William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.003.0004
- Subject:
- Biology, Animal Biology
This chapter presents a classification of social learning mechanisms and explains how these mechanisms can be distinguished empirically. In most published social learning studies it is very difficult ...
More
This chapter presents a classification of social learning mechanisms and explains how these mechanisms can be distinguished empirically. In most published social learning studies it is very difficult to determine exactly which mechanisms are operating. This is because experiments are often not designed with this primary purpose. Nonetheless, in such cases a researcher may still wish to draw some inferences about the process underlying a particular case of social learning. The chapter discusses stimulus enhancement, local enhancement, observational conditioning, response facilitation, social facilitation, imitation, observational R-S learning, emulation, opportunity providing, inadvertent coaching, and production imitation. It also considers a pragmatic approach to characterizing mechanisms of social transmission.Less
This chapter presents a classification of social learning mechanisms and explains how these mechanisms can be distinguished empirically. In most published social learning studies it is very difficult to determine exactly which mechanisms are operating. This is because experiments are often not designed with this primary purpose. Nonetheless, in such cases a researcher may still wish to draw some inferences about the process underlying a particular case of social learning. The chapter discusses stimulus enhancement, local enhancement, observational conditioning, response facilitation, social facilitation, imitation, observational R-S learning, emulation, opportunity providing, inadvertent coaching, and production imitation. It also considers a pragmatic approach to characterizing mechanisms of social transmission.
William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.003.0008
- Subject:
- Biology, Animal Biology
This chapter focuses on social learning strategies—functional rules specifying what, when, and who to copy. There are many plausible social learning strategies. Individuals might disproportionately ...
More
This chapter focuses on social learning strategies—functional rules specifying what, when, and who to copy. There are many plausible social learning strategies. Individuals might disproportionately copy when asocial learning would be difficult or costly, when they are uncertain of what to do, when the environment changes, when established behavior proves unproductive, and so forth. Likewise, animals might preferentially copy the dominant individual, the most successful individual, or a close relative. This chapter presents evidence for some of the better-studied learning heuristics and describes statistical procedures for identifying which social learning strategies are being deployed in a data set. It examines “who” strategies, which cover frequency-dependent biases, success biases, and kin and age biases, as well as “what” strategies, random copying, and statistical methods for detecting social learning strategies. Finally, it evaluates meta-strategies, best strategies, and hierarchical control.Less
This chapter focuses on social learning strategies—functional rules specifying what, when, and who to copy. There are many plausible social learning strategies. Individuals might disproportionately copy when asocial learning would be difficult or costly, when they are uncertain of what to do, when the environment changes, when established behavior proves unproductive, and so forth. Likewise, animals might preferentially copy the dominant individual, the most successful individual, or a close relative. This chapter presents evidence for some of the better-studied learning heuristics and describes statistical procedures for identifying which social learning strategies are being deployed in a data set. It examines “who” strategies, which cover frequency-dependent biases, success biases, and kin and age biases, as well as “what” strategies, random copying, and statistical methods for detecting social learning strategies. Finally, it evaluates meta-strategies, best strategies, and hierarchical control.
Ádám Miklósi
- Published in print:
- 2007
- Published Online:
- January 2008
- ISBN:
- 9780199295852
- eISBN:
- 9780191711688
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199295852.003.0008
- Subject:
- Biology, Animal Biology
Recent interest in dog behaviour has been overwhelmed by questions on socio-cognitive abilities in this species. This chapter refers to such abilities in a broad sense, that is, it includes ...
More
Recent interest in dog behaviour has been overwhelmed by questions on socio-cognitive abilities in this species. This chapter refers to such abilities in a broad sense, that is, it includes aggressive and affiliative behaviours, in addition to various forms of interactions that occur among group mates such as communication, cooperation, play, and social learning. Most aspects of socio-cognitive behaviour are reviewed from an evolutionary perspective, suggesting that during evolution (domestication) dogs have changed patterns of social behaviour to adapt to living and surviving in the anthropogenic environment. It has been widely accepted that compared to wolves, dogs are at an advantage in showing attachment, complex communicative behaviours, or social learning skills when living in a human dominated environment; the same is true for cooperative abilities. In spite of this, there are many open questions how these traits are influenced by genetic (e.g., breeds) and environmental (e.g., socialization) factors.Less
Recent interest in dog behaviour has been overwhelmed by questions on socio-cognitive abilities in this species. This chapter refers to such abilities in a broad sense, that is, it includes aggressive and affiliative behaviours, in addition to various forms of interactions that occur among group mates such as communication, cooperation, play, and social learning. Most aspects of socio-cognitive behaviour are reviewed from an evolutionary perspective, suggesting that during evolution (domestication) dogs have changed patterns of social behaviour to adapt to living and surviving in the anthropogenic environment. It has been widely accepted that compared to wolves, dogs are at an advantage in showing attachment, complex communicative behaviours, or social learning skills when living in a human dominated environment; the same is true for cooperative abilities. In spite of this, there are many open questions how these traits are influenced by genetic (e.g., breeds) and environmental (e.g., socialization) factors.
