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Rationale and objective: Rodents acquire food information from their conspecifics and display a preference for the conspecifics' consumed food. This social learning of food information from others promotes the survival of a species, and it is introduced as the socially transmitted food preference (STFP) task. The cholinergic system in the basal forebrain plays a role in the acquisition of STFP. Cannabidiol (CBD), one of the most abundant phytocannabinoids, exerts its therapeutic potential for cognitive deficits through versatile mechanisms of action, including its interaction with the cholinergic system. We hypothesize a positive relationship between CBD and STFP because acetylcholine (ACh) is involved in STFP, and CBD increases the ACh levels in the basal forebrain. Materials and methods: Male C57BL/6J mice were trained to acquire the STFP task. We examined whether CBD affects STFP memory by administering CBD (20 mg/kg, i.p.) before the STFP social training. The involvement of cholinergic system in CBD's effect on STFP was examined by knockdown of brain acetylcholinesterase (AChE), applying a nonselective muscarinic antagonist SCO (3 mg/kg, i.p.) before CBD treatment, and measuring the basal forebrain ACh levels in the CBD-treated mice. Results: We first showed that CBD enhanced STFP memory. Knockdown of brain AChE also enhanced STFP memory, which mimicked CBD's effect on STFP. SCO blocked CBD's memory-enhancing effect on STFP. Our most significant finding is that the basal forebrain ACh levels in the CBD-treated mice, but not their control counterparts, were positively correlated with mice's STFP memory performance. Conclusion: This study indicates that CBD enhances STFP memory in mice. Specifically, those which respond to CBD by increasing the muscarinic-mediated ACh signaling perform better in their STFP memory. [ABSTRACT FROM AUTHOR]

Infant carrying provides an important context for cognitive development and social learning in the first year of life. It enables children to perceive the world from a perspective similar to that of their parents. Lateral carrying provides children with new experiences because it gives them access to a broader range of objects. It also gives them better access to socially significant stimuli and aspects of the environment that are relevant to their parents. Thus, it can significantly contribute to learning about objects and their affordances as well as agents, their actions, and mental states. The paper argues that lateral carrying not only contributes to the development of skills related to the emergence of shared intentionality but may also play an important role in the development of the understanding of the we-mode and perhaps also in the formation of associations in the mirror neuron system. The final sections of the article offer suggestions for further research. [ABSTRACT FROM AUTHOR]

Local climate change mitigation plans can be essential in enabling sustainability transitions at the municipality level. However, existing frameworks for assessing the quality of climate plans inadequately address their potential to foster sustainability transitions. We develop an assessment framework consisting of indicators and associated questions by integrating elements of the transition management framework with essential quality dimensions of climate plans and planning processes identified through a literature review. We illustrate and validate the assessment framework by applying it to the climate plans of three medium-sized cities in Switzerland. Our findings demonstrate that the local climate change mitigation plans performed well regarding the tactical and operational indicators but were less optimal concerning strategic and reflexive indicators. Nevertheless, the transition management framework provided a useful framework contributing to a comprehensive and systemic assessment highlighting the importance of stakeholder involvement, inter-sectoral coordination, and monitoring and evaluation as a means for social learning. [ABSTRACT FROM AUTHOR]

Familiarity is a crucial element in narrative fiction reading for children, playing a significant role in social learning from storybooks. Nevertheless, distinct studies greatly vary in their interpretation of what renders a storybook familiar to a child, researchers' methods for measuring familiarity, and how researchers link familiarity to reading outcomes. This integrative review synthesized the principal ways in which researchers define and measure familiarity when investigating the impacts of storybooks on children's social learning outcomes. In particular, we derived four key definition categories of familiarity from the current empirical literature: personal relevance, anthropomorphism, social relevance and realism. We specified which outcomes are most impacted by which type of familiarity, in terms of broader outcomes (e.g. transfer of factual information from storybooks examined for anthropomorphism and realism) or specific learning effects (e.g. story comprehension with storybooks modified for personal relevance). Overall, our findings suggest that it is not familiarity per se, but rather its extent (how much the content of a storybook is familiar to the child prior to reading), that holds importance for social learning outcomes. The theoretical assumption of the distance hypothesis provides a compelling explanation for this finding. [ABSTRACT FROM AUTHOR]

This paper investigates the effect of voters' short-term memory on political outcomes by considering politics as a collective learning process. We find that short-term memory may lead to cycles of polarization and consensus across parties' platforms. Following periods of party consensus, short-term memory implies that there is little variation in voters' data and therefore limited information about the true state of the world. This in turn allows parties to further their own interests and hence polarize by offering different policies. In contrast, periods of polarization and turnover involve sufficient variation in the data that allows voters to be confident about what the correct policy is, forcing both parties to offer this policy. (JEL D72, D83, E61) [ABSTRACT FROM AUTHOR]

