There is increasing evidence that some behavioural differences between groups of chimpanzees can be attributed neither to genetic nor to ecological variation. Such differences are likely to be maintained by social learning. While humans teach their offspring, and acquire cultural traits through imitative learning, there is little evidence of such behaviours in chimpanzees. However, by appealing only to incremental changes in motivation, attention and attention-soliciting behaviour, and without expensive changes in cognition, we can hypothesise the possible emergence (...) of imitation and pedagogy in evolutionary history. (shrink)

Social learning in the strict sense is learning by observation or instruction. Learning by observation appears to be an analogue process while learning by instruction is digital. In evolutionary biology this distinction is currently thought to have implications for the extent to which mechanisms can function successfully as an inheritance system in an evolutionary process.

When making decisions, humans can observe many kinds of information about others' activities, but their effects on performance are not well understood. We investigated social learning strategies using a simple problem-solving task in which participants search a complex space, and each can view and imitate others' solutions. Results showed that participants combined multiple sources of information to guide learning, including payoffs of peers' solutions, popularity of solution elements among peers, similarity of peers' solutions to their own, and (...) relative payoffs from individual exploration. Furthermore, performance was positively associated with imitation rates at both the individual and group levels. When peers' payoffs were hidden, popularity and similarity biases reversed, participants searched more broadly and randomly, and both quality and equity of exploration suffered. We conclude that when peers' solutions can be effectively compared, imitation does not simply permit scrounging, but it can also facilitate propagation of good solutions for further cumulative exploration. (shrink)

This paper examines how innovative skills and knowledge are transmitted and acquired among adolescents in two hunter-gatherer communities, the Aka of southern Central African Republic and the Chabu of southwestern Ethiopia. Modes of transmission and processes of social learning are addressed. Innovation as well as social learning have been hypothesized to be key features of human cumulative culture, enhancing the fitness and survival of individuals in diverse environments. The innovation literature indicates adult males are more innovative (...) than children and female adults and therefore predicts that adolescents will seek out adult males. Further, the mode of transmission should be oblique. Thus, learning of innovations should be oblique or horizontal rather than vertical, with adolescents paying particular attention to “successful” innovative individuals. The social learning literature indicates that complex skills or knowledge is likely to be learned through teaching, and therefore that teaching will be an important process in the transmission of innovations. In-depth and semi-structured interviews, informal observations, and systematic free-listing were used to evaluate these hypotheses. The study found that cultural context patterned whether or not adolescents sought out adult male or female innovators; oblique modes of transmission were mentioned with greater frequency than horizontal or vertical modes; knowledge and skill bias was notable and explicitly linked by the adolescents to reproductive effort; and teaching was biased toward same-sex individuals and was an important but not an exclusive means of transmitting complex skills and social knowledge. (shrink)

The fearful ape hypothesis revolves around our ability to express and perceive fearfulness. Here, we address these abilities from a social learning perspective which casts fearfulness in a slightly different light. Our commentary argues that any theory that characterizes a (human) social signal as being adaptive, needs to address the role of social learning as an alternative candidate explanation.

Social influence and social learning are important to the survival of many organisms, and certain forms of social learning also may have important implications for their underlying cognitive processes. The various forms of social influence and learning are discussed with special emphasis on the mechanisms that may be responsible for opaque imitation. Three procedures are examined, the results of which may qualify as opaque imitation: the bidirectional control procedure, the two- action procedure, and (...) the do-as-I-do procedure. Variables that appear to affect the emergence of opaque imitation are identified and other complex forms of response copying are discussed. Keywords: bidirectional control procedure; contagion; emulation; imitation; local enhancement; object movement reenactment; observational conditioning; opaque imitation; social enhancement; social facilitation; social influence; social learning; stimulus enhancement; two action procedure. (shrink)