William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.003.0003
- Subject:
- Biology, Animal Biology
This chapter describes research methods for investigating social learning in the laboratory. In recent decades laboratory experiments have been conducted to explore the population-level aspects of ...
More
This chapter describes research methods for investigating social learning in the laboratory. In recent decades laboratory experiments have been conducted to explore the population-level aspects of social transmission; an example is the investigation of aspects of tradition, diffusion, and innovation. This chapter discusses traditional social learning experimental designs, studies of linear transmission chains and replacement transmission chains, and controlled diffusion studies. It also considers some recent neuroscientific analyses of social learning, which extend the study of social learning beyond the behavioral level. In particular, it examines innovation, the biological bases of social learning, neuroendocrinological studies, social learning of fear, and neural mechanisms of observational learning.Less
This chapter describes research methods for investigating social learning in the laboratory. In recent decades laboratory experiments have been conducted to explore the population-level aspects of social transmission; an example is the investigation of aspects of tradition, diffusion, and innovation. This chapter discusses traditional social learning experimental designs, studies of linear transmission chains and replacement transmission chains, and controlled diffusion studies. It also considers some recent neuroscientific analyses of social learning, which extend the study of social learning beyond the behavioral level. In particular, it examines innovation, the biological bases of social learning, neuroendocrinological studies, social learning of fear, and neural mechanisms of observational learning.
William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.003.0001
- Subject:
- Biology, Animal Biology
This book explores social learning concepts and methods as well as new developments in the field. These methods include: experimental and statistical methods that allow researchers to categorize ...
More
This book explores social learning concepts and methods as well as new developments in the field. These methods include: experimental and statistical methods that allow researchers to categorize cases of social learning according to their underlying psychological processes and learning mechanisms; neuroscientific methods for identifying the brain structures, neural circuitry, and physiological processes underlying both social learning and social influences on decision making; and mathematical methods for predicting the pattern of diffusion of novel learned innovations, and for modeling cultural evolution and gene-culture coevolution. This introductory chapter presents some definitions such as “social learning,” “imitation,” “innovation,” and “social transmission” and explains why social learning is an important field of study. It also provides an overview of the chapters that follow.Less
This book explores social learning concepts and methods as well as new developments in the field. These methods include: experimental and statistical methods that allow researchers to categorize cases of social learning according to their underlying psychological processes and learning mechanisms; neuroscientific methods for identifying the brain structures, neural circuitry, and physiological processes underlying both social learning and social influences on decision making; and mathematical methods for predicting the pattern of diffusion of novel learned innovations, and for modeling cultural evolution and gene-culture coevolution. This introductory chapter presents some definitions such as “social learning,” “imitation,” “innovation,” and “social transmission” and explains why social learning is an important field of study. It also provides an overview of the chapters that follow.
Kaivan Munshi
- Published in print:
- 2006
- Published Online:
- September 2006
- ISBN:
- 9780195305197
- eISBN:
- 9780199783519
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/0195305191.003.0026
- Subject:
- Economics and Finance, Development, Growth, and Environmental
The pervasiveness and persistence of nonmarket institutions in developing economies demand an explanation from economists. This essay describes what has been learned about these institutions: why ...
