Social Learning Mechanisms Research Articles

Imitation as an inheritance system

What is the evolutionary significance of the various mechanisms of imitation, emulation and social learning found in humans and other animals? This paper presents an advance in the theoretical resources for addressing that question, in the light of which standard approaches from the cultural evolution literature should be refocused. The central question is whether humans have an imitation-based inheritance system--a mechanism that has the evolutionary function of transmitting behavioural phenotypes reliably down the generations. To have the evolutionary power of an inheritance system, an imitation-based mechanism must meet a range of demanding requirements. The paper goes on to review the evidence for and against the hypothesis that there is indeed an imitation-based inheritance system in humans.

A Computational Model of Social-Learning Mechanisms

In this article we propose a computational model that describes how observed behavior can influence an observer’s own behavior, including the acquisition of new task descriptions. The sources of influence on our model’s behavior are: beliefs about the world’s possible states and actions causing transitions between them; baseline preferences for certain actions; a variable tendency to infer and share goals in observed behavior; and a variable tendency to act efficiently to reach rewarding states. Acting on these premises, our model is able to replicate key empirical studies of social learning in children and chimpanzees. We demonstrate how a simple artificial system can account for a variety of biological social transfer phenomena, such as goal-inference and over-imitation, by taking into account action constraints and incomplete knowledge about the world dynamics.

Learning to Learn and Building Communities of Practice: Non-governmental Organisations and Examples from Mine Action in Southeast Asia

How do non-governmental organisations (NGOs) interact with one another in specific geographical locations or over specific issue areas? This article evaluates the social learning capacities that may facilitate the development of new communities of practice among NGOs. It focuses on the structures in which NGOs have to work, the nature of the processes of interaction in which they participate, and their motivations for wanting to coordinate with one another in the first place. Based on fieldwork conducted in 2005 and 2006 in Southeast Asia, this paper focuses on the mechanisms for social learning among mine action NGOs in Southeast Asia and the ways in which what might be called a “community” of mine action in the region is starting to develop. At the same time, it raises a number of important questions regarding the coordination of NGO activities in all fields of activity and in any geographical situation.

Comparing the imitative skills of children and nonhuman apes

We propose a framework which breaks down the mechanisms of social learning into their four constituent elements: actions, results, goals, and context. We review what is known about the use of each of these elements in children’s and apes’ social learning, with special attention to possible differences among apes with different rearing histories. We conclude that, by 12 months of age, human infants use each of the four elements when interpreting and selectively copying others’ behavior. Apes, on the other hand, appear to focus solely on the results of demonstrations (although there is some suggestive evidence that enculturated apes may copy actions and goals more than other apes). Finally, we show how these (and other related) findings can be explained by uniquely human skills and motivations for shared intentionality.

Citizens' Learning, Involvement, and Participation in Decision-Making Under the Democratic Ethos: A Theoretical Framework and the Israeli Experience

Public administration literature usually assumes that citizens' participation in administrative decision-making (PDM) processes can improve public sector performance and trust. In this article, we question the universality of this assumption, arguing that PDM processes will have positive results in terms of performance and trust only when there are available channels to influence policy outcomes and democratic participatory behavior. We construct theoretical arguments based on a mechanism of social learning and illustrate them by reference to the case of Israel. The framework highlights the centrality and importance of culture and social characters for the study and planning of public administration reforms.

A test of social learning and intergenerational transmission among batterers

This research examined the direct and indirect transmission of family-of-origin violence among a sample of male domestic violence offenders. Intergenerational transmission of violence was tested by examining the effects of childhood corporal punishment experiences and witnessing inter-parental physical violence on the odds of reporting minor and severe intimate partner violence perpetration in adulthood. Social learning mechanisms were applied to examine the relationship between abuse experiences and the incidence of minor and severe forms of intimate partner violence. Use of a sample of 204 male domestic batterers attending court-mandated family violence intervention programs in an urban setting revealed considerable variation in minor and severe intimate partner violence. Results from logistic regression models suggested intergenerational transmission and social learning provided distinct mechanisms for both minor and severe forms of intimate partner violence.