Long before the origins of agriculture human ancestors had expanded across the globe into an immense variety of environments, from Australian deserts to Siberian tundra. Survival in these environments did not principally depend on genetic adaptations, but instead on evolved learning strategies that permitted the assembly of locally adaptive behavioral repertoires. To develop hypotheses about these learning strategies, we have modeled the evolution of learning strategies to assess what conditions and constraints favor which kinds of strategies. To (...) build on prior work, we focus on clarifying how spatial variability, temporal variability, and the number of cultural traits influence the evolution of four types of strategies: (1) individual learning, (2) unbiased social learning, (3) payoff-biased social learning, and (4) conformist transmission. Using a combination of analytic and simulation methods, we show that spatial—but not temporal—variation strongly favors the emergence of conformist transmission. This effect intensifies when migration rates are relatively high and individual learning is costly. We also show that increasing the number of cultural traits above two favors the evolution of conformist transmission, which suggests that the assumption of only two traits in many models has been conservative. We close by discussing how (1) spatial variability represents only one way of introducing the low-level, nonadaptive phenotypic trait variation that so favors conformist transmission, the other obvious way being learning errors, and (2) our findings apply to the evolution of conformist transmission in social interactions. Throughout we emphasize how our models generate empirical predictions suitable for laboratory testing. (shrink)

Sociality may not be a defining feature of social learning. Complex social systems have been predicted to favour the evolution of social learning, but the evidence for this relationship is weak. In birds, only one study supports the hypothesis that social learning is an adaptive specialisation to social living. In nonhuman primates, social group size and social learning frequency are not correlated. Though cetaceans may prove an exception, they provide (...) a useful group with which to test these ideas. (shrink)

Much of the importance of innovation stems from its capacity to spread via social learning, affecting multiple individuals, thus generating evolutionary and ecological consequences. We advocate a broader taxonomic focus in the field of behavioral innovation, as well as the use of comparative field research, and discuss the unique conservation implications of animal innovations and traditions.

Although we applaud the general aims of the target article, we argue that Affective Social Learning completes TTOM by pointing out how emotions can provide another route to acquiring culture, a route which may be quicker, more flexible, and even closer to an axiological definition of culture than TTOM itself.

Imitation has been understood in different ways: as a cognitive adaptation subtended by genetically specified cognitive mechanisms; as an aspect of domain general human cognition. The second option has been advanced by Cecilia Heyes who treats imitation as an instance of associative learning. Her argument is part of a deflationary treatment of the “mirror neuron” phenomenon. I agree with Heyes about mirror neurons but argue that Kim Sterelny has provided the tools to provide a better account of the nature (...) and role of human imitation. What we call imitative learning is an instance of social learning. It has little to do with empathy, emotional contagion, or mind reading. (shrink)

The Russian people are struggling to learn how to create a democracy and a market economy. This paper reviews the results of reform efforts to date and what the Russian people are learning as indicated by changes in answers to public opinion surveys. As a way to continue the social learning process in Russia we suggest the widespread use of process improvement methods in organizations. This paper describes some Russian experiences in using process improvement methods and proposes (...) a strategy for spreading the use of these methods through universities and then through businesses and government agencies. As people use process improvement methods, they gain confidence in their ability to improve the functioning of organizations and society. (shrink)

The human primate is a deeply cultural species, our cognition being shaped by culture, and cultural transmission amounting to an “epidemic of mental representations” (Sperber, 1996). The architecture of this aspect of human cognition has been shaped by our evolutionary past in ways that we can now begin to discern through comparative studies of other primates. Processes of social learning (learning from others) are important for cognitive science to understand because they are cognitively complex and take many (...) interrelated forms; they shape traditions, cultures and nonsocial aspects of cognition; and in turn they may be shaped by their cultural context. The study of primate social learning and culture has in recent years enjoyed a renaissance, providing a wealth of new findings, key aspects of which are reviewed. The focus is on cognitive issues, including learning about the consequences, sequential structure and hierarchical organization of actions; relating stored knowledge to the assimilation of new social knowledge; feedback guiding the construction of imitations; conceptual grasp of imitation; and the reciprocal relationship between social learning and culture. (shrink)

