

2017 ◽  
Vol 10 (4) ◽  
pp. 53
Author(s):  
Ozgul Balci
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Future Research ◽  
Language Learning Strategies ◽  
Freshman Students ◽  
Faculty Of Education ◽  
Education In Turkey ◽  
The Relationship

The purpose of this study is to determine the relationship between the language learning strategies of freshman students and their learning styles. This study is a descriptive research and employs a relational screening model. Participants of the study were 328 freshman students majoring in different fields at Necmettin Erbakan University Ahmet Keleşoğlu Faculty of Education in Turkey. Data were collected via Turkish version of “Strategy Inventory of Language Learning (SILL)”, originally developed by Oxford (1990) and adapted into Turkish by Cesur and Fer (2007) and “Big 16 Learning Modality Inventory” by Şimşek (2002). Data were analyzed by using descriptive statistics and the Pearson’s correlation coefficient. The research results revealed that learning styles have a significant effect on language learning strategy use. The results and implications of the study are discussed and suggestions for future research are offered.

Strong conformity requires a greater proportion of asocial learning and achieves lower fitness than a payoff-based equivalent

2018 ◽  
Vol 26 (6) ◽  
pp. 323-333
Author(s):  
Matt Grove
Keyword(s):  
Social Learning ◽  
Theoretical Analysis ◽  
Environmental Change ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Individual Learning ◽  
Heterogeneous Environments ◽  
The One ◽  
Social Learning Strategies

There is a growing interest in the relative benefits of the different social learning strategies used to transmit information between conspecifics and in the extent to which they require input from asocial learning. Two strategies in particular, conformist and payoff-based social learning, have been subject to considerable theoretical analysis, yet previous models have tended to examine their efficacy in relation to specific parameters or circumstances. This study employs individual-based simulations to derive the optimal proportion of individual learning that coexists with conformist and payoff-based strategies in populations experiencing wide-ranging variation in levels of environmental change, reproductive turnover, learning error and individual learning costs. Results demonstrate that conformity coexists with a greater proportion of asocial learning under all parameter combinations, and that payoff-based social learning is more adaptive in 97.43% of such combinations. These results are discussed in relation to the conjecture that the most successful social learning strategy will be the one that can persist with the lowest frequency of asocial learning, and the possibility that punishment of non-conformists may be required for conformity to confer adaptive benefits over payoff-based strategies in temporally heterogeneous environments.

The Impact of Foreign Language Learning Style on Strategies Preferences in Art Colleges

2014 ◽  
Vol 971-973 ◽  
pp. 2677-2680
Author(s):  
Di Jiao
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Learning Style ◽  
Foreign Language Learning ◽  
English Learning ◽  
Factors Affecting ◽  
The Impact ◽  
The Relationship

Factors affecting students’ English learning performances are always debated among language researchers. This research is carried out in art colleges to figure out the students’ preferences in learning styles and learning strategies as well as the relationship between them. Questionnaires have been applied and data have been dealt with by SPSS. This research has shown that students in the art college tend to be visual and individual learners, and thus they prefer to adopt metacognitive, memory and affective strategies.

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