Social Learning 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.

How cultural innovations trigger the emergence of new pathogens

Cultural practices perceived to be adaptive—from clearing land for food production to medical innovations—can disseminate quickly through human populations. However, these same practices often have unintended maladaptive effects. A particularly consequential effect is the emergence of diseases. In numerous instances, a cultural change is followed by the appearance of a new pathogen. Here, we develop mathematical models to analyze the population processes through which cultural evolution precipitates the emergence of a new disease. We find that when a risk-bearing cultural practice spreads, emergence can be an unavoidable cost even if a safer alternative practice eventually evolves from the original. Social learning and a fitness advantage associated with the evolving practice drive early disease emergence but the two factors have distinct effects on the time to mutation of the pathogen and significant stochastic variation is observed. For example, a disease can take longer to emerge in a population that adopts the risk-bearing practice quickly than in a population that is slow to transition. Extending the model to explore the effects of an alternative practice evolving from the original, we find a nonmonotonic relationship between relative risk of the two practices and the median time to disease emergence. Our findings contribute to understanding how cultural evolution can shape pathogen evolution and highlight the unpredictability of disease emergence.

Forward and backward modeling of cultural evolutionary processes

Modern cultural evolution theory adopts a variety of concepts and methods developed in mathematical biology, in particular population genetics theory. In addition to forward-looking approaches such as two-locus models, backward-looking approaches such as coalescent theory, which describe ancestral states of the current population, have played an important role in population genetics. Here, we show how forward and backward approaches can be applied to two examples in cultural evolution. The first example deals with the number of cultural traits, which can be analyzed by a backward approach. Cultural coalescent theory illustrates many unique aspects of cultural processes such as information transfer (i.e., social learning) from many donors (“cultural parents”), including or excluding the biological parents. Theory predicts that many cultural traits of intermediate (or higher) frequency (popularity) can exist that are surprisingly old. Many unsolved issues remain, however, such as how to incorporate social structure as well as natural and/or cultural selection, which we believe to be an urgent agenda. The second example is the punishment of sibling incest, a problem to which cultural coalescent theory cannot currently be usefully applied. By analyzing forward recursions, we show that punishment is ineffective in suppressing incest, unless the incestuous inclination is diminished by the presence of punishers. Based on these examples, we discuss the merits and demerits of forward and backward approaches.

Cultural transmission among hunter-gatherers

We examine from whom children learn in mobile hunter-gatherers, a way of life that characterized much of human history. Recent studies on the modes of transmission in hunter-gatherers are reviewed before presenting an analysis of five modes of transmission described by Cavalli-Sforza and Feldman [L. L. Cavalli-Sforza, M. W. Feldman, Cultural Transmission and Evolution: A Quantitative Approach (1981)] but not previously evaluated in hunter-gatherer research. We also present two modes of group transmission, conformist transmission, and concerted transmission, seldom mentioned in hunter-gatherer social learning research, and propose a unique mode of group transmission called cumulative transmission. The analysis of the additional modes of transmission indicated that cultural evolutionary signatures of vertical transmission, such as the conservation of cultural traits, have been underestimated because previous studies have seldom considered remote generations or distinguished intrafamilial from extrafamilial horizontal and oblique transmission. However, field data also indicate that hunter-gatherer children interacted with and learned from many nongenetically related individuals; about half of children’s and adolescents’ horizontal and oblique social learning came from nongenetically related individuals. Intimate living conditions of hunter-gatherers provide opportunities for group transmission, and ethnographic evidence presented demonstrates that at least three types of group transmission exist. All three forms of group transmission theoretically contribute to the conservation of culture, homogeneity of intracultural diversity, and high intercultural diversity. Analysis of additional modes of oblique and horizontal transmission and discussion of previous and unique modes of group transmission demonstrate the various mechanisms by which hunter-gatherer children learn and how cultures are conserved and contribute to cumulative culture.