More
The pervasiveness and persistence of nonmarket institutions in developing economies demand an explanation from economists. This essay describes what has been learned about these institutions: why they emerge, why they persist, the inefficiencies that are associated with their presence, and how the presence of these institutions might affect the design of development policy. These institutions serve a useful purpose when markets function imperfectly. At the same time, the restrictions on individual behavior within these institutions may leave the community ill equipped to respond to a changing world. This, in turn, suggests a role for policy. How external interventions can help move the community out of its traditional equilibrium when the economic environment changes is discussed.Less
The pervasiveness and persistence of nonmarket institutions in developing economies demand an explanation from economists. This essay describes what has been learned about these institutions: why they emerge, why they persist, the inefficiencies that are associated with their presence, and how the presence of these institutions might affect the design of development policy. These institutions serve a useful purpose when markets function imperfectly. At the same time, the restrictions on individual behavior within these institutions may leave the community ill equipped to respond to a changing world. This, in turn, suggests a role for policy. How external interventions can help move the community out of its traditional equilibrium when the economic environment changes is discussed.
William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.003.0009
- Subject:
- Biology, Animal Biology
This chapter describes a variety of approaches to modeling social learning, cultural evolution, and gene-culture coevolution. The model-building exercise typically starts with a set of assumptions ...
More
This chapter describes a variety of approaches to modeling social learning, cultural evolution, and gene-culture coevolution. The model-building exercise typically starts with a set of assumptions about the key processes to be explored, along with the nature of their relations. These assumptions are then translated into the mathematical expressions that constitute the model. The operation of the model is then investigated, normally using a combination of analytical mathematical techniques and simulation, to determine relevant outcomes, such as the equilibrium states or patterns of change over time. The chapter presents examples of the modeling of cultural transmission and considers parallels between cultural and biological evolution. It then discusses theoretical approaches to social learning and cultural evolution, including population-genetic style models of cultural evolution and gene-culture coevolution, neutral models and random copying, social foraging theory, spatially explicit models, reaction-diffusion models, agent-based models, and phylogenetic models.Less
This chapter describes a variety of approaches to modeling social learning, cultural evolution, and gene-culture coevolution. The model-building exercise typically starts with a set of assumptions about the key processes to be explored, along with the nature of their relations. These assumptions are then translated into the mathematical expressions that constitute the model. The operation of the model is then investigated, normally using a combination of analytical mathematical techniques and simulation, to determine relevant outcomes, such as the equilibrium states or patterns of change over time. The chapter presents examples of the modeling of cultural transmission and considers parallels between cultural and biological evolution. It then discusses theoretical approaches to social learning and cultural evolution, including population-genetic style models of cultural evolution and gene-culture coevolution, neutral models and random copying, social foraging theory, spatially explicit models, reaction-diffusion models, agent-based models, and phylogenetic models.
Emily Boyd
- Published in print:
- 2013
- Published Online:
- January 2014
- ISBN:
- 9780197265536
- eISBN:
- 9780191760327
- Item type:
- chapter
- Publisher:
- British Academy
- DOI:
- 10.5871/bacad/9780197265536.003.0020
- Subject:
- Political Science, Environmental Politics
Adaptive governance explains processes of reaction and social learning through leadership, experience, and experimentation. Much of this is set in frameworks of culture, power, social relations, ...
More
Adaptive governance explains processes of reaction and social learning through leadership, experience, and experimentation. Much of this is set in frameworks of culture, power, social relations, social justice, and vulnerability. Adaptive governance stipulates cooperative management, collective action to help prepare society, business, markets, and civil organizations for the characteristics of tipping points: convulsive and unpredictable change and outcomes, and huge uncertainty over the effectiveness of initial responses. Resilience comes about when resources are released by sudden events, or by social value shifts, leading to overall transformation. Examples are offered from drought in Amazonia and the Sahel and urban flooding in Mumbai. Adaptivity is neither easy nor assured and always unpredictable. Local to global institutional fits are required but often wanting. Yet resilience can be found even in the most adverse circumstances, so we need to discover more about its character and adaptiveness.Less
Adaptive governance explains processes of reaction and social learning through leadership, experience, and experimentation. Much of this is set in frameworks of culture, power, social relations, social justice, and vulnerability. Adaptive governance stipulates cooperative management, collective action to help prepare society, business, markets, and civil organizations for the characteristics of tipping points: convulsive and unpredictable change and outcomes, and huge uncertainty over the effectiveness of initial responses. Resilience comes about when resources are released by sudden events, or by social value shifts, leading to overall transformation. Examples are offered from drought in Amazonia and the Sahel and urban flooding in Mumbai. Adaptivity is neither easy nor assured and always unpredictable. Local to global institutional fits are required but often wanting. Yet resilience can be found even in the most adverse circumstances, so we need to discover more about its character and adaptiveness.
