ライフサイエンスコーパス: social learning

1 arning), or learn from other adults (oblique social learning).

2 les of alliances, behavioral innovation, and social learning.

3 tion of the population will always engage in social learning.

4 only from personal experience but also from social learning.

5 h as darcin can be highly potent stimuli for social learning.

6 of traits inherited epigenetically, through social learning.

7 in systems for perception and action support social learning.

8 reated traditions can be transmitted through social learning.

9 more usually associated with vertebrates and social learning.

10 ed only very weak and transitory evidence of social learning.

11 ons that are potentially conducive to infant social learning.

12 hich may aid in information transmission via social learning.

13 of choreographed movements are dependent on social learning.

14 e initial state engenders and supports rapid social learning.

15 a rich repertoire of mathematical models of social learning.

16 from "innovators" to others in the group via social learning.

17 essed why primates vary in how much they use social learning.

18 ed through social networks via high-fidelity social learning.

19 plays a role in both appetitive and aversive social learning.

20 rm, the olfactory sensory cortex, to mediate social learning.

21 o switch strategies from vertical to oblique social learning.

22 ns in the piriform cortex during odor-driven social learning.

23 nce (relative to subordinate individuals) on social learning.

24 y by relatively well-informed individual and social learning.

25 iors in animals spread through individual or social learning.

26 s should be widespread in species capable of social learning.

27 vide basic insights into the neural basis of social learning.

28 The authors compared individual and social learning abilities in 2 corvid species: the highl

29 s can sometimes learn from conspecifics, and social learning abilities often correlate with individua

30 underlying mechanisms not only improves this social learning ability but also the asocial (individual

31 has shown the importance for this species of social learning about novel prey using auditory, rather

32 ure may result from this interaction between social learning accuracy and number of demonstrators.

33 is frequent, and under a range of levels of social learning accuracy.

34 Our findings help specify social learning across adolescence and generate hypothes

35 and have broad implications for the study of social learning across disciplines.

36 significant for evolutionary biology because social learning affords faster adaptation than genetic c

37 Since social learning allows animals to capitalize on the risk

38 Social learning also facilitates the accumulation of kno

39 Well substantiated cases of social learning among the insects include learning about

40 irth, and eye gaze processing is crucial for social learning and adult-infant communication.

41 gmoidal acquisition curves are not unique to social learning and are often mistaken for other acceler

42 education and support group, parents in the social learning and cognitive behavioral therapy group r

43 education and support group, children in the social learning and cognitive behavioral therapy group r

44 A 3-session social learning and cognitive behavioral therapy interve

45 ng mechanisms that promote adaptive forms of social learning and cooperation.

46 ergence and spread of cooperative behaviour, social learning and cultural traditions.

47 any other human behaviors, is underpinned by social learning and cultural transmission alongside biol

48 et of commonalities between the phenomena of social learning and culture in the lives of chimpanzees

49 les (unbiased social learning, payoff-biased social learning and frequency-dependent biased social le

50 d the relaxation of selective constraints on social learning and increased experimentation with point

51 s submitted strategies specifying how to use social learning and its asocial alternative (for example

52 Our tool-rich culture may be more reliant on social learning and more limited by domain-general const

53 earning: curiosity and intrinsic motivation, social learning and natural interaction with peers, and

54 Social learning and social recognition have become emerg

55 Model 2) indicates that both the accuracy of social learning and the number of cultural demonstrators

56 n between the abundance of opportunities for social learning and the size of the local cultural reper

57 iscountmachine) relied nearly exclusively on social learning and weighted information according to th

58 t the behavioral patterns are the product of social learning and, therefore, can be considered cultur

59 rs, it has been argued that they result from social learning and, therefore, can be regarded as cultu

60 , social punishment, social norm conformity, social learning, and competition.

61 and suggests that the evolution of tool use, social learning, and cumulative culture may have involve

62 migration can depend on individual learning, social learning, and innate navigation programs.

63 climate change adaptation in public health, social learning, and management of socioeconomic systems

64 Thus, human and nonhuman social learning are continuous, and social learning is a

65 s in frequency of PPC apparently result from social learning, are stable across generations, and last

66 alify their scheme by arguing that different social learning biases should be treated distinctly, and

67 Ritual cognition builds upon social learning biases that may have become specialized

68 evolution, the empirical validity of assumed social learning biases, the relative role of transformat

69 Relationships between social learning, brain volume, and longevity remain when

70 n to suggest a role for conformity in animal social learning, but evidence from the wild remains circ

71 light escort, we found evidence of long-term social learning, but no effect of genetic relatedness on

72 eal is known about the adaptive functions of social learning, but very little about the cognitive mec

73 ses seek to recognise diffusions mediated by social learning by detecting a correspondence between pa

74 In human-altered landscapes, social learning by group-living species can lead to fitn

75 mains an open question whether a reliance on social learning can also lead to mismatched or maladapti

76 Burkart et al. suggest that social learning can explain the cognitive positive manif

77 t a similar enhancement of performance under social learning conditions.

