Social Learning Opportunities Research Articles

Social tolerance and success-biased social learning underlie the cultural transmission of an induced extractive foraging tradition in a wild tool-using primate

The last two decades have seen great advances in the study of social learning (learning from others), in part due to efforts to identify it in the wild as the basis of behavioral traditions. Theoretical frameworks suggest that both the dynamics of social tolerance and transmission biases (or social learning strategies) influence the pathways of information diffusion in social groups. Bearded capuchins ( Sapajus libidinosus ) inhabiting the semiarid seasonal caatinga biome of the Serra da Capivara National Park (SCNP) form highly tolerant societies that possess the largest “tool-kit” described for monkeys, a feat likely facilitated by social learning. Here, we used social network analysis and an open diffusion experiment using an extractive foraging task to identify the occurrence of social learning and describe the pathways of social transmission of information in two wild primate populations. The dynamics of social tolerance outside of task introductions predicted opportunities for social learning, but it was tolerance during task introductions that predicted the actual pathways of social information diffusion. Our results also indicated that the capuchins mainly learned from others via direct observation and naïve individuals exhibited an observation bias toward successful males. This study supports the claims of cultural transmission in robust capuchins and empirically supports the role of social tolerance and social learning strategies in human and nonhuman primate cultural evolution.

Drivers of adoption for integrated mangrove aquaculture: Its application for extensive smallholder shrimp farmers in Bangladesh

Integrated Mangrove Aquaculture (IMA) has the potential to simultaneously address the challenges of environmental degradation arising from conventional shrimp production, the expected impacts of climate change, and the growing global demand for shrimp. These challenges affect coastal livelihoods in Satkhira and Khulna districts of Bangladesh. However, IMA adoption in coastal Bangladesh so far remains low. This study explores the factors that influence IMA adoption by extensive smallholder shrimp farmers in Bangladesh using a questionnaire-based survey of 128 farmers. We identified potential drivers of adoption by combining exploratory data analysis and a logit regression analysis. Key findings were that lack of adoption appeared to be mainly attributed to a lack of awareness of IMA (65% of non-adopters were not aware of the existence of IMA), as well as a lack of trust in own required management skills and technical know-how. On the other hand, positive evaluation of IMA benefits and its main use as a risk mitigating strategy were the main enablers. The logit regression analysis indicated that perceived suitability of the pond to integrate IMA and availability of technical assistance were the factors most important to adoption, explaining respectively 30% and 26% of adoption. To enhance adoption of IMA and reduce the need for new pond excavation in mangrove stands, tailored technical training and social learning opportunities are required to increase awareness of IMA and its potential benefits, as well as for effective IMA management. Additionally, the development of new market opportunities for novel mangrove products is vital to foster incentives for adoption. Further work is needed on how to maximize the potential of IMA by thorough study of its various implementation options.

"Running on goodwill and fairydust" - Midwives' experiences of facilitating and delivering local breastfeeding support via Facebook groups: A qualitative descriptive study.

Facebook groups providing breastfeeding support are widespread. Some are created and/or facilitated by midwives, but little is known about their motivations or experiences. The present study aimed to examine how midwives involved in providing breastfeeding support via local Breastfeeding support Facebook (BSF) groups perceive the value of this provision and their experiences of creating these services and engaging with mothers online. Participants were recruited through Facebook advertising and snowballing techniques. UK registered midwives with experience of providing breastfeeding support via Facebook groups were eligible. Semi-structured interviews were conducted using Microsoft Teams/Zoom with nine midwives between July and September 2021. Reflexive thematic analysis was conducted. Three themes, each with three subthemes, were identified: (1) Imperatives and Value; (2) Goodwill & Lack of Resources; and (3) Community of Practice. Theme 1 described groups as necessary for meeting current mothers' needs and improving low breastfeeding rates. Theme 2 highlighted that BSF groups rely on voluntary work by midwives and peer supporters, with sustainability and recognition of their efforts being major concerns. Theme 3 showed that BSF groups function as communities of practice, offering social learning opportunities and benefits for midwives. Midwives became involved in delivering online support motivated by a belief in the value of this provision, but acted as volunteers and felt unsupported by wider services. This has impacts for the sustainability of this provision regardless of its value. However, midwives reported significant benefits from involvement. Thus, there is a need for services to provide additional guidance and investment.

