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 information is passed across generations via social learning.

3 hich may aid in information transmission via social learning.

4 of choreographed movements are dependent on social learning.

5 a rich repertoire of mathematical models of social learning.

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

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

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

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

10 o switch strategies from vertical to oblique social learning.

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

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

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

14 iors in animals spread through individual or social learning.

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

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

17 signals and their valuation is important in social learning.

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

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

20 only from personal experience but also from social learning.

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

22 ted the basic predictions of prestige-biased social learning.

23 of traits inherited epigenetically, through social learning.

24 in systems for perception and action support social learning.

25 reated traditions can be transmitted through social learning.

26 more usually associated with vertebrates and social learning.

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

28 ons that are potentially conducive to infant social learning.

29 than simulation, characterizes multi-outcome social learning.

30 other variables that may impact asocial and social learning.

31 ed for monkeys, a feat likely facilitated by social learning.

32 one behavioral strategy that contributes to social learning.

33 ity, fidelity, and attentional funnelling in social learning.

34 aired behavioral and neural responses during social learning.

35 for differentially valenced outcomes in non-social learning.

36 m predators, improve foraging and facilitate social learning.

37 e initial state engenders and supports rapid social learning.

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

39 ch is transmitted among conspecifics through social learning [1], is found across various taxa [2-6].

40 partially explained by our hyper-reliance on social learning(1).

41 uits could act as the cellular substrate for social learning, a possible mechanism allowing an animal

42 cision-making performance through conformist social learning, a process widely considered to be bias

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

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

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

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

47 Few models of social learning account for the fact that socially trans

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

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

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

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

52 iously explain the cooperative nature of the social learning advantage, organizational specialization

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

54 Since social learning allows animals to capitalize on the risk

55 Social learning also facilitates the accumulation of kno

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

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

58 ons, there has been increasing work studying social learning and applying its concepts in a wide rang

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

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

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

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

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

64 The discovery of social learning and cultural conformity in mate choice i

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

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

67 ive cultural change, including mechanisms of social learning and cultural transmission.

68 Discoveries about social learning and culture in non-human animals have bu

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

70 healthy individuals, model-based analyses of social learning and decision-making have successfully el

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

72 ' four exemplar cognitive domains, selective social learning and imitation.

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

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

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

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

77 Previous studies have suggested that social learning and observation influence placebo hypoal

78 ve context for behavioral variation on which social learning and selection can act.

79 Social learning and social recognition have become emerg

80 By studying social learning and teaching through a common theoretica

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

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

83 tigate whether individual differences in the social learning and transmission of music relate to intr

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

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

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

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

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

89 er's voice, a biologically salient voice for social learning, and identified a striking relationship

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

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

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

93 reveal that age-related differences in this social learning are shaped by age-related differences in

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

95 Caregivers participated in a 10-session, social learning-based parent management training program

96 egaptera novaeangliae) are a rare example of social learning between entire populations.

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

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

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

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

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

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

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

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

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

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

107 Social learning can also occur among members of the same

108 Here, we tested the idea that social learning can benefit from any available sensory c

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

110 Although social learning capabilities are taxonomically widesprea

111 Heyes suggests that selective social learning comes in two varieties.

112 tities, and causality) and social cognition (social learning, communication, and theory of mind).

113 the target article, we argue that Affective Social Learning completes TTOM by pointing out how emoti

114 ment in plane flight distance in the 1-Model social-learning condition was comparable to that in the

115 did improve over generations in the 1-Model social-learning condition.

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

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

118 These social-learning conditions were compared with an asocial

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

120 mingly disparate areas of enquiry, including social learning, cumulative culture, overimitation, and

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

122 ase that decreased 5-HT levels contribute to social learning deficits in depression.

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

124 technological culture (CTC) is dominated by social-learning discussions, at the expense of other cog

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

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

127 Here, we combined social learning experiments, using extractive foraging t

128 Social learning from older birds reduced deviations from

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

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

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

132 Social learning has been isolated from cognitive science

133 ng animals (whether wild or captive) rely on social learning has proved remarkably challenging.