Examining the Relationships between Career Development, Daily Life Decision Making and Social Emotional Learning Skills of Middle School Students

This presented research has three purposes: The first purpose of this study is to examine the power of middle school students' social emotional learning and daily life decision-making skills together as a predictor of their career development. The second purpose is to examine the career development of middle school students according to gender. Third purpose is to examine the career development of middle school students according to targeted high school type. The research group consisted of 263 middle school students (141 female, 116 male, 6 unknown). These students were studying in 3 middle schools in the center of a large city in the northwestern part of Turkey and their ages ranged between 10-15 (X̄=12.31; sd=1.07). The research data were collected by applying the Chilhood Career Development Scale, Social Emotional Learning Scale for Adolescents, Daily Life Decision Making Scale and Personal Information Form. The research data were analysed using multiple linear regression analysis, t test, and one-way ANOVA. The research results showed that middle school students' social emotional learning and daily life decision-making skills scores together accounted for a significant proportion of the variance 0.19% of the career development scores of middle school students. The results showed that the career development score mean of students targeted Anatolian high school were higher than those aiming for science high school and vocational and technical high school. There was not significantly differences in career development scores of the students according to gender. The research results were discussed based on the relevant literature, provided important implications for the theoretical and practical literature on career development, social emotional learning and daily life decision-making skills and suggestions were presented for future theoretical and practical research.

EXPRESS: From Social to Purchase: Customer Selection in Social Group Buying

Social scope group buying has emerged as an increasingly popular promotional strategy and has served as a new customer acquisition tool. In the service industry, companies use social group buying (SGB) to recruit new customers and promote full-price products. Through SGB activities, customers can trade their social capital to form buying groups, experience SGB-offered sample products, and further alleviate uncertainty regarding expensive full-price products before making a final purchase. We investigate this novel SGB phenomenon by examining customers’ decisions throughout the “experience-conversion” process. In collaboration with a leading online educational platform, we examine customers’ grouping behavior during SGB activities and analyze their subsequent purchases. Our analysis reveals an interesting pattern in which non-grouped customers have a higher proportion of full-price product purchases than grouped customers. We postulate that, in addition to observations from operational data, unobserved social information is important for gaining a deeper understanding of the customer behaviors underlying this pattern. Employing a Bayesian learning framework, we model customers’ three-stage discrete-choice decision-making processes and quantify two influential social information factors: social cost and social learning. By incorporating social information, our Bayesian learning model demonstrates improved effectiveness in assisting companies with accurately predicting final purchases in the conversion process. We provide actionable insights into how companies can employ our model to strategically tailor SGB designs by customer segments to increase overall purchase rates. Our study sheds light on the significance of social information in enhancing customer management and refining SGB design.

Team science in interdisciplinary health professions education research: a multi-institutional case study.

The interdisciplinary nature of health professions education requires exploration of problems by interdisciplinary research teams. Drawing on the Dynamics of Cross-disciplinary Research Development conceptual framework, this study explores the processes and experiences of an interdisciplinary research team, identifying elements of successful collaboration. Case study data were collected from a team of nine researchers from six universities. Data included meeting minutes and researcher reflections. Researcher reflection and meeting minute themes converged within the framework constructs: Contexts and inputs, social learning processes, social capital outcomes, and knowledge and human capital outcomes. This study provides a blueprint for interdisciplinary researchers indicating that successful collaboration starts with transparent, distributed leadership. The convergence of data illustrates how social learning processes, social capital outcomes, and knowledge and human capital outcomes facilitate research team outcomes.

Social learning is triggered by environmental cues in immigrant birds.

After dispersal, what cues trigger social learning in immigrants? A new study in wild-caught great tits in PLOS Biology suggests that changes in the physical environment, rather than the social environment, are key in prompting social learning by immigrants.

Learning to ‘sit in the fire’: Staying with the discomfort of transformative learning

In view of the deep social and ecological crises of our time, many scholars are calling for forms of learning and change that are predicated on establishing qualitatively different relationships between human beings, and between humans and the rest of the living world, as well as on a deeper awareness of systemic social justice issues. This is notably advocated within the field of Transformative Learning. This article investigates how such forms of transformation may happen, and what factors may enable them, in the under-researched context of small and self-directed adult inquiry groups. Through the case study of a social learning evaluation conducted within one such group, enabling factors for transformative learning and the fostering of critical social consciousness are examined. The role of particular individuals within the group – ‘key enablers’ of transformative learning – is highlighted as an important social learning element in this regard, which may be particularly helpful in situations of discomfort within self-directed groups.