Wanting to matter and learning to care: A neurodevelopmental window of opportunity for (Pro) social learning?

Wanting to matter—to feel socially recognized, appreciated, and capable of actions that benefit others—represents a fundamental motivation in human development. The motivational salience of mattering appears to increase in adolescence. Evidence suggests this is related to pubertal increases in the incentive salience for gaining social value and personal agency. This can provide a useful heuristic for understanding motivational proclivities (i.e. wanting to matter) that influence action-outcome learning as young adolescents are exploring and learning how to navigate increasingly complex social and relational environments. Adolescence also brings new capacities, motives, and opportunities for learning to care about and contribute to the benefit of others. Together, these create a window of opportunity: a sensitive period for learning to gain salient feelings of mattering through caring prosocial actions and valued societal contributions. Successfully discovering ways of mattering by doing things that matter to others may contribute to formative socio-emotional learning about self/other. Advances in understanding these social and relational learning processes and their neurodevelopmental underpinnings can inform strategies to improve developmental trajectories of social competence and wellbeing among adolescents growing up in a rapidly changing and increasingly techno-centric world.

Programming education and learner motivation in the age of generative AI: student and educator perspectives

Purpose Programming education is being rapidly transformed by generative AI tools and educators must determine how best to support students in this context. This study aims to explore the experiences of programming educators and students to inform future education provision. Design/methodology/approach Twelve students and six members of faculty in a small technology-focused university were interviewed. Thematic analysis of the interview data was combined with data collected from a survey of 44 students at the same university. Self-determination theory was applied as an analytical framework. Findings Three themes were identified – bespoke learning, affect and support – that significantly impact motivation and learning outcomes in programming education. It was also found that students are already making extensive use of large language models (LLMs). LLMs can significantly improve learner autonomy and sense of competence by improving the options for bespoke learning; fostering emotions that are conducive to engendering and maintaining motivation; and inhibiting the negative affective states that discourage learning. However, current LLMs cannot adequately provide or replace social support, which is still a key factor in learner motivation. Research limitations/implications Integrating the use of LLMs into curricula can improve learning motivation and outcomes. It can also free educators from certain tasks, leaving them with more time and capacity to focus their attention on developing social learning opportunities to further enhance learner motivation. Originality/value To the best of the authors’ knowledge, this is the first attempt to explore the relationship between motivation and LLM use in programming education.

Self-Access Language Learning Support in Europe: Observations and Current Practices

This research examined the practices and spaces for self-access language learning (SALL) support, such as self-access learning centers (SALCs), learning resources, other learning spaces, advising, learner development, and social learning opportunities in leading institutions in Europe. The researcher analyzed how language learner support is conceptualized, operationalized, and evaluated at three institutions in Italy and one in Germany. The research was conducted through systematic observations during site visits, document analyses, and semi-structured interviews with staff and students in the four institutions. The researcher also drew on findings from the recent literature, insights from recent conference presentations, and discussions with colleagues based elsewhere in Europe to make observations about current trends in SALL in Europe. Six themes emerged from a thematic analysis of this data. The research offers perspectives for students and teachers interested in supporting learning outside the classroom in Europe and elsewhere.

Caregiver greeting to infants under 6 months already reflects emerging differences in those later diagnosed with autism.

As infants develop, caregivers adjust their behaviour to scaffold their infant's emerging skills, such that changes in infants' social abilities are expected to elicit changes in caregiver behaviour. We examined whether changes in the probability of infant-directed caregiving behaviour-specifically, greeting, a ubiquitous signal used by caregivers to initiate reciprocal interactions-differ between infant-caregiver dyads with an infant later diagnosed with autism and dyads with a neurotypically developing infant during infants' first 6 months. Using longitudinal data from 163 dyads, we found that caregivers in autism dyads (n = 40) used greeting less and at later infant ages than caregivers with a neurotypically developing infant (neurotypical dyads, n = 83). Caregivers in dyads with infants at elevated familial genetic likelihood for autism who did not receive an autism diagnosis (EL-non-autism dyads, n = 40) showed no differences in greeting compared with neurotypical dyads. Socioeconomic status partially mediated the difference between autism and neurotypical dyads. These findings show that autism and socioeconomic status were associated with the mutually adapted dynamics of dyadic interaction beginning in the first postnatal weeks. Importantly, differences in caregiver greeting observed in autism dyads are not interpreted as suboptimal behaviour from caregivers but rather indicate how early emerging social differences related to autism, years before overt features are present, may alter social learning opportunities elicited by the infant.