78 ed on 2 different tasks under individual and social learning conditions.

79 challenges these assumptions by showing that social learning covaries with asocial learning; occurs i

80 We demonstrated a selective social learning deficit in mice with deletion of a singl

81 dorsocentral (DC), previously implicated in social learning dependent on electric signals.

82 in humans might contribute to enhancement of social learning during development and transmission of c

83 -social learning, though participants in the social learning experiment appeared to additionally bene

84 Social learning from older birds reduced deviations from

85 tem of cultural inheritance that is based on social learning from others.

86 In the social-learning group, bats rapidly acquired the novel a

87 age than in vertebrates, the study of insect social learning has a rich history with spectacular exam

88 Social learning has been isolated from cognitive science

89 network analyses and experimental studies of social learning have each become important domains of an

90 Here, we show that such differences in social learning have important consequences for the outc

91 Recent studies of social learning have revealed that adult humans are "ove

92 plastic behavioural response, perpetuated by social learning imposing an altered natural selection re

93 Research on social learning in animals has revealed a rich variety o

94 This is the first experimental study of social learning in any aquatic reptile demonstrating tha

95 of the transmission of a cultural trait and social learning in any nonhuman animal.

96 underlie traditions, yet evidence indicating social learning in capuchin monkeys (Cebus apella), whic

97 hat Richerson et al. adjust their account of social learning in cultural group selection (CGS) by tak

98 er presents the first study of dominance and social learning in humans and challenges the lay stereot

99 We examined potential opportunities for social learning in immature apes.

100 applicable by researchers wishing to detect social learning in natural and captive populations of an

101 n artificial fruit (AF) was used to test for social learning in pig-tailed macaques (Macaca nemestrin

102 These results suggest a role for social learning in pigment pattern diversification in da

103 gnals are non-verbal and are responsible for social learning in the first year of life.

104 work can encompass complex, context-specific social learning in the insect world and beyond, and base

105 an the reverse, mirroring characteristics of social learning in wild chimpanzees.

106 le prey by placing bats in three groups: (a) social learning, in which a bat inexperienced with the n

107 cial learning and frequency-dependent biased social learning, including conformism and anti-conformis

108 Hosts reject this disguise through social learning, increasing their own defenses when they

109 Humans and other animals do not use social learning indiscriminately, rather, natural select

110 e contribution of genetic and environmental (social learning) influences on the development of IBS by

111 These commonalities in social learning inform our understanding of the evolutio

112 The BTSAS program is a social learning intervention that includes motivational

113 become established in the long run, through social learning, irrespective of the initial number of c

114 A new study argues that social learning is adaptive because 'demonstrators' inad

115 nonhuman social learning are continuous, and social learning is adaptively specialized--it becomes di

116 The hypothesis that social learning is an adaptive specialization for social

117 Results support the hypothesis that social learning is an adaptive specialization for social

118 Social learning is assumed to underlie traditions, yet e

119 Social learning is critical for engaging in complex inte

120 Social learning is important to the life history of many

121 lled by genetic factors and that the role of social learning is likely in facilitating the extinction

122 iguing, but it presents a paradox insofar as social learning is often suggested to instead reduce rel

123 Our experiments reveal that social learning is specific to the cuckoo morph that nei

124 Social learning is widely held to be distinct from other

125 ld capacities for stakeholder collaboration, social learning, knowledge governance, and researcher tr

126 ying others: they can copy peers (horizontal social learning), learn from their parents (vertical soc

127 Social learning (learning through observation or interac

128 We find that payoff-biased social learning may evolve under high levels of environm

129 ing task, but are they really the basis of a social learning mechanism?

130 It is currently debated which social learning mechanisms allow for the generation and

131 ative culture does not rest on high-fidelity social learning mechanisms alone.

132 ots, to investigate how reasoning abilities, social learning mechanisms and population structure affe

133 not dependent on specialised, high-fidelity social learning mechanisms.

134 is still no direct experimental evidence for social learning, nor has there been any direct observati

135 This is the first case to document predator social learning of an acoustic prey cue.

136 ginate from cultural transmission via biased social learning of codas.