Qualitative study of the feasibility and acceptability of implementation, and potential mechanisms of Learning Together for Mental Health, a whole-school intervention aiming to promote mental health and wellbeing in secondary schools.

Despite high rates of adolescent mental-health problems, there are few effective whole-school interventions to address this. Whole-school interventions offer a feasible and sustainable means of promoting mental health. We previously evaluated the Learning Together (LT) intervention which was effective in preventing bullying (primary outcome), promoting mental well-being, psychological functioning, and reducing substance use (secondary outcomes). We adapted LT to develop Learning Together for Mental Health (LTMH) with a new menu of evidence-based actions to address mental health and an enhanced SEL curriculum. We undertook a feasibility study of LTMH, a whole-school intervention featuring needs assessment, student and staff participation in decision-making via action groups selecting actions from an evidence-based menu, restorative practice, and a SEL and resilience skills curriculum between 2022 and 2023. This article examines the feasibility, acceptability, and potential mechanisms of LTMH, qualitatively, drawing on interviews and focus groups with 49 students in years 8 and 10, and 20 staff across four state secondary schools in southern England. The intervention was feasible and acceptable to implement. In terms of feasibility, the SEL curriculum was the most challenging to implement and was not prioritised by schools that had existing social and emotional learning lessons. Training and external facilitation were well-rated. Some schools struggled with the resourcing and workload implications of implementing actions from the evidence-based menu. Some aspects were not clear. Some staff were not aware that the various components worked together. Needs reports were not easy to understand for all. Students were generally supportive of restorative practice and SEL lessons. Data supported a potential mechanism involving increased school belonging and developing practical knowledge and skills to manage emotions and relationships. The intervention has little potential for harm. The intervention is ready for phase III trial with minor adaptations. A phase III trial of effectiveness is justified. ISRCTN15301591 https://doi.org/10.1186/ISRCTN15301591.

Two-year-olds selectively seek help, but not based on helper maturity.

Help-seeking is a strategy by which children signal their need for social learning. In three experiments, we examined when and from whom 2-year-old (N = 146 children; mean age = 31.4 months) US children from diverse ethnoracial and economic backgrounds (62% White; 9% Latine; 24% low-income) seek help in problem-solving contexts. In Experiment 1, children sought more help when unfamiliar (and thus unable to solve) than when familiar with a problem. In Experiment 2, children selectively sought help from knowledgeable as opposed to ignorant helpers. Against our prediction, children in neither experiment preferred mature (adult) over immature (infant or peer) helpers. In Experiment 3, children again did not prefer mature over immature helpers when helpers were depicted with realistic photos instead of line drawings (as in Experiments 1 and 2). We discuss the findings in relation to children's knowledge of their status as social learners.

Autistic adults exhibit a typical search advantage for facing dyads.

Recent findings obtained with non-autistic participants indicate that pairs of facing individuals (face-to-face dyadic targets) are found faster than pairs of non-facing individuals (back-to-back dyadic targets) when hidden among distractor pairings (e.g., pairs of individuals arranged face-to-back) in visual search displays. These results suggest that facing dyads may compete for observers' attention more effectively than non-facing dyads. In principle, such an advantage might aid the detection of social interactions and facilitate social learning. Autistic individuals are known to exhibit differences in visual processing that impede their perception of other individuals. At present, however, little is known about multi-actor visual processing in autism. Here, we sought to determine whether autistic individuals show a typical search advantage for facing dyads. In an online study, autistic and non-autistic participants were tasked with finding target dyads (pairs of faces arranged face-to-face or back-to-back) embedded among distractor dyads (pairs of faces arranged face-to-back). Relative to the non-autistic controls, the autistic participants took slightly longer to locate target dyads. However, a clear and comparable search advantage for facing dyads was seen in both participant groups. This preliminary evidence suggests that multi-actor processing of autistic participants exhibits typical sensitivity to dyadic arrangement.