Exploring Medical Student Attitudes Regarding Inter-university Learning: A Pilot Study.

Introduction The United Kingdom needs to educate more medical students to meet workforcedemands. With static numbers of clinical teachers available, novel and efficientapproaches are required to prepare students for real-life work where doctorsroutinely work with colleagues from different medical schools. This innovativeproject was designed to investigate student attitudes towards inter-universitylearning (IUL), whereby two medical students from different universities learntogether. Materials and methods Thirteen students at Great Western Hospital,Swindon, England, volunteered and were randomlypaired with a student from another university. Pairs completed a 20-minutesimulated clinical scenario and observed three others. Students completed pre- and post-session questionnaires adapted from the Readiness for Inter-ProfessionalLearning scale. Seven students took part in semi-structured interviews whichunderwent thematic analysis. Results Quantitative analysis of post-session questionnaires demonstrated a positiveresponse to IUL. Thematic analysis generated six themes: impact on learning,impact on career, working together, recognising differences, practicalconsiderations, and psychosocial perspectives. Discussion Students enjoyed the social learning opportunity to practise team-working,communication, and role delegation with unknown peers whilst sharing differentclinical approaches. Differences in course structure meant students displayedvarying strengths, although unexpected findings centred around pre-conceptions ofboth universities and social comparison behaviours. Conclusion IUL's strength was deemed to be in non-technical skill development to prepare forreal-life work, ultimately enhancing patient safety. Practicalities to considerinclude session design and psychological safety. IUL provides a novel solution toefficiently educate future healthcare professionals and further work to explore itsbenefits on a wider scale is suggested.

Less frequent face looking in infancy is related to autism likelihood status but not diagnosis: A study of parent-infant interaction

BackgroundPrevious research suggest that autistic children look less at faces than neurotypically developing children, but this finding is based predominantly on screen-based eye tracking studies, with unfamiliar faces used as stimuli. The aim of the current study was to assess 10-month-olds’ gaze to faces in a more naturalistic context - during free play with a parent - in relation to later autism diagnosis. MethodParents were asked to play with their infant ‘as they usually would’ with a set of toys on the floor. During the first 5 min of play, infant gaze to parent’s face was video coded. ResultsInfants at elevated likelihood of autism (N = 18 with later diagnosis; 46 without later diagnosis), regardless of later diagnostic status, produced fewer gaze shifts towards their parents’ faces than infants at low likelihood of autism (N = 18). Infants in all groups spent only ∼3 % of their time looking at parents’ faces, and there was no group difference in terms of the proportion of time spent looking at faces. There was neither a correlation between infant face looking and scores on the Autism Diagnostic Observation Schedule-2, nor between infant face looking and autistic traits in the parent. ConclusionsDuring toy play, all infants – irrespective of later diagnosis – spent very little time looking at parents’ faces. Infants at elevated likelihood of autism made fewer gazes to their parents’ faces than neurotypically developing infants, which could potentially affect opportunities for social learning. The effect was not specifically linked to later autism diagnosis.

Expertise Development at Work: A Workplace Curriculum Perspective in the Domains of Sales Representatives and Leadership Coaches in a German Context

Context: Active engagement and participation in professional practices are an important requirement for expertise development in vocational domains. However, not much is known about how work contexts foster or hinder such expertise development. To further fill this research gap, this study investigates two vocational domains, namely sales representatives and leadership coaches, using the Workplace Curriculum Approach. This approach focuses on three aspects. First, how novices get access to certain tasks. Second, which tasks at work are especially conducive to learning, referred to as pedagogically-rich activities. Third, what knowledge is hard-to-learn through practice alone. By focusing on these three aspects, the Workplace Curriculum Approach helps to understand learning. Method: Eleven highly competent sales representatives and ten highly competent leadership coaches from German organizations participated in an interview study. A thematic qualitative text analysis was applied using deductive and inductive coding. Results: For sales representatives, task sequencing is different across organizations due to structural factors, particularly products, and infrastructure. Ideally, apprentices start by getting to know the customers by selling products on site at a counter and by getting to know the products in the warehouse. challenging interactions with customers on the phone are most conducive to learning. The scope of the product portfolio and the amount of technical knowledge are hard to learn. Leadership coaches are encouraged by peers to start at team leader and smaller team levels before moving on to more senior executives and larger team levels. Weekly team meetings offer important social learning opportunities similar to informal discussions among peers. Methodological and organizational knowledge are hard to learn. Conclusion: Regardless of differences between both domains, the Workplace Curriculum Approach proved useful for analyzing learning and expertise development in the different workplace contexts. The approach proved to be a fairly tangible and easy-to-use tool to investigate how workplaces support expertise development and how workplace learning regimes might be changed to further foster novices’ learning and development. Researchers and practitioners alike can utilize the Workplace Curriculum Approach to analyze learning in different domains in their respective organization. However, individual factors of the learners such as motivation to participate in activities in the workplace are not explicitly included in this approach to investigate professional learning and development. They should be of additional focus in any study interested in vocational expertise development.

