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142 results for “social learning”
Data for: Fish can infer relations between colour cues in a non-social learning task
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Neural Arbitration between Social and Individual Learning Systems
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Biogenic amines for individual and social learning
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Dataset of the study "Bridging cultural studies and learning science: An investigation of social media use for Holocaust memory and education in the digital age"
<p>This Zenodo item contains the dataset of the study: Manca, S. (2020). “Bridging cultural studies and learning science: An investigation of social media use for Holocaust memory and education in the digital age".</p> <p>Abstract</p> <p>Along with advances in communication technology that are making new forms of historical memorialization and education available, social media are researched as valuable tools for supporting forms of digital memory and for engaging students and teachers about historical knowledge and moral education. This study aims to map the current state of Holocaust remembrance and Holocaust education and to identify main topics of research in the two areas. It adopts a mixed-method approach that combines qualitative analysis with bibliometric approaches to review publications that use social media for digital memory and history education about the Holocaust. Results based on 28 publications reveal several research topics and that, despite some common theoretical references, the two subfields mostly rely on separate conceptual backgrounds. While Holocaust remembrance is a well-established research field, there are few studies and a lack of theoretical elaboration about social media use for teaching and learning about the Holocaust.</p>
Data from: Translocation experiments show dialects are socially learned in marmoset monkeys
The acoustic properties of vocalizations in common marmosets differ between populations. These differences may be the result of social vocal learning, but they can also result from environmental or genetic differences between populations. We performed translocation experiments to separately quantify the influence of a change in the physical environment (experiment 1), and a change in the social environment (experiment 2) on the acoustic properties of calls from individual captive marmosets. If population differences were due to genetic differences, we expected no change in the vocalizations of the translocated marmosets. If differences were due to environmental factors, we expected vocalizations to permanently change contingent with environmental changes. If social learning was involved, we expected that the vocalizations of animals translocated to a new population with a different dialect would become more similar to the new population. In experiment 1, we translocated marmosets to a different physical environment without changing the social composition of the groups or their neighbours. Immediately after the translocation to the new facility, one out of three call types showed a significant change in call structure, but 5-6 weeks later, the calls were no longer different from before the translocation. Thus, the novel physical environment did not induce long lasting changes in the vocalizations of the marmosets. In experiment 2, we translocated marmosets to a new population with a different dialect. Importantly, our previous work had shown that these two populations differed significantly in vocalization structure. The translocated marmosets were still housed in their original social group, but after translocation they were surrounded by the vocalizations from neighbouring groups of the new population. The vocal distance between the translocated individuals and the new population decreased for two out of three call types over 16 weeks. Thus, even without direct social contact or interaction, the vocalizations of the translocated animals converged towards the new population, indicating that common marmosets can modify their calls due to acoustic input from conspecifics alone, via crowd vocal learning. To our knowledge, this is the first study able to distinguish between different explanations for vocal dialects as well as to show crowd vocal learning in a primate species.