137 del of fear conditioning can help to explain social learning of fear through observation and instruct

138 The proposal here is that the social learning of irrelevant actions is heavily influen

139 ect affordances on the understanding and the social learning of tool use.

140 task but did not appear to be influenced by social learning or benefit from observing errors.

141 mission of abusive parenting are mediated by social learning or experience-induced physiological alte

142 earning), learn from their parents (vertical social learning), or learn from other adults (oblique so

143 of a small selection of such rules (unbiased social learning, payoff-biased social learning and frequ

144 Our findings place a seemingly complex social learning phenomenon within a simple associative f

145 e discovery of the roles that individual and social learning play in creating recurring phenotypes on

146 Mounting evidence suggests that these social learning processes are affected by ongoing brain

147 tion in orangutans and show that a number of social learning processes are likely to be involved in t

148 ngs thus help to specify adolescent-specific social learning processes.SIGNIFICANCE STATEMENT Adolesc

149 w that, across primate species, a measure of social learning proclivity increases with absolute and r

150 self-administered (IVSA) nicotine, and that social learning promoted nicotine IVSA with flavor cues.

151 Social learning proved advantageous because individuals

152 t ecological or genetic factors, rather than social learning, provide a more parsimonious explanation

153 These results indicate that social learning provides a mechanism by which hosts rapi

154 work efficiency and information flow through social learning relates to cognitive abilities.

155 ry stimuli to salient social cues to produce social learning remain unknown.

156 Such powerful effects of social learning represent a more potent force than hithe

157 specificity/generality of core processes in social learning, reward, and attention, and we highlight

158 ural selection has favoured the evolution of social learning rules that make selective use of social

159 he repeated successful invasion of different social learning rules, should continuously favour a redu

160 learning, and propose that, among competing social learning rules, the dominant rule will be the one

161 of others, and avoid endangering themselves, social learning should be used around novel and unpredic

162 Whales and dolphins (Cetacea) have excellent social learning skills as well as a long and strong moth

163 In the second, social learning (SL), each learner receives PLD from pos

164 ations of biases and experiential effects on social learning, social information use, and mirror syst

165 aggression include cognitive neoassociation, social learning, social interaction, script, and excitat

166 Social learning speeds up the learning process and - in

167 results show that individual differences in social learning strategies are crucial for understanding

168 to developmental stress can drive divergent social learning strategies between siblings.

169 Acquisition of alternative social learning strategies may impact juveniles' fit to

170 mance requires taking into consideration the social learning strategies of individual team members.

171 nces of different mixtures of individual and social learning strategies on the frequencies of differe

172 Even in the case of imitation, a type of social learning studied in both comparative psychology a

173 g developmental stress, we further show that social learning targets are phenotypically plastic.

174 scanned participants while they performed a social learning task in gain and loss blocks.

175 In a novel social learning task, male and female human adolescents

176 function representation, executive control, social learning, teaching, social intelligence, and lang

177 Social learning techniques are not all the same: Behavio

178 port an egocentric influence on this type of social learning that is reflected in both performance an

179 Teaching is a form of high-fidelity social learning that promotes human cumulative culture.

180 to explain why humans evolved capacities for social learning that resulted in cumulative culture.

181 We compared two perspectives: social learning theory (positing that narcissism is cult

182 Results support social learning theory and contradict psychoanalytic the

183 ronmental factors and merges constructs from social learning theory with American Indian customs and

184 ss evaluation was based on diffusion theory, social learning theory, and the desire for triangulation

185 sessment process, using an approach based on social learning theory, for the development of a school-

186 ifferences: evolutionary theories, cognitive social learning theory, sociocultural theory, and expect

187 offspring could be explained by genetics or social learning theory.

188 t shows that these effects generalize to non-social learning, though participants in the social learn

189 that combines local agent interactions with social learning, thus enables both strategic behavior as

190 mplex forms of memory, including spatial and social learning, thus indicating that CREB may be a univ

191 recognition but intraspecific dependence on social learning to acquire courtship skills.

192 al learning rules that make selective use of social learning to acquire relevant information in a cha

193 suggest a biological mechanism linking early social learning to later behavioral outcomes.

194 Recent debate has questioned whether animal social learning truly deserves the label "social".

195 Prior to any subsequent coevolution with social learning, we suggest that aspects of general inte

196 , however, strategies that relied heavily on social learning were found to be remarkably successful,

197 edity contributes to development of IBS, but social learning (what an individual learns from those in

198 at causal cognition may be more general than social learning, which it often involves.

199 rowess may lie in the interplay of strategic social learning with other cognitive traits including th

200 Rather, by combining conformist social learning with payoff-sensitive individual reinfor