Utilizing virtual communities of practice in the national campaign of wheat in Egypt: action research

Abstract Background Virtual Community of Practices (VCoP) simply is a method to use social media in extension, yet its roots depend on a combination of four concepts: community of practice, social media, social learning theory, and pluralistic extension. The technical action research design was followed to put the VCoP into action and explore its profile. This study aimed to introduce a community of practice using social network applications to policy makers in the agricultural sector. Methodology Action research was conducted to validate the use of a VCoP in the National Campaign of Wheat in Egypt. A baseline survey, a content analysis of VCoP conversations, and an assessment study were used to collect the data. The frequency, range, percentage, mean, and average score were used for statistical analysis. Results The VCoP reached 22.22% and 10.40% of the wheat farmers in the two target villages, respectively. A high degree of knowledge exchange was detected among members, while messages crossed the VCoP borders as friends were invited to join the group. The VCoP helped its members establish new relationships with other stakeholders, and they expressed their need to expand membership to include other stakeholders. The media used in the VCoP was satisfactory; however, the need for more video messages and internet links was expressed. Extension agents believe that the VCoP complements other extension methods. Farmers see greater potential for cooperation than conflict, while bias is minimal among research, extension, traders, and company agents. Conclusions Farmers and other service providers in a village can be aggregated in a VCoP. This approach has proven to be valid as an extension community method for generating and sharing information with high “reach”. Coordination and training are essential for running and managing groups. Yearly programs, rather than seasonal programs, are more suitable for sustainability.

Post-pandemic face-to-face learning environments for undergraduate students: A scoping review protocol.

This scoping review explores the existing literature related to post-pandemic face-to-face learning environments for undergraduate students following their participation in virtual classes during the Covid-19 pandemic. The secondary objectives are focused to identify the cognitive; emotional, or communicative demands that characterize students; changes in pedagogical strategies; and primary recommendations regarding post-pandemic face-to-face education in the context of Covid-19. The global emergency created by the presence of COVID-19 has led to significant change in the daily lives of people worldwide, ranging from lockdowns to the proliferation of virtual channels for social interaction and learning. Interest in its effects remains relevant in various fields including social, economic, health, technological, and educational studies. The transition back to face-to-face studies in university settings requires new adjustment processes for both students and teachers, necessitating pedagogical transformations and addressing cognitive, emotional, communicative, and habituation demands. Studies on the return to face-to-face studies in university settings are relatively scarce and warrant in-depth research. This review will include studies completed and published in calendar years 2022 and 2024 that involve post-pandemic face-to-face learning environments for undergraduate students from any geographical area. This scoping review will follow the JBI methodology for conducting scoping reviews. The following databases will be used: Academic Search Complete, Inter-American Development Bank, CLACSO, and The UNESCO Institute for Higher Education in Latin America and the Caribbean (IESALC), Dimensions, DOAB, DOAJ, ERIC, LILACS, Psicodoc, Redalyc, Redib, Scielo, Scopus, Dialnet, Web Of Science, Latindex, Google Scholar, SocArXiv. The search will aim to locate publications without language restrictions from any geographic location, including peer-reviewed articles, grey literature, preprints, technical notes, and policy reports. Three independent reviewers will screen, retrieve and review full-text studies and extract data. Consensus will be sought in the event of disagreement. The search results will be presented in the PRISMA-ScR flowchart. A narrative summary will also be included (Tricco AC 2018). Registration of systematic reviews: Open Science Framework (https://doi.org/10.17605/OSF.IO/6P9QB).

Human socio-technical evolution through the lens of an abstracted-wheel experiment: A critical look at a micro-society laboratory study.