Data from social learning development, during COVID-19 how international students use media platforms as crowdsource technology to solve learning difficulties
<p>This study lens cannot detach mobile-learning communication from efficient broadband, during social distance protocol, for continuous learning. The study aims to self-actualized knowledge-sourcing among individuals in an interconnected cluster of multi-community platforms. Crowdsource is characterized by a communication science perspective using mobile-learning in groups and/or clusters. Integrated TPB and Bandura's Social Learning Theory (SLT) induced and investigated 361 respondents, stratified of students, teachers, and researchers during the COVID-19. The IBM Amos v. 25 for the analysis found R² = 0.92 and (65.4, 34.6) for male and female demographic respectively. Results found significant direct and indirect Attitude, Self-learner usefulness, and crowdsource were positive to actual performance. Where broadband moderated on mobile learning behavior run-up significantly. Mobile learning mediation gives in magnificent interactive operation. Generally, crowdsource at the individual level enhanced collaborated problem-solving tasks pro-COVID-19. An Individual's sourcing knowledge is a creative task and timely routine learning in any critical period. Results suggested mobility of learning makes a mountain of molehills in knowledge interactivity among learners in groups. Therefore, encourages the clustering of network learning, easing learning, through effective broadband social intervention phenomena.</p>
Data from: Social learning in otters
The use of information provided by others to tackle life's challenges is widespread, but should not be employed indiscriminately if it is to be adaptive. Evidence is accumulating that animals are indeed selective and adopt 'social learning strategies'. However, studies have generally focused on fish, bird and primate species. Here we extend research on social learning strategies to a taxonomic group that has been neglected until now: otters (subfamily Lutrinae). We collected social association data on captive groups of two gregarious species: smooth-coated otters (Lutrogale perspicillata), known to hunt fish cooperatively in the wild, and Asian short-clawed otters (Aonyx cinereus), which feed individually on prey requiring extractive foraging behaviours. We then presented otter groups with a series of novel foraging tasks, and inferred social transmission of task solutions with network-based diffusion analysis. We show that smooth-coated otters can socially learn how to exploit novel food sources and may adopt a 'copy when young' strategy. We found no evidence for social learning in the Asian short-clawed otters. Otters are thus a promising model system for comparative research into social learning strategies, while conservation reintroduction programmes may benefit from facilitating the social transmission of survival skills in these vulnerable species.
Data from: Social learning in a high-risk environment: incomplete disregard for the 'minnow that cried pike' results in culturally transmitted neophobia
Many prey species rely on conspecifics to gather information about unknown predation threats, but little is known about the role of varying environmental conditions on the efficacy of social learning. We examined predator-naive minnows that had the opportunity to learn about predators from experienced models that were raised in either a low- or high-risk environment. There were striking differences in behaviour among models; high-risk models showed a weaker response to the predator cue and became neophobic in response to the control cue (a novel odour, NO). Observers that were previously paired with low-risk models acquired a strong antipredator response only to the predator cue. However, observers that interacted with high-risk models, displayed a much weaker response to the predator odour and a weak neophobic response to the NO. This is the first study reporting such different outcomes of social learning under different environmental conditions, and suggests high-risk environments promote the cultural transmission of neophobia more so than social learning. If such a transfer can be considered similar to secondary traumatization in humans, culturally transmitted neophobia in minnows may provide a good model system for understanding more about the social ecology of fear disorders.
Data from: Social information use and social learning in non-grouping fishes
Although it is natural to expect that group-living animals will utilize social learning, the expectation for non-grouping species is less clear. Only a few studies have explored the relationship between sociality and social learning. Here we presented 4 non-grouping fish species, fifteenspine sticklebacks (Spinachia spinachia), bullhead sculpins (Cottus gobio), stone loach (Barbatula barbatula) and juvenile European flounders (Platichthys flesus) with social information provided by groups of a shoal-forming heterospecific, the threespine stickleback (Gasterosteus aculeatus). Using a binary choice procedure we allowed individual test subjects to select between simulated prey patches. Although the test subjects could not sample the patches directly they were able to use information generated by the heterospecific demonstrators to select the "richer" of the 2 patches. For comparison we also recorded social information use in 2 shoaling species, threespine, and ninespine sticklebacks (Pungitius pungitius). We saw evidence of social information use and social learning in all 6 species, with no differences seen between social and non-grouping species. We argue that social learning is not likely to be restricted to group-living species, since many solitary species too are regularly exposed to social stimuli from both conspecifics and heterospecifics, and can benefit from using social information. We suggest that researchers have much to learn about the sensory, perceptive, and cognitive mechanisms underlying social learning, and the extent to which these vary (if at all) between grouping and non-grouping species.