Modelling a social dilemma of mode choice based on commuters’ expectations and social learning

Abstract This study attempts to apply an agent-based approach to modelling a social dilemma of travel mode choice considering psychological and sociological aspects. A traveller is modelled to have expectations, which shows the traveller’s beliefs about the influence of other group members on his action, as decision-making rules. Social interaction using a group-based interaction is hypothesized to be important. We apply an imitation game based on social learning mechanisms to the model. Two kinds of mechanism are used: payoff-biased and conformist transmission. The model reveals the conditions that make cooperation as a possible outcome are optimistic bandwagon expectations, group-based interactions, and strong conformist transmissions.

Gender-specific disruptions in emotion processing in younger adults with depression

One of the principal theories regarding the biological basis of major depressive disorder (MDD) implicates a dysregulation of emotion-processing circuitry. Gender differences in how emotions are processed and relative experience with emotion processing might help to explain some of the disparities in the prevalence of MDD between women and men. This study sought to explore how gender and depression status relate to emotion processing. This study employed a 2 (MDD status) x 2 (gender) factorial design to explore differences in classifications of posed facial emotional expressions (N=151). For errors, there was an interaction between gender and depression status. Women with MDD made more errors than did nondepressed women and men with MDD, particularly for fearful and sad stimuli (Ps <.02), which they were likely to misinterpret as angry (Ps <.04). There was also an interaction of diagnosis and gender for response cost for negative stimuli, with significantly greater interference from negative faces present in women with MDD compared to nondepressed women (P=.01). Men with MDD, conversely, performed similarly to control men (P=.61). These results provide novel and intriguing evidence that depression in younger adults (<35 years) differentially disrupts emotion processing in women as compared to men. This interaction could be driven by neurobiological and social learning mechanisms, or interactions between them, and may underlie differences in the prevalence of depression in women and men.

Communication-induced memory biases in preverbal infants

Human teaching, a highly specialized form of cooperative information transmission, depends not only on the presence of benevolent communicators in the environment, but also on the preparedness of the students to learn from communication when it is addressed to them. We tested whether 9-month-old human infants can distinguish between communicative and noncommunicative social contexts and whether they retain qualitatively different information about novel objects in these contexts. We found that in a communicative context, infants devoted their limited memory resources to encoding the identity of novel objects at the expense of encoding their location, which is preferentially retained in noncommunicative contexts. We propose that infants' sensitivity to, and interpretation of, the social cues distinguishing infant-directed communication events represent important mechanisms of social learning by which others can help determine what information even preverbal human observers retain in memory.

Parents, Friends, and Romantic Partners: Enmeshment in Deviant Networks and Adolescent Delinquency Involvement

Adolescent networks include parents, friends, and romantic partners, but research on the social learning mechanisms related to delinquency has not typically examined the characteristics of all three domains simultaneously. Analyses draw on data from the Toledo Adolescent Relationships Study (n = 957), and our analytic sample contains 51% male and 49% female as well as 69% white, 24% African-American, and 7% Latino respondents. Parents,' peers,' and partners' deviance are each related to respondents' delinquency, and affiliation with a greater number of deviant networks is associated with higher self-reported involvement. Analyses that consider enmeshment type indicate that those with both above average romantic partner and friend delinquency report especially high levels of self-reported involvement. In all comparisons, adolescents with deviant romantic partners are more delinquent than those youths with more prosocial partners, regardless of friends' and parents' behavior. Findings highlight the importance of capturing the adolescent's entire network of affiliations, rather than viewing these in isolation, and suggest the need for additional research on romantic partner influences on delinquent behavior and other adolescent outcomes.

On the design of neuro-controllers for individual and social learning behaviour in autonomous robots: an evolutionary approach

In biology/psychology, the capability of natural organisms to learn from the observation/interaction with conspecifics is referred to as social learning. Roboticists have recently developed an interest in social learning, since it might represent an effective strategy to enhance the adaptivity of a team of autonomous robots. In this study, we show that a methodological approach based on artifcial neural networks shaped by evolutionary computation techniques can be successfully employed to synthesise the individual and social learning mechanisms for robots required to learn a desired action (i.e. phototaxis or antiphototaxis).

Evidence of teaching in atlantic spotted dolphins (Stenella frontalis) by mother dolphins foraging in the presence of their calves

Teaching is a powerful form of social learning, but there is little systematic evidence that it occurs in species other than humans. Using long-term video archives the foraging behaviors by mother Atlantic spotted dolphins (Stenella frontalis) were observed when their calves were present and when their calves were not present, including in the presence of non-calf conspecifics. The nine mothers we observed chased prey significantly longer and made significantly more referential body-orienting movements in the direction of the prey during foraging events when their calves were present than when their calves were not present, regardless of whether they were foraging alone or with another non-calf dolphin. Although further research into the potential consequences for the naïve calves is still warranted, these data based on the maternal foraging behavior are suggestive of teaching as a social-learning mechanism in nonhuman animals.