In this article I challenge the widely held assumption that human culture is inherited by means of social learning. First, I address the distinction between “social” learning and “individual” learning. I argue that most cultural ideas are not acquired by one form of learning or the other, but from a hybrid of both. Second, I discuss how individual learning can interact with niche construction. I argue that these processes collectively provide a non-social (...) route for learned ideas to be inherited and cumulatively modified. I conclude that human culture is not inherited by social learning alone; the capacities to learn from and modify our environments also play a significant role. (shrink)

"This comprehensive volume - containing 27 chapters and contributions from six continents - presents and discusses key principles, perspectives, and practices of social learning in the context of sustainability. Social learning is explored from a range of fields challenged by sustainability including: organizational learning, environmental management and corporate social responsibility; multi-stakeholder governance; education, learning and educational psychology; multiple land-use and integrated rural development; and consumerism and critical consumer education. An entire section of the (...) book is devoted to a number of reflective case studies of people, organizations and communities using forms of social learning in moving towards sustainability. 'This book brings together a range of ideas, stories, and discussions about purposeful learning in communities aimed at creating a world that is more sustainable than the one currently in prospect....The book is designed to expand the network of conversations through which our society can confront various perspectives, discover emerging patterns, and apply learning to a variety of emotional and social contexts.' From the Foreword by Fritjof Capra, co-founder of the Center of Ecoliteracy. 'Joining what is so clear and refreshing in this book with the larger movements toward a critically democratic and activist education that is worthy of its name, is but one step in the struggle for sustainability. But it is an essential step if we are to use the insights that are included in this book.' From the Afterword by Michael Apple, author of 'Educating the ""Right"" Way: Markets, Standards, God, and Inequality'.". (shrink)

To be pertinent to democratic practice, collective choice functions need not apply to all possible constellations of individual preference, but only to those that are humanly possible in an appropriate sense. The present paper develops a theory of humanly possible preference within the context of the mathematical theory of learning. The theory of preference is then exploited in an attempt to resolve Arrow's voting paradox through restriction of the domain of majoritarian choice functions.

Social learning is a source of behaviour for many species, but few use it as extensively as they seemingly could. In this article, I attempt to clarify our understanding of why this might be. I discuss the potential computational properties of social learning, then examine the phenomenon in nature through creating a taxonomy of the representations that might underly it. This is achieved by first producing a simplified taxonomy of the established forms of social (...) class='Hi'>learning, then describing the primitive capacities necessary to support them, and finally considering which of these capacities we actually have evidence for. I then discuss theoretical limits on cultural evolution, which include having sufficient information transmitted to support robust representations capable of supporting variation for evolution, and the need for limiting the extent of social conformity to avoid ecological fragility. Finally, I show how these arguments can inform several key scientific questions, including the uniqueness of human culture, the long lifespans of cultural species, and the propensity of animals to seemingly have knowledge about a phenomenon well before they will act upon it. (shrink)

In this article, the authors highlight connections between research on Two Spirit Native Americans and standard social studies curriculum. Two Spirit is a Pan-Indian term describing Native Americans who believe they embody both masculine and feminine characteristics/traits in one physical body. Findingsfrom this research expand the field's conception of multiple perspectives and diversity, while creating opportunities for nuanced understandings of genderexpression and gender that go beyond the male/female dichotomy currently accepted as the norm. The authors utilize historical research and (...) a semi-structured,in-depth interview with a current Ojibwe leader to better understand and theorize Native Americans' acceptance of diverse ways of being. The authors conclude that modern-day social studies teachers and students have much to learn from this traditional Native worldview. Specifically, the authors believe that encouraging students to adopt more inclusive perspectives on gender expression and to recognize the plausibility of multiple genders may lead to more advanced, social learning. Combined with reinforcement from responsible adults at school, this recognition would lessen a variety of present-day social ills, including the incidence of teen suicide caused by homophobia. (shrink)

Analogical reasoning is a foundational tool for human learning, allowing learners to recognize relational structures in new events and domains. Here I sketch some grounds for understanding and applying analogical reasoning in social learning. The social world is fundamentally characterized by relations between people, with common relational structures—such as kinships and social hierarchies—forming social units that dictate social behaviors. Just as young learners use analogical reasoning for learning relational structures in other domains—spatial (...) relations, verbs, relational categories—analogical reasoning ought to be a useful cognitive tool for acquiring social relations and structures. (shrink)