Designing Holistic and Multivoiced Online Learning: Higher Education Actors’ Pedagogical Decisions and Perspectives

Higher education has witnessed continuous growth in online learning, further catalysed by the COVID-19 pandemic. Moving forward, it is important to transition from remote teaching to sustainable, high-quality and mature online learning practices for impactful student learning. This paper presents the findings of a qualitative multiple case study research that investigated the pedagogical decisions and rationales of educators and digital learning professionals in deliberately designed online learning contexts. Data were collected through 31 interviews, observations and documents from seven interdisciplinary design teams across six UK universities over an extended period. Three themes were constructed to convey key research insights including: (1) embracing a multi-level view of student learning journeys, (2) embedding multiple and diverse ‘voices’ and (3) creating a complex web of social learning opportunities and ‘spaces’. The findings from this study offer a revitalised understanding of pedagogies suggesting holistic and multivoiced approaches to online learning. Findings pointed to the need for narrative-based approaches to online learning design, attention to purposeful hybrid learning spaces and an expansive view of educators’ role. The insights presented in this paper can be enlightening for educators, teaching teams, digital learning teams, academic developers, researchers and university leadership, opening up dialogue and new directions for online learning practices and research.

Reproductive behaviour and fertilized spawns in cultured Solea senegalensis broodstock co-housed with wild breeders during their juvenile stages

The reproductive failure of Senegalese sole (Solea senegalensis) cultured males (reared entirely in captivity from egg through to adult) that do not participate in reproductive behaviours to fertilise spawns, results in a problem to achieve reproductive control in captivity. However, cohabitation with wild males has led to an increase in the involvement of cultured males in reproductive behaviour, although their contribution to fertilised spawning is still lower than that of wild breeders. This study aimed to examine the effect of different social conditions, on the reproductive behaviour and spawning success of cultured breeders over three reproductive seasons. Before starting this study, different social learning opportunities were provided to the breeders from the juvenile to the pubertal stages of the individuals. Behaviour and spawning were evaluated in four experimental groups of cultured breeders: two groups (W1 and W2) that prior to this study were reared during the juvenile stage with wild breeders that fertilized spawns, a Culture breeder group (CB) that was previously reared with cultured breeders that spawned unfertile eggs, and a negative control group (CN) that was reared in isolation from adult fish.During the three reproductive seasons, spawning was obtained from all groups. Generally, the first year had the highest egg production and the third year the lowest. However, fertilised eggs were only obtained from W1 in the first year. A total of eight fertilised spawns were collected with a fertilisation rate of 28.02 ± 13.80 % and a hatching rate of 15.04 ± 10.40 %. The mean number of larvae obtained per spawn was 7,683 ± 5,947 and the total number of larvae from all eight spawns was 61,468. The paternity analysis assigned 64.3 % of larvae to a single couple of breeders, while 34.3 % of larvae were not assigned to any single family, but inconclusively to more than three parents. The highest locomotor activity was observed in W1, while no significant differences were observed in the number of movements within W2, CB and CN. In all groups, during the peak of locomotor activity (19h00-20h00), the main reproductive behaviours observed were Rest the Head and Follow, while the Guardian behaviour was low and Coupled behaviour was only observed in W1. Over time, the reproductive behaviours decreased, except for Follow. The social learning opportunities provided by cohabitation with wild fish during juvenile stages prior to spawning in W1, increased activity and fertilised spawning. However, the number of successful spawns was low and over time stopped in association with a decrease in reproductive behaviour. This suggests that other mechanisms of behavioural learning could be involved in reproductive success, such as reproductive dominance, environmental conditions or hormonal interactions that could affect physiological processes in the reproduction of captive breeders.