William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.003.0002
- Subject:
- Biology, Animal Biology
This chapter provides a brief historical background to social learning research. The history of research into social learning and imitation dates back to Aristotle, who explicitly made the claim that ...
More
This chapter provides a brief historical background to social learning research. The history of research into social learning and imitation dates back to Aristotle, who explicitly made the claim that animals acquire behavior through imitation and other forms of social learning. Aristotle was particularly impressed with the human imitative tendency. The three insights made in the fourth century BC—that humans are uncharacteristically reliant on imitative learning compared to other animals, that young children in particular acquire important aspects of their behavioral repertoire through copying, and that imitation appears intrinsically rewarding to children—are remarkably relevant to contemporary social learning research. The chapter examines how investigations of social learning have been central to research into the evolution of mind, the mechanisms of social learning, animal culture, the diffusion of innovations, child development, and cultural evolution.Less
This chapter provides a brief historical background to social learning research. The history of research into social learning and imitation dates back to Aristotle, who explicitly made the claim that animals acquire behavior through imitation and other forms of social learning. Aristotle was particularly impressed with the human imitative tendency. The three insights made in the fourth century BC—that humans are uncharacteristically reliant on imitative learning compared to other animals, that young children in particular acquire important aspects of their behavioral repertoire through copying, and that imitation appears intrinsically rewarding to children—are remarkably relevant to contemporary social learning research. The chapter examines how investigations of social learning have been central to research into the evolution of mind, the mechanisms of social learning, animal culture, the diffusion of innovations, child development, and cultural evolution.
William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.003.0005
- Subject:
- Biology, Animal Biology
This chapter describes statistical methods for inferring and quantifying social transmission in groups of animals in the wild, or in “captive” groups of animals in naturalistic social environments. ...
More
This chapter describes statistical methods for inferring and quantifying social transmission in groups of animals in the wild, or in “captive” groups of animals in naturalistic social environments. In particular, it considers techniques for analyzing time-structured data on the occurrence of a particular behavior pattern, or behavioral trait, in one or more groups. For the most part, the focus is on cases where a novel trait spreads through one or more groups. Following standard terminology in the field of social learning, the spread of a trait through a group is referred to as a diffusion, and the resulting data as diffusion data. The methods include diffusion curve analysis and network-based diffusion analysis. For the latter, inclusion of individual-level variables is taken into account, along with model selection and inference, modeling of multiple diffusions, choosing a social network, and “untransmitted” social effects. The chapter also examines the spatial spread of a behavioral trait.Less
This chapter describes statistical methods for inferring and quantifying social transmission in groups of animals in the wild, or in “captive” groups of animals in naturalistic social environments. In particular, it considers techniques for analyzing time-structured data on the occurrence of a particular behavior pattern, or behavioral trait, in one or more groups. For the most part, the focus is on cases where a novel trait spreads through one or more groups. Following standard terminology in the field of social learning, the spread of a trait through a group is referred to as a diffusion, and the resulting data as diffusion data. The methods include diffusion curve analysis and network-based diffusion analysis. For the latter, inclusion of individual-level variables is taken into account, along with model selection and inference, modeling of multiple diffusions, choosing a social network, and “untransmitted” social effects. The chapter also examines the spatial spread of a behavioral trait.
William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- book
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.001.0001
- Subject:
- Biology, Animal Biology
Many animals, including humans, acquire valuable skills and knowledge by copying others. Scientists refer to this as social learning. It is one of the most exciting and rapidly developing areas of ...
More
Many animals, including humans, acquire valuable skills and knowledge by copying others. Scientists refer to this as social learning. It is one of the most exciting and rapidly developing areas of behavioral research and sits at the interface of many academic disciplines, including biology, experimental psychology, economics, and cognitive neuroscience. This book provides a comprehensive, practical guide to the research methods of this important emerging field. It defines the mechanisms thought to underlie social learning and demonstrate how to distinguish them experimentally in the laboratory. It presents techniques for detecting and quantifying social learning in nature, including statistical modeling of the spatial distribution of behavior traits. It also describes the latest theory and empirical findings on social learning strategies, and introduces readers to mathematical methods and models used in the study of cultural evolution. This book is an indispensable tool for researchers and an essential primer for students.Less
Many animals, including humans, acquire valuable skills and knowledge by copying others. Scientists refer to this as social learning. It is one of the most exciting and rapidly developing areas of behavioral research and sits at the interface of many academic disciplines, including biology, experimental psychology, economics, and cognitive neuroscience. This book provides a comprehensive, practical guide to the research methods of this important emerging field. It defines the mechanisms thought to underlie social learning and demonstrate how to distinguish them experimentally in the laboratory. It presents techniques for detecting and quantifying social learning in nature, including statistical modeling of the spatial distribution of behavior traits. It also describes the latest theory and empirical findings on social learning strategies, and introduces readers to mathematical methods and models used in the study of cultural evolution. This book is an indispensable tool for researchers and an essential primer for students.