134 However, the term "social learning" has been loosely applied to a variety o

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

154 The process of social learning, including its neural and behavioral mec

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

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

157 g evidence, namely the fields of navigation, social learning, individual development, energetics and

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

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

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

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

162 first evidence suggesting that non-imitative social learning is a crucial, potentially widespread mec

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

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

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

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

167 This form of social learning is argued to reflect novel forms of soci

168 Social learning is assumed to underlie traditions, yet e

169 Social learning is critical for engaging in complex inte

170 e through interactions others, we argue that social learning is essential for humans to acquire techn

171 Social learning is important to the life history of many

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

173 demonstrate that, like individual learning, social learning is modulated by the dopamine D2 receptor

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

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

176 inception of animal culture studies, macaque social learning is surprisingly understudied.

177 rect cue of success, and when success-biased social learning is unavailable.

178 ing the key predictions that prestige-biased social learning is used when it constitutes an indirect

179 Social learning is widely held to be distinct from other

180 s, and improvements over generations through social learning, is a key determinant of the behavioral

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

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

183 Social learning (learning through observation or interac

184 typically adaptive, we investigated whether social learning may also contribute to the formation and

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

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

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

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

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

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

191 ing hypothesis does not minimize the role of social-learning mechanisms - nor assume that technical-r

192 in which additional strategies for selective social learning might be accommodated.

193 We introduce a social learning model where most participants in a netwo

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

195 Such social learning occurs under a range of conditions in na

196 Prestige-biased social learning occurs when individuals preferentially l

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

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

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

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

201 ed technical complexity selects for enhanced social learning of mechanistic concepts and skills, lead

202 Conversely, the reduced social learning of small groups, and the greater probabi

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

204 robiome and genetic relatedness (a proxy for social learning) of 218 moose Alces alces across six pop

205 onnections in a social network that reflects social learning opportunities.

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

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

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

209 ising all ages and both sexes where multiple social learning pathways involving kin and non-kin can f

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

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

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

213 Social learning poses a particular problem for brood par

214 By fostering achievement, prestige, and social learning, pride provides a pivotal piece of the p

215 e the role of these neurotransmitters in the social learning process using a dietary depletion manipu

216 This paper explores the development of social learning processes and play in BaYaka hunter-gath

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

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

219 human impact depletes resources and disrupts social learning processes necessary for behavioral and c

220 transmitted with high fidelity through other social learning processes such as the acquisition of abs

221 knowledge domains children employ different social learning processes.

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

223 e the authors' approach to decouple CTC from social-learning processes without minimizing their impac

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

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

226 Social learning proved advantageous because individuals

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

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

229 rough a common theoretical lens, inferential social learning provides an integrated account of how hu

230 w gives a definition for specific aspects of social learning, provides an overview of previous work a

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

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

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

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

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

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

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

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

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

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

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

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

243 Social learning speeds up the learning process and - in

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

245 ts how people flexibly and adaptively employ social learning strategies based on the reliability of t

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

247 t this apparent conflict is regulated by the social learning strategies deployed.

248 Here, we investigate social learning strategies during development in a model

249 Little is known about how multiple social learning strategies interact and how organisms in

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

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

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

253 thesized that meta-control of individual and social learning strategies provides effective and sample

254 task only, individuals appeared to employ a social learning strategy of copying the most successful

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

256 used on great apes' intense 'peering' during social learning suggests that they may possess many more

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

258 Participants performed a social learning task during fMRI scanning, as part of wh

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

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

261 We train subjects on social learning tasks, manipulating the frequency with w

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

263 Social learning techniques are not all the same: Behavio

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

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

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

267 the degree of adaptivity-of both asocial and social learning-that best predicts individual performanc

268 one cognitive technology used to facilitate social learning, the transmission of culture and the rel

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

270 Results support social learning theory and contradict psychoanalytic the

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

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

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

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

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

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

277 We examined the patterns of human social learning through an interactive online experiment

278 is problem by investigating inference during social learning through computational modeling in two la

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

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

281 Here we show that chimpanzees use social learning to acquire a skill that they failed to i

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

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

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

285 neuroimaging data applied in the context of social learning to target persecutory delusions.

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

287 A basic tenet of this theory is that social learning, under certain conditions, allows for th

288 analysis (NBDA) offers a means for detecting social learning using observational data on freely inter

289 art of a social structure offers chances for social learning vital for survival and reproduction.

290 Therefore, social learning was found to be flexible and equally eff

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

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

293 ain morphology, but changes acquired through social learning were not.

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

295 predicted, participants used prestige-biased social learning when the prestige cue was an indirect cu

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

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

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

299 he interplay between technical reasoning and social learning, with language emerging as a vital issue

300 exclusivity of membership and more effective social learning within their boundaries.