An important question for a naturalized philosophical psychology is what constitutes moral agency (MA). The two prominent scientific theories to which such a philosophical approach might appeal, those of cognitive developmental theory (CDT) and social learning theory (SLT), currently face an investigative dilemma: The better theories of the acquisition of beliefs and the performance of action based on them, the SLTs, seem to be irrelevant to the phenomenon of MA and the theories that seem to be relevant, the (...) CDTs, are unsatisfactory in their accounts of acquisition and action. In this paper I take up the cause of SLT accounts of MA. Critics of SLT accounts of MA can be interpreted as arguing that they are irrelevant to MA because they lack one or more of five functional criteria that require MA to be integral morally motivated cognitive agency. I argue that SLT accounts of MA, and specifically Bandura's social cognitive theory, (SCT), when applied to issues of MA, meet these criteria. Assuming the merits of SLT explanations of both the acquisition of beliefs and the performance of actions based on them, I conclude that SLTs generally, and specifically Bandura's SCT, are promising candidates for explaining MA. If so, they merit the attention of naturalistic philosophical psychologists. (shrink)

Social learning is likely to include affective processes: it is necessary for newcomers to discover what value to attach to objects, persons, and events in a given social environment. This learning relies largely on the evaluation of others’ emotional expressions. This study has two objectives. Firstly, we compare two closely related concepts that are employed to describe the use of another person’s appraisal to make sense of a given situation: social appraisal and social referencing. (...) We contend that social referencing constitutes a type of social appraisal. Secondly, we introduce the concept of affective social learning with the hope that it may help to discriminate the different ways in which emotions play a critical role in the processes of socialization. (shrink)

After more than a century in which social learning was blackboxed by evolutionary biologists, psychologists and economists, there is now a thriving industry in cognitive neuroscience producing computational models of learning from and about other agents. This is a hugely positive development. The tools of computational cognitive neuroscience are rigorous and precise. They have the potential to prise open the black box. However, we argue that, from the perspective of a scientific realist, these tools are not yet (...) being applied in an optimal way. To fulfil their potential, the shiny new methods of cognitive neuroscience need to be better coordinated with old-fashioned, contrastive experimental designs. Inferences from model complexity to cognitive complexity, of the kind made by those who favour lean interpretations of behaviour (‘associationists’), require social learning to be tested in challenging task environments. Inferences from cognitive complexity to social specificity, made by those who favour rich interpretations (‘mentalists’), call for non-social control experiments. A parsimonious model that fits current data is a good start, but carefully designed experiments are needed to distinguish models that tell us how social learning _could_ be done from those that tell us how it is _really_ done. (shrink)

. Implicit in the cognitive social learning model of personality as articulated by Walter Mischel, Albert Bandura, and others, is an epistemology which emphasizes the activity of the mind in the construction of knowledge. Using Mischel's five person variables as an outline, the epistemic implications of this model of personality are developed and then illustrated by application to William James's typology of the religious personality and to the current debate over hermeneutic and empirical approaches to studying human behavior. (...) This approach explicates the connection between personality characteristics and epistemological approaches in terms of cognitive social learning theory. (shrink)

Byrne & Russon's notion of program-level imitation is based on the ability of apes to plan novel sequences of behavior and on how information gleaned by observation can aid the planning process. Byrne & Russon would have made a stronger case by focusing on social learning and planning and expending less effort interpreting their results as a new category of imitation.

Integration of music in an academic university teaching setting is an example of how artistic practice and competences have potentials to resonate beyond the immediate discipline. The article explo...