HRM practices in app work: exploring training and feedback in the food delivery ecosystem

Purpose This study aims to explore the human resource management (HRM) practices related to training and feedback in the app work industry, specifically in online food delivery service, and investigate the emotional and behavioral responses of gig workers. Design/methodology/approach This study adopts a qualitative approach by interviewing 19 gig workers from six food delivery firms operating in different countries. Findings The results show limited training and feedback opportunities are provided to app workers, although the complexity of training and delivery methods differ across platforms. To address this shortage, app workers developed response strategies relying on social interaction. Research limitations/implications This study adds to the research on HRM practices in the gig economy by portraying the way in which training and feedback unfold in the food delivery app ecosystem and by disclosing the gig workers’ emotional and behavioral responses to it. Practical implications This study shows that the way training activities are currently designed may provide little value to the ecosystem and are likely to produce negative emotional responses in gig workers. Thus, platform providers may make use of these findings by introducing more transparent feedback and social learning opportunities. Originality/value To the best of the authors’ knowledge, this study is among the first empirical studies on online delivery gig workers addressing specific HRM practices. It reveals significant insights for training and feedback, suggesting app economy characteristics strongly affect training and feedback practices for app workers.

Learning While in Work: Exploring Influences on Engagement and Achievement in Veterinary Professionals Studying Remotely.

Remote learning provides flexible opportunities for veterinarians and veterinary technicians to undertake professional development qualifications alongside their work. Although this offers advantages in accessing courses that may otherwise not be available, online provision may not suit all learners equally. Using thematic analysis of semi-structured interviews with a group of veterinary educators (faculty, veterinarians, and veterinary nurses/technicians), this study explored their engagement and learning outcome achievements from a post-graduate certificate in veterinary education. Participants were highly motivated to engage, but their engagement was compromised when they had low levels of professional autonomy (particularly in scheduling study time and opportunities to put learning outcomes into practice). Some participants also found engagement more challenging when they experienced academic uncertainty or a reduction in social learning opportunities. A lot of the learning occurred in the participants applying taught content to practice, and therefore the education interface extended to the workplace. Educators teaching similar students using an online-only format should thus recognize the learners' workplaces as an important part of the learning environment and find ways to help them learn in that context. Learner engagement is also supported by interventions to foster social connections, scaffolded strategies for self-direction, and helping them to balance achievement against wellbeing goals.

Affective Outcomes of a Summer Talent Development Program: What Do Students Say?

This study explored the affective outcomes students perceived from participating in a summer program and the program components that contributed to participants’ perceived affective development. Participants were 55 middle school students (29 girls) with intellectual gifts who participated in a 4-day-long residential program conducted in a western state in India. Participants wrote descriptive reflections responding to a 16-item open-ended survey. Matrix coding was used to code affective outcomes and the associated program components. Thematic analyses of responses revealed five themes that depicted improvement in participants’ (a) confidence and courage, (b) self-awareness, (c) social awareness, (d) social skills, and (e) inspiration. Leadership workshops and group activities, rural experience, and camp structure were discussed most frequently in relation to specific affective outcomes. Findings indicated that a direct and well-planned affective intervention can provide opportunities for social and emotional learning. Implications for holistic talent development programming have been discussed.

Social Positioning and Learning Opportunities in One Student’s Textual Transition to College Writing

Developing academic writers must continually position themselves discursively as they negotiate institutional, programmatic, and disciplinary contexts. The inextricable relationship of writing and identities raises questions of access to social identities in schools, a particularly salient issue when considering the complexities and challenges of the high school to college transition for students from historically marginalized groups. This study focuses on Jain, a first-generation Latino college student, as he positions himself as a writer over 18 months in response to a range of school-based writing tasks. My analysis finds that Jain’s identity negotiations are influenced by a history of social positioning in schools, as his stance-making patterns and sense of self as a writer reflect resources and opportunities he encounters. This study adds to research demonstrating the role teachers and institutions can play in (in)validating certain aspects of students’ identities and influencing belonging in school spaces, indicating a need for educators and researchers across K-12 and college contexts to continue to challenge the standardization of school writing and the prevalence of assessments that limit curricula and constrain identities.