William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.003.0007
- Subject:
- Biology, Animal Biology
This chapter describes developmental methods for studying social learning. Developmental approaches can be broadly divided into two types. The first type includes approaches that involve collecting ...
More
This chapter describes developmental methods for studying social learning. Developmental approaches can be broadly divided into two types. The first type includes approaches that involve collecting observational data on the development of a trait and the opportunities that arise for social learning, as well as attempting to infer the role of social learning. The second consists of developmental methods that involve experimental manipulations. The chapter begins by discussing some of the methods that have been applied to observational data on the development of traits in order to elucidate the social influences on development. In particular, it considers approaches for describing the developmental process, modeling the probability of acquisition and time of acquisition, modeling the proficiency of trait performance, and modeling option choice. The chapter also evaluates the limitations of observational data and concludes with an overview of experimental manipulation methods, including diffusion experiments, manipulation of social experience, and translocation experiments.Less
This chapter describes developmental methods for studying social learning. Developmental approaches can be broadly divided into two types. The first type includes approaches that involve collecting observational data on the development of a trait and the opportunities that arise for social learning, as well as attempting to infer the role of social learning. The second consists of developmental methods that involve experimental manipulations. The chapter begins by discussing some of the methods that have been applied to observational data on the development of traits in order to elucidate the social influences on development. In particular, it considers approaches for describing the developmental process, modeling the probability of acquisition and time of acquisition, modeling the proficiency of trait performance, and modeling option choice. The chapter also evaluates the limitations of observational data and concludes with an overview of experimental manipulation methods, including diffusion experiments, manipulation of social experience, and translocation experiments.
Yannis M. Ioannides
- Published in print:
- 2012
- Published Online:
- October 2017
- ISBN:
- 9780691126852
- eISBN:
- 9781400845385
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691126852.003.0002
- Subject:
- Economics and Finance, Development, Growth, and Environmental
This chapter discusses the theory and empirics of social interactions, with particular emphasis on the role of social context in individual decisions. It begins by introducing a sequence of models ...
More
This chapter discusses the theory and empirics of social interactions, with particular emphasis on the role of social context in individual decisions. It begins by introducing a sequence of models that highlight applications in different empirical social interaction settings, including a simple static model that is used to link social interactions theory with social networks theory, notably random graph theory. A dynamic model, where the social structure accommodates a variety of social interaction motives, is then described and solved as a dynamic system of evolving individual actions. The solution links social interactions theory with spatial econometrics. The chapter examines the econometrics of social interactions in social networks and social learning in urban settings before concluding with a review of the literature on social interactions in economics.Less
This chapter discusses the theory and empirics of social interactions, with particular emphasis on the role of social context in individual decisions. It begins by introducing a sequence of models that highlight applications in different empirical social interaction settings, including a simple static model that is used to link social interactions theory with social networks theory, notably random graph theory. A dynamic model, where the social structure accommodates a variety of social interaction motives, is then described and solved as a dynamic system of evolving individual actions. The solution links social interactions theory with spatial econometrics. The chapter examines the econometrics of social interactions in social networks and social learning in urban settings before concluding with a review of the literature on social interactions in economics.
Kevin N. Laland
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691182810
- eISBN:
- 9780691184470
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691182810.003.0003
- Subject:
- Biology, Evolutionary Biology / Genetics
This chapter argues that that humans' ecological and demographic success may be a direct product of a heavy but highly discriminate reliance on social learning, particularly imitation. Imitation is ...