This chapter examines the role of social learning in the governance of the forest ecosystem service through a case study that involves forest groups in Flanders, Belgium, where social learning has generated significant results within a short period. The case study specifically focuses on three social learning mechanisms extensively used in managing social-ecological systems. These mechanisms include a monitoring strategy based on sustainability criteria and indicators as a liberal learning device, experimenting with (...) disruptive action strategies, and involving new stakeholders in the learning process. The forest groups focus on instrumental and social trust to create trust between the government and the forest owners. Multifunctional forest management is the most effective strategy of extending forest-based services in Flanders. These strategies have produced significant results in Flanders in a short period. (shrink)

Variation in the durations of exclusive breastfeeding (exBF) and any breastfeeding (anyBF) is associated with socioecological factors. This plasticity in breastfeeding behavior appears adaptive, but the mechanisms involved are unclear. With this concept in mind, we investigated whether durations of exBF and anyBF in a rural Maya population covary with markers of a form of socioecological change—market integration—and whether individual factors (individual learning, physiological plasticity) and/or learning from others in the community (social learning, norm adherence) mediate (...) these changes. Using data from 419 mother-child pairs from two Guatemalan Maya villages, we fit a bivariate linear mixed model. The model compared exBF and anyBF among children from households of varying degrees of market integration whose mothers follow what we inferred to be local infant-feeding norms. It controlled for other factors expected to affect breastfeeding durations. We found evidence that exBF is associated with whether mothers follow their population’s infant feeding norms, but no evidence that exBF is associated with the household’s level of market integration. Conversely, anyBF is significantly associated with the household’s market integration, but not with the villages’ inferred norms. Because deviations from exBF norms are likely to result in infant mortality and reduced fitness, we hypothesize that the incentive to conform is relatively strong. Relatively greater individual plasticity in anyBF allows mother-child pairs to tailor it to socioecological conditions. Deviations from anyBF norms may be tolerated because they may provide later-life health/fitness payoffs, while posing few risks to infant survival. (shrink)

Social learning has been shown to be an evolutionarily adaptive strategy, but it can be implemented via many different cognitive mechanisms. The adaptive advantage of social learning depends crucially on the ability of each learner to obtain relevant and accurate information from informants. The source of informants’ knowledge is a particularly important cue for evaluating advice from multiple informants; if the informants share the source of their information or have obtained their information from each other, then (...) their testimony is statistically dependent and may be less reliable than testimony from informants who do not share information. In this study, we use a Bayesian model to determine how rational learners should incorporate the effects of shared information when learning from other people, conducting three experiments that examine whether human learners behave similarly. We find that people are sensitive to a number of different patterns of dependency, supporting the use of a sophisticated strategy for social learning that goes beyond copying the majority, and broadening the situations in which social learning is likely to be an adaptive strategy. (shrink)

The paper contains a retrospective of the thesis that 'social learning' may be deployed as analytical framework to understand political change in Serbia, first proposed in 2001. The thesis contends that the events immediately before and after the toppling of Milosevic's regime in 2000 may be interpreted as outcomes of a process of collective learning by Serbian citizens. On the basis of the findings of three-wave qualitative study 'Politics and Everyday Life', as well as other research, the (...) paper seeks to answer the question whether the idea of 'social learning' stands or falls when confronted with the developments taking place in Serbian political life between 2001 and 2008. U clanku se izlaze retrospektivan pogled na tezu o 'socijalnom ucenju' kao analitickom okviru za razmatranje politickih promena u Srbiji, prvi put iznetu 2001. godine. Prema toj tezi, dogadjaji neposredno pre i posle smene Milosevicevog rezima 2000. godine mogu se protumaciti kao ishod jednog procesa kolektivnog ucenja, ciji su subjekt gradjani Srbije. Na osnovu nalaza tri talasa kvalitativne studije 'Politika i svakodnevni zivot', te rezultata drugih istrazivanja, u tekstu se pokusava odgovoriti na pitanje da li ideja 'socijalnog ucenja' opstaje ukoliko se suceli sa zbivanjima koja su obelezila politicki zivot u Srbiji u razdoblju od 2001. do 2008. godine. (shrink)

Domjan et al.'s model of how Pavlovian processes regulate social interaction can be extended to social learning, where an individual learns about the value of events, objects, or actions from information provided by another. The conditioned properties of a particular social partner, following from a history of interactions with that partner, can modulate the efficiency and specificity of social learning.