Evolution of explorative and exploitative search strategies in collective foraging

Evolutionary theories of foraging hypothesize that foraging strategies evolve to maximize search efficiency. Many studies have investigated the central trade-off between explore–exploit and how individual foragers manage it under various conditions. For foragers in groups, this trade-off can be affected by the social environment, influencing the evolution of individual search strategies. Previous work has shown that when learning socially, explorative search strategies can optimize group search efficiency. However, social learning can cause discrepancies in strategies that benefit the group versus an individual. We model the evolution of explorative and exploitative strategies using Lévy exponents under different levels of social learning and investigate their effect on individual and group search efficiencies. We show that reliance on social learning can lead to the evolution of mixed groups that are not optimally efficient. Exploiters can have a selective advantage in scrounging findings by explorers, but too many exploiters can diminish group efficiencies. However, greater opportunities for social learning can increase the benefits of explorative strategies. Finally, we show that area-restricted search can help individuals balance exploration and exploitation, and make groups more efficient. Our results demonstrate how exploration and exploitation must be balanced at both individual and collective levels for efficient search.

Innovation adoption by forward‐looking social learners

We build a model studying the effect of an economy's potential for social learning on the adoption of innovations of uncertain quality. Assuming consumers are forward‐looking (i.e., recognize the value of waiting for information), we analyze how qualitative and quantitative features of the learning environment affect equilibrium adoption dynamics, welfare, and the speed of learning. Based on this, we show how differences in the learning environment translate into observable differences in adoption dynamics, suggesting a purely informational channel for two commonly documented adoption patterns: S‐shaped and concave curves. We also identify environments that are subject to a saturation effect: Increased opportunities for social learning can slow down adoption and learning, and do not increase consumer welfare, possibly even being harmful.

Learning a Trauma-Sensitive Sport Model: Programme Implementation Experiences

This study investigates the learning experiences of youth sport leaders as they implemented a trauma-sensitive sport model in a Canadian youth-serving organisation. Using Wenger and Wenger’s value-creation cycle, the study assesses the value generated through leaders’ participation in ongoing social learning opportunities and programme implementation. Two cohorts of leaders participated in this study, and data were collected through interviews, knowledge surveys, and communications on an online workspace. The qualitative thematic analysis offered insights of the diverse learning interactions and value generated in these interactions, and these findings were further complemented by the quantitative findings. The results indicated that leaders encountered various learning interactions (e.g., training workshops, applied practice, and peer discussions) and generated in immediate (e.g., enjoyment and peer relationships), applied (e.g., programme facilitation skills, supporting youth’s learning, and youths’ receptivity), realised (e.g., leaders’ knowledge and youths’ behaviour change), and transformative values (e.g., transfer of leaders’ skills and influence on club culture and practices). The study contributes valuable insights into applying trauma-sensitive models in youth sports, emphasising the importance of varied learning interactions and outcomes.

Naïve, adult, captive chimpanzees do not socially learn how to make and use sharp stone tools

Although once regarded as a unique human feature, tool-use is widespread in the animal kingdom. Some of the most proficient tool-users are our closest living relatives, chimpanzees. These repertoires however consist primarily of tool use, rather than tool manufacture (for later use). Furthermore, most populations of chimpanzees use organic materials, such as sticks and leaves, rather than stones as tools. This distinction may be partly ecological, but it is also important as chimpanzees are often used as models for the evolution of human material culture, the oldest traces of which consist of manufactured sharp stone tools (so-called “flakes”). Thus, examining the conditions (if any) under which chimpanzees may develop flake manufacture and use can provide insight into the drivers of these behaviours in our own lineage. Previous studies on non-human apes’ ability to make and use flakes focused on enculturated apes, giving them full demonstrations of the behaviour immediately, without providing social information on the task in a stepwise manner. Here we tested naïve, captive chimpanzees (N = 4; three potentially enculturated and one unenculturated subject) in a social learning experimental paradigm to investigate whether enculturated and/or unenculturated chimpanzees would develop flake making and use after social information of various degrees (including a human demonstration) was provided in a scaffolded manner. Even though social learning opportunities were provided, neither the unenculturated subject nor any of the potentially enculturated subjects made or used flakes, in stark contrast to previous studies with enculturated apes. These data suggest that flake manufacture and use is outside of our tested group of captive chimpanzees’ individual and social learning repertoires. It also suggests that high levels of enculturation alongside human demonstrations (and/or training) may be required before captive chimpanzees can develop this behaviour.