More
This chapter argues that that humans' ecological and demographic success may be a direct product of a heavy but highly discriminate reliance on social learning, particularly imitation. Imitation is far from the only form of social learning in which humans engage. Much information is acquired through direct instruction, or through subtler motivational or attentional processes, but imitation is unquestionably an important form of human social learning. This chapter shows how, even where social learning appears irrational and slavish, the copying is still discriminating. Children, for example, do not copy everything that they see and hear, but imitate strategically, according to a set of rules. Those rules might sometimes appear curious or even bizarre, but social learning researchers have made sense of them with the use of principles derived from evolutionary theory. Even though human children may be especially prepared by their evolutionary past to absorb what others tell them, and despite the fact that we are more culturally dependent than any other species on earth, we remain highly discriminating about what we copy.Less
This chapter argues that that humans' ecological and demographic success may be a direct product of a heavy but highly discriminate reliance on social learning, particularly imitation. Imitation is far from the only form of social learning in which humans engage. Much information is acquired through direct instruction, or through subtler motivational or attentional processes, but imitation is unquestionably an important form of human social learning. This chapter shows how, even where social learning appears irrational and slavish, the copying is still discriminating. Children, for example, do not copy everything that they see and hear, but imitate strategically, according to a set of rules. Those rules might sometimes appear curious or even bizarre, but social learning researchers have made sense of them with the use of principles derived from evolutionary theory. Even though human children may be especially prepared by their evolutionary past to absorb what others tell them, and despite the fact that we are more culturally dependent than any other species on earth, we remain highly discriminating about what we copy.
Kevin N. Laland
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691182810
- eISBN:
- 9780691184470
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691182810.003.0006
- Subject:
- Biology, Evolutionary Biology / Genetics
This chapter fleshes out the “cultural drive” hypothesis proposed by eminent scientist Allan Wilson. It first considers the question of exactly how social learning could drive brain evolution when ...
More
This chapter fleshes out the “cultural drive” hypothesis proposed by eminent scientist Allan Wilson. It first considers the question of exactly how social learning could drive brain evolution when some animals managed to copy with tiny brains. Greater specification of the feedback mechanism by which cultural processes fostered the evolution of cognition was required if the argument was to be compelling. Second, the chapter looks at how many variables (e.g., diet, social complexity, latitude) had been shown to be associated with brain size in primates. In order to evaluate the hypothesis that cultural processes had played a particularly central role in the evolution of the human mind, whether social learning was a genuine cause of brain evolution must first be established. Third, the chapter argues that talk of increases in “brain size” is rather simplistic. The brain is a complex organ with extensive substructure, and with particular features and circuitry known to be important to specific biological functions. How the brain had changed over evolutionary time, and whether the observed changes in size and structure were consistent with what the cultural drive hypothesis predicted, also had to be established.Less
This chapter fleshes out the “cultural drive” hypothesis proposed by eminent scientist Allan Wilson. It first considers the question of exactly how social learning could drive brain evolution when some animals managed to copy with tiny brains. Greater specification of the feedback mechanism by which cultural processes fostered the evolution of cognition was required if the argument was to be compelling. Second, the chapter looks at how many variables (e.g., diet, social complexity, latitude) had been shown to be associated with brain size in primates. In order to evaluate the hypothesis that cultural processes had played a particularly central role in the evolution of the human mind, whether social learning was a genuine cause of brain evolution must first be established. Third, the chapter argues that talk of increases in “brain size” is rather simplistic. The brain is a complex organ with extensive substructure, and with particular features and circuitry known to be important to specific biological functions. How the brain had changed over evolutionary time, and whether the observed changes in size and structure were consistent with what the cultural drive hypothesis predicted, also had to be established.
Kevin N. Laland
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780691182810
- eISBN:
- 9780691184470
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691182810.003.0004
- Subject:
- Biology, Evolutionary Biology / Genetics
This chapter describes a protracted program of experimental research conducted over 20 years that set out to comprehend a fascinating difference in the social learning of two closely related species ...