We propose that human social learning is subject to a trade-off between the cost of performing a computation and the flexibility of its outputs. Viewing social learning through this lens sheds light on cases that seem to violate bifocal stance theory (BST) – such as high-fidelity imitation in instrumental action – and provides a mechanism by which causal insight can be bootstrapped from imitation of cultural practices.

The new emphasis that Rachlin gives to social learning is welcome, because its role in the emergence of altruism and communication is often underestimated. However, Rachlin's account is underspecified and therefore not satisfactory. I argue that recent computational models of the evolution of language show an alternative approach and present an appealing perspective on the evolution and acquisition of a complex, altruistic behavior like syntactic language.

In the last decades neuroscience provided so many important contributions to philosophy of mind that nowadays the latter is inconceivable without the former in every topic this philosophical branch deals with. The studies connected to action understanding provided great advances in the field of developmental psychology for what concerns social learning abilities grounded on imitation. All information received by the infants are transmitted through actions. It would be impossible to conceive infant imitation without action interpretation. According to Meltzoff’s (...) “like-me” hypothesis, imitation is possible in human infants already at birth in virtue of an identification mechanism with the adults supported by mirror neurons (MNs) based simulation system. However, if we split the types of actions into two general categories, instrumental and communicative actions, we will see, according to an alternative account, how infants modulate differently the comprehension of observed scenarios, depending on whether they are passive observers (in the case of instrumental actions) or actively involved (in the case of communicative actions). Such a recognition of action features seems to be evident through different degrees of motor activation, as ERP techniques applied to infants and young adults revealed. Neuroscientific evidence highlight the crucial role of brain areas connected to motor activation for action interpretation, but at the same time, they allow both a bottom-up process and a top-down process interpretation whereby the motor activation is seen as a product of action understanding rather than its determining causal factor. The aim of the present study is to examine such epistemological conflicting perspectives underlying action interpretation, and their repercussions on different social learning theories. (shrink)

In our attempt to distinguish two types of social appraisal, we clarify the “knower–learner” relationship in affective social learning, underline the important role that affective observation may have in acculturation processes, and highlight some potential consequences for the recent debate on the benefits of child-directed learning.

Studies on captive dolphins have shown that they are capable of social learning. However, ethnographic data are less conclusive and many examples given for social learning can be explained in other ways. Before we can claim that cetacean culture is unique we need more rigorous studies which are fortunately not as difficult as Rendell and Whitehead seem to think.

Recent literature suggests that ethical leadership helps to inhibit followers’ unethical behavior, largely built on the premise that followers view ethical leaders as ethical role models and socially learn from them, thereby engaging in more ethical conduct. This premise, however, has not been adequately tested, leaving insufficient understanding concerning the conditions under which this social learning process occurs. In this study, we revisit this premise, theorizing that not all followers will equally regard the same ethical leader as being (...) a personal ethical role model, thereby bounding the leader’s effects in reducing followers’ unethical behavior. We integrate the role of follower self-concepts into social learning theory, hypothesizing that the extent followers emulate their ethical leaders is contingent on how they identify with ethics as well as the particular leader. We test our hypotheses with three-wave survey data collected from 214 employees, finding that ethical leaders are viewed as being role models only amongst followers higher in moral identity and leader identification, and that followers’ perceptions that the leader is an ethical role model mediated the effect of ethical leadership on followers’ unethical behavior. Interestingly, results for the full-model tests show that ethical leadership evokes unethical behavior amongst followers lower in both moral identity and leader identification. These results suggest that ethical leadership is not a universally useful practice to decrease unethical behavior and that a more nuanced understanding of its contingent effects needs to be better understood. (shrink)