Micro-society experimental setups are increasingly used to infer aspects of human behavioural evolution. A key part of human society today is our dependence on, and use of, technology-whether simple (such as a knife) or complex (such as the technology that underpins AI). Previously, two groups of researchers used an abstracted-wheel experiment to explore the evolution of human technical behaviour, reaching fundamentally different outcomes. Whereas one group saw their results as indicating social learning only (void of causal understanding), the other inferred non-social technical reasoning as part of human technical behaviour. Here we report on the third generation of the micro-society abstracted-wheel experiment. We argue that causal reasoning is inseparable from both social learning and technical reasoning, and that these traits probably co-evolved into the current human socio-technical niche. Based on our outcomes, we present a critical assessment of what this experiment may (or may not) reveal about the evolution of human technical behaviour. We show that the abstracted-wheel experiment reflects behavioural output only, instead of testing for cognition. It is therefore limited in its ability to inform on aspects of human cognitive evolution, but it can provide useful insights into the interrelatedness of social learning, technical reasoning, and causal reasoning. Such a co-evolutionary insight has the potential to inform on aspects of human socio-technical evolution throughout the Pleistocene.

How do digital tools support family caregivers in peer learning and innovation? A media analysis

Family caregivers develop considerable expertise in managing daily life and share this expertise in online peer support groups. A media analysis was conducted to evaluate whether digital tools meet family caregivers’ needs and requirements, especially concerning social learning and innovation processes, finding that existing German-speaking tools meet family caregivers’ needs to a low degree. An evidence-based criterion catalogue for the evaluation of digital tools assisting peer groups of family caregivers is developed, and a need for the development and evaluation of functions and features that specifically support social learning and innovation processes is specified.

Development of Psychological Course Based on Social Stories and 4MAT Method to Enhance Preschool Students’ Emotional Intelligence in Hancheng Jiada School

Background and Aim: The emotional intelligence of preschoolers has a significant impact on their social interactions, scholastic achievement, and general well-being, making it vital for their overall development. Developing emotional intelligence in young children can be challenging, especially in traditional school environments. The objective of this study was to (1) develop a psychological course based on social stories and the 4MAT method to enhance preschool students’ emotional intelligence, (2) compare preschool students’ emotional intelligence before and after implementing through psychological course based on social stories and 4MAT method, and (3) study the learning progression of preschool students’ emotional intelligence who learned through psychological course based on social stories and 4MAT method each time. Materials and Methods: This study used a cluster sampling method with 30 kindergarten students of Hancheng Jiaoda School, People’s Republic of China. The experimental design adopted in this study was a group pretest-posttest design and the equivalent time-sample design. The research instruments were 1) 8 lesson plans, 2) a Test for assessing preschool students’ emotional intelligence (Knowledge), and 3) an Observation form for assessing preschool students’ emotional intelligence (Behavior). The data were analyzed by using mean, standard deviation the t-test for a dependent sample, and one-way Repeated Measures ANOVA. Results: The results of the study were as follows: 1) The psychological course to enhance preschool students’ emotional intelligence consisted of the principle, objective, content, instructional strategy, materials, and evaluation. 2) After implementing social stories and 4MAT learning, the student’s emotional intelligence was higher than before (t=8.317 p = .001). 3) The students’ emotional intelligence increased in the four tests after the psychological course with the F-test statistic (F=6255.071, p=.001), which was less than .05, indicating that there were statistically significant differences in the mean values of the four times emotional intelligence tests. Conclusion: The innovation of this research was: 1) The course components consisted of six components. 2) The instructional strategy to enhance preschool students’ emotional intelligence had 7 steps: Step 1: personalization, step 2: engagement, step 3: application, step 4: creativity, step 5: visual Support, step 6: progress monitoring, and step 7: Inclusivity.

Empowering the Vulnerable: The Impact of SEL on Traumatized Children's Academic and Social Outcomes in Crises.