The influence of social structure on the propagation of social information in artificial primate groups: A graph-based simulation approach

Observations of primate groups have shown that social learning can lead to the development of temporal stable traditions or even proto-culture. The social structure of primate groups is highly diverse and it has been proposed that differences in the group structure shall influence the patterns of social information transmission. While empirical studies have mainly focused on the psychological mechanisms of social learning in individuals, the phenomenon of information propagation within the group has received relatively little attention. This might be due to the fact that formal theories that allow actual testing have not been formulated, or were kept too simple, ignoring the social dynamics of multi-agent societies. We want to propose a network approach to social information transmission that (1) preserves the complexity of the social structure of primate groups and (2) allows direct application to empirical data. Results from simulation experiments with artificial group structures confirm that association patterns of group-members influence the expected speed of information transmission during the propagation process. Introducing a forgetting rate shows that under certain conditions the proportion of informed individuals will reach a stable rate in some systems while it will drop to zero in others. This suggests that the likelihood to observe temporal stable traditions shall differ between social systems with different structure.

ON THE REALITY OF TOOTH FAIRIES: A REVIEW OF THE GOD DELUSION.

In The God Delusion, Richard Dawkins reviews the evidence for and against God. After considering arguments for a divine power, he says the main current one is that the characteristics of living creatures must be attributed to an all‐powerful designer. Design is the only plausible account, because the excellent fit between each plant and animal and its environment could not possibly have appeared in one stroke by pure chance. Dawkins agrees that randomness could not have done the job, but he says that a designer is equally unlikely. The only viable explanation is evolution by natural selection, a process that operates without plan or design. He then turns to the adaptive value of religious belief. After failing to find any, he proposes that belief in divinities is the by‐product of a powerful tendency to learn from others, an adaptive strategy produced by natural selection. Adults and other influential figures teach children many useful things, but they also train them to worship deities. Religious devotion is established through education, and it is maintained over generations by the social learning processes underlying all instances of cultural evolution. Dawkins' arguments together with other problems encountered in describing evolutionary processes highlight the importance of social learning. His discussion leads the reviewer to assert that only by knowing the mechanisms of social learning is it possible to understand how biological and cultural evolution interact to produce life as we find it.

Arrests of Adolescent Clients of a Public Mental Health System During Adolescence and Young Adulthood

This study examined the relationship of age and gender with risk of arrest among adolescents and young adults who were intensive adolescent users of public mental health services. Data were obtained from the Massachusetts Department of Mental Health (DMH) and juvenile and criminal courts. Participants were youths receiving DMH adolescent case management services sometime in 1994-1996 who were born between 1976 and 1979 (781 males and 738 females). They were cross-matched to document arrests between age seven and 25. The study examined age at first arrest, age-specific risk, and the relationship between arrest history and arrest risk by gender and age. Most males (69%) and almost half the females (46%) were arrested by age 25. First arrest was most common before age 18. As in the general population, males' arrest patterns were more concerning than those of females, although patterns were of concern in both groups. Most female arrestees had multiple arrests, many as adults. No gender differences were observed for several factors, including risk of first arrest over age 18. Risk was far greater for those arrested in the previous year than for those never arrested. Findings justify concerns of public mental health systems regarding justice system involvement of adolescent clients. Risk of first arrest was significant from early adolescence through age 24, indicating a need for arrest prevention into young adulthood. The heightened arrest risk at all ages among those who were recently arrested demarcates a population in need of immediate intervention.

Internationalization of professional service firms as learning – a constructivist approach

PurposeInternationalization process research has conceptualized the cross‐border move of firms as a process of learning. Yet, little attempts have been made to develop a constructivist learning theory of the internationalizing firm. The aim of this paper is to apply a contemporary learning theoretical framework to analyze the internationalization of professional service firms.Design/methodology/approachA constructivist theory of learning is applied.FindingsThe paper explains learning during the internationalization process of professional service firms as a process of social interaction with the socio‐cultural environment. The paper outlines specific individual and social mechanisms through which firms acquire new knowledge when moving across borders and embed themselves into a new socio‐cultural market domain.Research limitations/implicationsThe argument is theoretical in nature and has particular implications for future empirical research, which may investigate the specific social learning mechanisms of the internationalizing firm in particular professional service industries and cultural settings.Originality/valueThe application of a constructivist theory of learning to the internationalization of professional service firms is unique until now to the research field.