A shared narrative in the literature on the evolution of cooperation maintains that social _learning_ evolves early to allow for the transmission of cumulative culture. Social _norms_, whilst present at the outset, only rise to prominence later on, mainly to stabilise cooperation against the threat of defection. In contrast, I argue that once we consider insights from social epistemology, an expansion of this narrative presents itself: An interesting kind of social norm — an epistemic coordination norm (...) — was operative in early and important instances of specialised social learning. I show how there’s a need for such norms in two key social learning strategies and explain how this need is constituted. In assessor-teaching (e.g. Castro et al., 2019b, 2021), epistemic coordination norms allow agents to coordinate around the _content_ of social learning, i.e., what is to be known and how this is to be done. These norms also allow agents to coordinate around the form of cultural learning in what’s sometimes called strategic social learning (Laland, 2004; Hoppitt & Laland, 2013; Heyes, 2018, Chap. 5) and elsewhere. Broadly speaking, this concerns how cultural learning is organised within the social group. The upshot is that the evolution of social learning and social norms are intertwined in important and underappreciated ways from early on. The above matters as it informs our views about the evolution of social norms more generally. Truly _social_ norms emerged to coordinate a plurality of complex behaviours and interactions, amongst them specialised social learning. I substantiate this view by contrasting it with Jonathan Birch’s views on the evolution of norms. What results is a general but cohesive narrative on the early evolution of social norms. (shrink)

In this study, we examined the role of social learning theory in explaining academic dishonesty among 673 college students in the United States, France, and Greece. We found support for social learning theory such that perceived peer dishonesty was incrementally valid as a predictor of self-reported academic dishonesty across three countries beyond personal factor of conscientiousness and demographic factor of age. Contrary to expectation, perceived penalty for academic cheating received support in the U.S. sample only. Justification (...) for academic dishonesty contributed incremental variance after controlling for other factors including age, conscientiousness, perceived penalty for cheating and peer dishonesty across three countries. In addition, cultural differences accounted for almost 50% of the explained variance in academic dishonesty with French students reportedly engaged in significantly more academic cheating behavior than Greek and U.S. students. Discussion and implications for business ethics teaching and research were discussed. (shrink)

In social learning the way in which agents represent their beliefs motivates and constrains both how they learn individually from the environment and socially from one another. Assuming that agents can only hold beliefs drawn from a finite set of possible belief states, in this paper we investigate the effect that varying the number of those belief states has on the efficacy of social learning. To this end we propose an evidence tokens model for social (...) learning, in which agents transfer tokens between competing hypotheses on the basis both of evidence that they receive directly and of information received from their peers. Using agent-based simulations and difference equations we show that this model is effective in social learning for boundedly rational agents and scales well to the case where there are multiple hypotheses under consideration. We show that varying the number of belief states (as determined by the number of evidence tokens available) has a clear effect both on accuracy and on the time taken for the agent population to reach agreement about which hypothesis is true, so that the optimal belief granularity in social learning is strongly influenced by macro properties of the whole population governing the way that agents interact with each other and the environment. (shrink)

Why do societies collapse? We use an individual-based evolutionary model to show that, in environmental conditions dominated by low-frequency variation (“red noise”), extirpation may be an outcome of the evolution of cultural capacity. Previous analytical models predicted an equilibrium between individual learners and social learners, or a contingent strategy in which individuals learn socially or individually depending on the circumstances. However, in red noise environments, whose main signature is that variation is concentrated in relatively large, relatively rare excursions, individual (...) learning may be selected from the population. If the social learning system comes to lack sufficient individual learning or cognitively costly adaptive biases, behavior ceases tracking environmental variation. Then, when the environment does change, fitness declines and the population may collapse or even be extirpated. The modeled scenario broadly fits some human population collapses and might also explain nonhuman extirpations. Varying model parameters showed that the fixation of social learning is less likely when individual learning is less costly, when the environment is less red or more variable, with larger population sizes, and when learning is not conformist or is from parents rather than from the general population. Once social learning is fixed, extirpation is likely except when social learning is biased towards successful models. Thus, the risk of population collapse may be reduced by promoting individual learning and innovation over cultural conformity, or by preferential selection of relatively fit individuals as models for social learning. © 2009 Elsevier Inc. All rights reserved. (shrink)