More
This chapter describes a protracted program of experimental research conducted over 20 years that set out to comprehend a fascinating difference in the social learning of two closely related species of sticklebacks. Extensive experimental data show that social learning and tradition play important roles in the behavioral development of countless fishes, most of which are highly social animals. Fish behavior is far from rigidly controlled by a “genetic program,” but rather is constantly and flexibly adjusted to exploit information and resources in the environment, including information provided by other fish. As such, the research is presented in detail to illustrate how a dedicated line of research using a flexible model system can provide valuable insights into more general issues related to the evolution of culture. The investigation also demonstrates how the science in this field is done. Scientific questions in this domain are rarely answered with a single experiment, but often require an extensive series of studies, each chipping away at the problem. Beginning as a curious anomaly, prolonged experimentation on the question developed into a wonderful glimpse at the bigger picture of how social learning evolves.Less
This chapter describes a protracted program of experimental research conducted over 20 years that set out to comprehend a fascinating difference in the social learning of two closely related species of sticklebacks. Extensive experimental data show that social learning and tradition play important roles in the behavioral development of countless fishes, most of which are highly social animals. Fish behavior is far from rigidly controlled by a “genetic program,” but rather is constantly and flexibly adjusted to exploit information and resources in the environment, including information provided by other fish. As such, the research is presented in detail to illustrate how a dedicated line of research using a flexible model system can provide valuable insights into more general issues related to the evolution of culture. The investigation also demonstrates how the science in this field is done. Scientific questions in this domain are rarely answered with a single experiment, but often require an extensive series of studies, each chipping away at the problem. Beginning as a curious anomaly, prolonged experimentation on the question developed into a wonderful glimpse at the bigger picture of how social learning evolves.
William Hoppitt and Kevin N. Laland
- Published in print:
- 2013
- Published Online:
- October 2017
- ISBN:
- 9780691150703
- eISBN:
- 9781400846504
- Item type:
- chapter
- Publisher:
- Princeton University Press
- DOI:
- 10.23943/princeton/9780691150703.003.0010
- Subject:
- Biology, Animal Biology
This concluding chapter summarizes the different social learning concepts and methods explored in the book, beginning with definitions of some key terms such as social learning, social transmission, ...
More
This concluding chapter summarizes the different social learning concepts and methods explored in the book, beginning with definitions of some key terms such as social learning, social transmission, imitation, and innovation. The book has discussed the history of social learning research, methods for studying social learning in the laboratory, social learning mechanisms, statistical methods for diffusion data, repertoire-based data, and developmental approaches. It has also examined social learning strategies and some of the mathematical models that can be applied to investigate social learning, cultural evolution, and gene-culture coevolution. A key emphasis throughout the book has been that mathematical and statistical modeling is at its most powerful when tightly integrated with empirical research.Less
This concluding chapter summarizes the different social learning concepts and methods explored in the book, beginning with definitions of some key terms such as social learning, social transmission, imitation, and innovation. The book has discussed the history of social learning research, methods for studying social learning in the laboratory, social learning mechanisms, statistical methods for diffusion data, repertoire-based data, and developmental approaches. It has also examined social learning strategies and some of the mathematical models that can be applied to investigate social learning, cultural evolution, and gene-culture coevolution. A key emphasis throughout the book has been that mathematical and statistical modeling is at its most powerful when tightly integrated with empirical research.
Roger Bergman
- Published in print:
- 2011
- Published Online:
- January 2012
- ISBN:
- 9780823233281
- eISBN:
- 9780823241736
- Item type:
- book
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823233281.001.0001
- Subject:
- Religion, Religion and Society
The canon for Catholic social teaching spreads to six hundred pages, yet fewer than two pages are devoted to Catholic social learning or pedagogy. This book begins to correct that gross imbalance. It ...
More
The canon for Catholic social teaching spreads to six hundred pages, yet fewer than two pages are devoted to Catholic social learning or pedagogy. This book begins to correct that gross imbalance. It asks: How do we educate (lead out) the faith that does justice? How is commitment to social justice provoked and sustained over a lifetime? To address these questions, the book weaves what has been learned from thirty years as a faith-that-does-justice educator with the best of current scholarship and historical authorities. The book reflects on personal experience; the experience of Church leaders, lay activists, and university students; and the few words the tradition itself has to say about a pedagogy for justice. This book explores the foundations of this pedagogy, demonstrates its practical applications, and illuminates why and how it is fundamental to Catholic higher education. Part I identifies personal encounters with the poor and marginalized as key to stimulating a hunger and thirst for justice. Part II presents three applications of Catholic social learning: cross-cultural immersion as illustrated by Creighton University's Semestre Dominicano program; community-based service learning; and the teaching of moral exemplars such as Dorothy Day, Rev. Martin Luther King Jr., and Archbishop Oscar Romero. Part III then elucidates how a pedagogy for justice applies to the traditional liberal educational mission of the Catholic university, and how it can be put into action.Less
The canon for Catholic social teaching spreads to six hundred pages, yet fewer than two pages are devoted to Catholic social learning or pedagogy. This book begins to correct that gross imbalance. It asks: How do we educate (lead out) the faith that does justice? How is commitment to social justice provoked and sustained over a lifetime? To address these questions, the book weaves what has been learned from thirty years as a faith-that-does-justice educator with the best of current scholarship and historical authorities. The book reflects on personal experience; the experience of Church leaders, lay activists, and university students; and the few words the tradition itself has to say about a pedagogy for justice. This book explores the foundations of this pedagogy, demonstrates its practical applications, and illuminates why and how it is fundamental to Catholic higher education. Part I identifies personal encounters with the poor and marginalized as key to stimulating a hunger and thirst for justice. Part II presents three applications of Catholic social learning: cross-cultural immersion as illustrated by Creighton University's Semestre Dominicano program; community-based service learning; and the teaching of moral exemplars such as Dorothy Day, Rev. Martin Luther King Jr., and Archbishop Oscar Romero. Part III then elucidates how a pedagogy for justice applies to the traditional liberal educational mission of the Catholic university, and how it can be put into action.