Ember és kultúra

Book synopsis: Where does human culture come from? What are the determinants of the emergence, transmission and spread of culture? Do people really have the ability to create cultural products and knowledge? How does one change one's cultural environment? Although these issues have long been of concern to social science practitioners, the last two decades have seen the emergence of qualitatively new theoretical concepts and methodological approaches that have shed new light on the central issues of man and culture. These are a compilation of these with the help of selected studies in the fields of contemporary evolutionary psychology, cognitive science, communication and consciousness theory, and comparative psychology and ethology. There are two common elements that distinguish the writings that represent divergent views from earlier classical approaches to the relationship between man and culture. One is the evolutionary attitude and the biological and phylogenetic approach to the cultural nature of man, and the other is the emphasis on the specific nature of the human-specific social learning mechanism specialized in the transmission and acquisition of cultural knowledge. Thus, the reader holds an exciting and representative volume of study that provides a broad overview and a high-quality introduction to modern scientific theories about the nature of cultural man.

What else do students need?

This article considers university staff’s place in students’ worlds from a psychodynamic perspective. It looks at ‘studenthood’ as a psychological stage, in which relationship to university and university staff is seen as being recruited into a personal developmental context. It sketches some psychodynamic background for understanding the role students unconsciously assign to staff, in terms of concepts such as transference, projection and containment. It makes connections between mechanisms for early infancy social learning about self/identity and the identity-establishing responses which students need at their stage too. It uses this understanding to explain some of the difficulties which can be experienced in responding to troubled students. We can extrapolate from the more difficult end of the spectrum to inform our general understanding about the dynamics of students’ need for responsiveness and ‘help’, and the article finally briefly considers ‘help’ and ‘problems’ as usually being developmental rather than pathological agents of students’ learning process.

Learning from others in 9-18-month-old infants

The use of an adult as a resource for help and instruction in a problem solving situation was examined in 9, 14, and 18-month-old infants. Infants were placed in various situations ranging from a simple means-end task where a toy was placed beyond infants' prehensile space on a mat, to instances where an attractive toy was placed inside closed transparent boxes that were more or less difficult for the child to open. The experimenter gave hints and modelled the solution each time the infant made a request (pointing, reaching, or showing a box to the experimenter), or if the infant was unable to solve the problem. Infants' success on the problems, sensitivity to the experimenter's modelling, and communicative gestures (requests, co-occurrence of looking behaviour and requests) were analysed. Results show that older infants had better success in solving problems although they exhibited difficulties in solving the simple means-end task compared to the younger infants. Moreover, 14- and 18-month-olds were sensitive to the experimenter's modelling and used her demonstration cues to solve problems. By contrast, 9-month-olds did not show such sensitivity. Finally, 9-month-old infants displayed significantly fewer communicative gestures toward the adult compared to the other age groups, although in general, all infants tended to increase their frequency of requests as a function of problem difficulty. These observations support the idea that during the first half of the second year infants develop a new collaborative stance toward others. The stance is interpreted as foundational to teaching and instruction, two mechanisms of social learning that are sometime considered as specifically human. Copyright © 2006 John Wiley & Sons, Ltd.

Hominid cultural transmission and the evolution of language

This paper presents the hypothesis that linguistic capacity evolved through the action of natural selection as an instrument which increased the efficiency of the cultural transmission system of early hominids. We suggest that during the early stages of hominization, hominid social learning, based on indirect social learning mechanisms and true imitation, came to constitute cumulative cultural transmission based on true imitation and the approval or disapproval of the learned behaviour of offspring. A key factor for this transformation was the development of a conceptual capacity for categorizing learned behaviour in value terms - positive or negative, good or bad. We believe that some hominids developed this capacity for categorizing behaviour, and such an ability allowed them to approve or disapprove of their offsprings- learned behaviour. With such an ability, hominids were favoured, as they could transmit to their offspring all their behavioural experience about what can and cannot be done. This capacity triggered a cultural transmission system similar to the human one, though pre-linguistic. We suggest that the adaptive advantage provided by this new system of social learning generated a selection pressure in favour of the development of a linguistic capacity allowing children to better understand the new kind of evaluative information received from parents.