Data from: Gaze-contingent reinforcement learning reveals incentive value of social signals in young children and adults
While numerous studies have demonstrated that infants and adults preferentially orient to social stimuli, it remains unclear as to what drives such preferential orienting. It has been suggested that the learned association between social cues and subsequent reward delivery might shape such social orienting. Using a novel, spontaneous indication of reinforcement learning (with the use of a gaze contingent reward-learning task), we investigated whether children and adults' orienting towards social and non-social visual cues can be elicited by the association between participants' visual attention and a rewarding outcome. Critically, we assessed whether the engaging nature of the social cues influences the process of reinforcement learning. Both children and adults learned to orient more often to the visual cues associated with reward delivery, demonstrating that cue–reward association reinforced visual orienting. More importantly, when the reward-predictive cue was social and engaging, both children and adults learned the cue–reward association faster and more efficiently than when the reward-predictive cue was social but non-engaging. These new findings indicate that social engaging cues have a positive incentive value. This could possibly be because they usually coincide with positive outcomes in real life, which could partly drive the development of social orienting.
Data from: Social learning and the demise of costly cooperation in humans
Humans have a sophisticated ability to learn from others, termed social learning, which has allowed us to spread over the planet, construct complex societies, and travel to the moon. It has been hypothesized that social learning has played a pivotal role in making human societies cooperative, by favouring cooperation even when it is not favoured by genetical selection. However, this hypothesis lacks direct experimental testing, and the opposite prediction has also been made, that social learning disfavours cooperation. We experimentally tested how different aspects of social learning affect the level of cooperation in public-goods games. We found that: (i) social information never increased cooperation and usually led to decreased cooperation; (ii) cooperation was lowest when individuals could observe how successful individuals behaved; and (iii) cooperation declined because individuals preferred to copy successful individuals, who cooperated less, rather than copy common behaviours. Overall, these results suggest that individuals use social information to try and improve their own success, and that this can lead to lower levels of cooperation.
Data from: Age and early social environment influence guppy social learning propensities
Social learning, learning from others, allows animals to quickly and adaptively adjust to changing environments, but only if social learning provides reliable, useful information in that environment. Early life conditions provide a potential cue to the reliability of social information later in life. Here, we addressed whether direct early life experience of the utility of social learning influences later social learning propensities. We reared guppy, Poecilia reticulata, fry for 45 days in three different social conditions which involved the presence of adult demonstrators providing cues about feeding locations in the tanks ('follow adults' and 'avoid adults' treatments), or their absence ('no adults' treatment). In the 'follow adults' treatment, juveniles that swam in the same direction as the adult demonstrators found food, whereas in the 'avoid adults' treatment, subjects that swam in the opposite direction to the demonstrators found food. We then tested the fish with a social learning task, to examine whether prior experience had influenced the social learning tendencies of the juveniles. After another 45 days of rearing under common-garden conditions with no adult fish present in the tanks, subjects were retested with the same social learning task, to investigate whether early experiences had effects persisting into adulthood. After 45 days of rearing we found no evidence for social learning in any of the experimental groups. However, after 90 days of rearing, we found evidence of social learning, but only in the 'follow adults' treatment. These results suggest that social learning propensities may develop over life, and that prior exposure to conspecifics providing useful foraging information during early life can shape the degree of reliance on social learning in adulthood.
Data from: Is ungulate migration culturally transmitted? Evidence of social learning from translocated animals
Ungulate migrations are assumed to stem from learning and cultural transmission of information regarding seasonal distribution of forage, but this hypothesis has not been tested empirically. We compared the migratory propensities of bighorn sheep and moose translocated into novel habitats with those of historical populations that had persisted for hundreds of years. Whereas individuals from historical populations were largely migratory, translocated individuals initially were not. After multiple decades, however, translocated populations gained knowledge about surfing green waves of forage (tracking plant phenology) and increased their propensity to migrate. Our findings indicate that learning and cultural transmission are the primary mechanisms by which ungulate migrations evolve. Loss of migration will therefore expunge generations of knowledge about the locations of high-quality forage and likely suppress population abundance.