Livio Riboli-Sasco, Sam Brown, and François Taddei
- Published in print:
- 2008
- Published Online:
- September 2008
- ISBN:
- 9780199216840
- eISBN:
- 9780191712043
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780199216840.003.0015
- Subject:
- Biology, Animal Biology, Evolutionary Biology / Genetics
If teaching is omnipresent in our knowledge societies, we know little about its evolutionary origins and we can hardly predict the outcome of today ever faster speed of information transfer made ...
More
If teaching is omnipresent in our knowledge societies, we know little about its evolutionary origins and we can hardly predict the outcome of today ever faster speed of information transfer made possible by the emergence of information and communication technologies used in wiki, e-mail, or web 2.0. To explore these issues, this chapter reformulates the ‘why teach’ question by asking: Why should an individual invest resources in transmission of information to another individual? A qualitative difference between teaching and other forms of altruism associated with material exchanges is that information copy number increases during teaching, allowing information to spread autocatalytically. Models are introduced where such autocatalytic transfer of information can modify the behaviours of individuals and thus impact their production of public good altering the shared environment. The chapter then discusses the evolutionary causes and ecological consequences of such dynamical processes that can be observed in organisms as diverse as bacteria and humans.Less
If teaching is omnipresent in our knowledge societies, we know little about its evolutionary origins and we can hardly predict the outcome of today ever faster speed of information transfer made possible by the emergence of information and communication technologies used in wiki, e-mail, or web 2.0. To explore these issues, this chapter reformulates the ‘why teach’ question by asking: Why should an individual invest resources in transmission of information to another individual? A qualitative difference between teaching and other forms of altruism associated with material exchanges is that information copy number increases during teaching, allowing information to spread autocatalytically. Models are introduced where such autocatalytic transfer of information can modify the behaviours of individuals and thus impact their production of public good altering the shared environment. The chapter then discusses the evolutionary causes and ecological consequences of such dynamical processes that can be observed in organisms as diverse as bacteria and humans.
Paul E. Griffiths
- Published in print:
- 2007
- Published Online:
- May 2007
- ISBN:
- 9780195310139
- eISBN:
- 9780199871209
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195310139.003.0006
- Subject:
- Philosophy, Philosophy of Mind
A large body of literature exists on the so-called “Baldwin effect”, a controversial process by which an acquired trait supposedly evolves into an innate trait. C. H. Waddington's concept of “genetic ...
More
A large body of literature exists on the so-called “Baldwin effect”, a controversial process by which an acquired trait supposedly evolves into an innate trait. C. H. Waddington's concept of “genetic assimilation” is significantly different from other ideas about how this might occur. From Waddington's perspective, evolutionary transitions between “innate” and “acquired” are to be expected because those categories have little meaning in terms of developmental genetics. Waddington's approach necessitates a different conception of the gene from that found in other literature on the Baldwin effect.Less
A large body of literature exists on the so-called “Baldwin effect”, a controversial process by which an acquired trait supposedly evolves into an innate trait. C. H. Waddington's concept of “genetic assimilation” is significantly different from other ideas about how this might occur. From Waddington's perspective, evolutionary transitions between “innate” and “acquired” are to be expected because those categories have little meaning in terms of developmental genetics. Waddington's approach necessitates a different conception of the gene from that found in other literature on the Baldwin effect.