This article critically reviews the impact of Social and Emotional Learning (SEL) on traumatized children's academic and social outcomes, focusing on studies from the past three years across diverse contexts. It emphasizes the need for culturally sensitive, trauma-informed programs that cater to various settings, while also exploring the critical roles of parents and educators in SEL implementation. Additionally, the paper highlights challenges in deploying SEL in crisis-affected regions and offers strategies to address systemic barriers. Recent studies show that SEL interventions significantly foster emotional regulation, resilience, empathy, and social integration, vital for personal well-being and successful social adaptation. However, the effect of SEL on academic performance, particularly in literacy and numeracy, remains inconsistent. Cultural adaptation of SEL programs is critical to their success, especially in non-Western settings, with a growing focus on trauma-informed approaches to address the needs of children affected by crises, including the COVID-19 pandemic. Despite these benefits, challenges such as resource limitations, lack of policy support, and the need for educator training continue to impede effective SEL implementation. SEL offers a vital framework for supporting traumatized children, particularly in crisis-affected regions. This review explores five key themes: the enhancement of emotional regulation and social integration, the necessity of cultural adaptation, the involvement of parents and educators, the challenges of implementing SEL in crisis contexts, and the importance of developing trauma-informed policies. The article also identifies future research directions, emphasizing the need for systemic reforms and culturally adapted SEL models.

Infants adapt their pointing frequency to experimentally manipulated parent responsiveness but not parent pointing

AbstractInfant pointing is predictive of later language development, but little is known about factors enhancing the development of pointing. The current study investigated two possible social learning mechanisms in the development of pointing. Given that infants observe their caregivers' pointing gestures from early on, one possibility is learning via imitation. A second possibility is that caregivers' contingent reactions to infant communication promote communicative exchange, including pointing. To test which of these behaviours influences infants' pointing frequency, we manipulated parents' pointing frequency and their responsive behaviour via instructions in a cross‐sectional 2 × 3 design. We randomly assigned 12‐months‐old infants (N = 131, 65 females) and one of their parents to six different experimental groups. Participants were predominantly central Europeans from middle to high socioeconomic backgrounds. Data were collected with an online remote adaption of the decorated‐room paradigm. Parents successfully adapted their behaviours to the instructions. Parents' increased responsiveness, but not their increased pointing in general, significantly enhanced infants' pointing frequency (d = 0.36). Regression results further revealed that parents' responsive pointing positively predicted infants' pointing frequency. Findings question direct imitation accounts of pointing and identify responsive social interactions, including responsive pointing, as factors enhancing the occurrence of pointing in infancy.Highlights Imitation and responsive social interaction are possible social learning mechanisms in the development of pointing. Experimental manipulation of parental behaviours reveals that infant pointing increases when parents are particularly responsive, but not when parents point a lot in general. Parents' responsiveness through pointing gestures may be especially suited to enhance infants' pointing frequencies.

Digital Marketing Strategies and Brand Awareness of Afrinnovators Group Ltd

Purpose: In today's digital age, the significance of digital marketing strategies in enhancing brand awareness among businesses was emphasized. This research aimed to assess the influence of digital marketing strategies on brand awareness in Rwanda, focusing on Afrinnovators Group Ltd. The study had three objectives: to evaluate the impact of different digital marketing channels, the effect of digital marketing expenditure, and the role of social networking platforms on brand awareness. Methodology: The theoretical framework reviewed Bandura's Social Learning Theory, Howard's Consumer Behavior Theory, and Rogers' Diffusion of Innovation Theory. A mixed-method approach was employed, involving quantitative and qualitative research designs. The target population included 102 individuals, with a sample size of 81 respondents determined using Slovin's formula. Data analysis involved descriptive and inferential statistics for quantitative data and thematic analysis for qualitative data. Findings: Regression analysis highlighted digital marketing expenditure as the most significant predictor of brand awareness, with an unstandardized coefficient of 0.096 (p = 0.022). Other predictors included social media marketing with a coefficient of 0.085 (p = 0.035) and search engine marketing with a coefficient of 0.078 (p = 0.041). The study concluded that strategic digital marketing efforts profoundly impacted brand awareness for Afrinnovators Group Ltd. Unique Contribution to Theory, Practice and Policy: Recommendations included prioritizing social media marketing, enhancing email and search engine campaigns, and investing in online ads and videos. Future research was suggested to explore long-term effects, emerging technologies, and comparative studies to optimize digital marketing strategies. This study contributed to academic knowledge, offered practical implications for businesses, and aligned with Sustainable Development Goals by promoting economic growth.