Data from: Cultural flies: conformist social learning in fruit flies predicts long-lasting mate-choice traditions
Despite theoretical justification for the evolution of animal culture, there is still scant empirical evidence for it beyond mammals and birds, and we still know little about the process of cultural inheritance. Here, we propose a mechanism-driven definition of animal culture and test it in the fruit fly. We found that fruit flies have five cognitive capacities that enable them to transmit mating preferences culturally across generations, potentially fostering persistent traditions (the main marker of culture) in mating preference. A transmission chain experiment validates a model of the emergence of local traditions indicating that such social transmission may lead initially neutral traits to become adaptive, hence strongly selecting for copying and conformity, a situation that, although suggested decades ago, still had little empirical support.
Data from: Higher frequency of social learning in China than in the West shows cultural variation in the dynamics of cultural evolution
Cultural evolutionary models have identified a range of conditions under which social learning (copying others) is predicted to be adaptive relative to asocial learning (learning on one's own), particularly in humans where socially learned information can accumulate over successive generations. However, cultural evolution and behavioural economics experiments have consistently shown apparently maladaptive under-utilization of social information in Western populations. Here we provide experimental evidence of cultural variation in people's use of social learning, potentially explaining this mismatch. People in mainland China showed significantly more social learning than British people in an artefact-design task designed to assess the adaptiveness of social information use. People in Hong Kong, and Chinese immigrants in the UK, resembled British people in their social information use, suggesting a recent shift in these groups from social to asocial learning due to exposure to Western culture. Finally, Chinese mainland participants responded less than other participants to increased environmental change within the task. Our results suggest that learning strategies in humans are culturally variable and not genetically fixed, necessitating the study of the 'social learning of social learning strategies' whereby the dynamics of cultural evolution are responsive to social processes, such as migration, education and globalization.
Data from: Interindividual variation in the use of social information during learning in honeybees
<p class="MsoNoSpacing">Slow-fast differences in cognition among individuals have been proposed to be an outcome of the speed-accuracy trade-off in decision-making. Based on the different costs associated with acquiring information via individual and social learning, we hypothesized that slow-fast cognitive differences would also be tied to the adoption of these different learning modes. Since foragers in honeybee colonies likely have both these information acquisition modes available to them, we chose to test them for inter-individual differences in individual and social learning.</p> <p class="MsoNoSpacing">Individual honeybees foragers were presented with a learning task: making a choice between two types of flowers one rewarding (offering sucrose) and one unrewarding (offering water). This task was presented twice: 1) the bee was alone (individual learning) and 2) there was a social cue (model bee) on the correct color. For every individual, the raw data consisted of 20 successive choices between rewarding and unrewarding flowers in each of the two learning tasks. From these data, learning curves were constructed by calculating an accuracy index as the proportion of correct choices for rewarding in the 4 visits up to and including that visit, and a logisitc function was fit to the accuracy index. From this logistic function we calculated individual learning parameters: maximum individual learning score, individual learning rate, maximum social learning score, social learning rate. </p> <p class="MsoNoSpacing">Our results support the existence of a speed-accuracy trade-off in both the individual and the social learning contexts. However, the trade-off is steeper during individual learning, which was slower than social learning but led to higher accuracy. Most importantly, our results also show that bees which attained high accuracy on the individual learning task had low accuracy on the social learning task and vice versa.</p>
Database methods for the evaluation of social learning (2017-2021)
<p>Database SLR methods</p>
Would you detour with me? Association between functional breed selection and social learning in dogs sheds light on elements of dog-human cooperation
<p>Raw dataset for the research article.</p> <p>Dog Owner Consent form</p>
Profiles of Social and Emotional Learning Skills and Learning Environment Factors in Adolescents: A Latent Profile Analysis
<p>data</p>
SOCIAL_HF: Improving Social Frailty Through Interactive Learning
ClinicalTrials.gov study NCT07234565. IPD Sharing: YES. Countries: 1. Publications: 0.
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These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.