Not much is known about the etiology, or development, of deviant sexual interests. The aim of this systematic review was to provide a broad overview of current theories on the etiology of sexual deviance. We conducted a systematic search of the databases PubMed and APA PsycInfo (EBSCO). Studies were included when they discussed a theory regarding the etiology or development of sexual deviance. Included studies were assessed on quality criteria for good theories. Common etiological themes were extracted using thematic analysis. We included 47 theories explaining sexual deviance in general as well as various specific deviant sexual interests, such as pedophilia and sadism/masochism. Few theories (k = 7) were of acceptable quality as suggested by our systematic assessment of quality criteria for good theories (QUACGOT). These theories indicated that deviant sexual interests may develop as the result of an interplay of various factors: excitation transfer between emotions and sexual arousal, conditioning, problems with "normative" sexuality, and social learning. Neurobiological findings could not be included as no acceptable quality neurobiological theories could be retrieved. The important roles of excitation transfer and conditioning designate that dynamic, changeable processes take part in the etiology of sexual deviance. These same processes could potentially be deployed to diminish unwanted deviant sexual interests. [ABSTRACT FROM AUTHOR]

This paper investigates the role of communication in improving coordination within robot swarms, focusing on a paradigm where learning and execution occur simultaneously in a decentralized manner. We highlight the role communication can play in addressing the credit assignment problem (individual contribution to the overall performance), and how it can be influenced by it. We propose a taxonomy of existing and future works on communication, focusing on information selection and physical abstraction as principal axes for classification: from low-level lossless compression with raw signal extraction and processing to high-level lossy compression with structured communication models. The paper reviews current research from evolutionary robotics, multi-agent (deep) reinforcement learning, language models and biophysics models to outline the challenges and opportunities of communication in a collective of robots that continuously learn from one another through local message exchanges, illustrating a form of social learning. This article is part of the theme issue 'The road forward with swarm systems'. [ABSTRACT FROM AUTHOR]

This article explores the potential of collaborative research methods to address challenges in political science, such as those related to environmental sustainability, governance, and social justice. It discusses the growing rise of collaborative research in political science globally and in Australia. Furthermore, it examines collaborative research's ethical, moral, and epistemological dimensions. By drawing on experiences in natural resource management, the paper illustrates how collaborative research can improve governance and decision-making through reflexive interactive design and social learning. The article suggests that to advance political science, collaborative research offers (1) innovative methodologies such as living labs instead of case study approaches, (2) a praxeology for decolonising research within a post-truth context, and (3) new ethical standards for responsible research practice. [ABSTRACT FROM AUTHOR]

Most species of migrating birds use a combination of innate vector-based orientation programs and social information to facilitate accurate navigation during their life. A number of various interspecies hybridisations have been reported in birds. The traits of parents are expressed in hybrids in typical ways which are either intermediate, combined or heterotic. Here, we analyse the different migration behaviours of medium-sized raptors, i.e., Red Kites Milvus milvus, Black Kites Milvus migrans, and their hybrids. We chose six well-established parameters to compare the behaviour of Kite hybrids with those of both parental species. When comparing 16 quantified behavioural characteristics between Red Kites and F1 hybrids and between Black Kites and F1 hybrids, significant differences were found in 10 characteristics between Red Kites and F1 hybrids but only one of the 16 characteristics between Black Kites and F1 hybrids. Hence, F1 hybrid individuals showed behaviour much more similar to Black Kites than Red Kites. It implies that the basis of the migratory behaviour of Kites is an innate program with the dominance of genetic determinants supplemented by the use of social learning from individuals of the parent species. [ABSTRACT FROM AUTHOR]

The concepts of social learning and exploration have been central to debates in comparative cognition research. While their roles in the origins of human cumulative culture on the one hand and creativity on the other have been highlighted, the two concepts have mostly been studied separately. In this article, we examine the relationship between adopting similar or different behaviours within a group, focusing on how exploration and exploitation shape primate communication systems. Using a comparative approach, we discuss how similarity and differentiation of communicative behaviour can be viewed as two endpoints on a continuum, impacting both individual- and group-level behavioural variation. While group-level variation is evident in some ape behaviours (e.g. foraging traditions), individual variation in communicative behaviour appears to outweigh group-level differences, making a widespread communicative culture in apes unlikely. Drawing parallels to language acquisition in human infants, we propose that ape communication follows an exploration–exploitation trajectory, with initial exploration gradually giving way to focused exploitation of genetically predisposed and/or individually developed communicative repertoires. By integrating the individual and social learning processes underlying communicative behaviour, we can gain a deeper understanding of how exploration–exploitation tensions shape communication systems across species. [ABSTRACT FROM AUTHOR]

Introduction: Community disaster resilience has emerged as a significant research topic within the domain of disaster risk management. One promising approach to enhance community disaster resilience lies in fostering social capital participation within the framework of community disaster risk management. However, there is currently limited systematic evidence illustrating how social capital facilitates community disaster resilience. Methods: A comprehensive search of the electronic databases yielded a total of 1,021 papers deemed to be relevant to the topic under investigation. Using rigorous inclusion criteria, this study identified 24 studies that met the final review requirements. Based on this foundation, this paper demonstrates how social capital facilitates community disaster resilience through a systematic review utilizing thematic content analysis. Results: This study identifies five critical mechanisms through which social capital facilitates community disaster resilience, including (1) social learning, (2) collective action, (3) disaster preparedness, (4) information communication, and (5) moral or civic responsibility. Furthermore, social capital mechanisms for enhancing community disaster resilience are observed across social (man-made) and natural disaster scenarios. Conclusion: These findings provide valuable guidelines for risk management practice by social capital to improve community disaster resilience: (1) enhance community residents' risk perception and social learning capacity; (2) reinforcing offline face-to-face and social media-based disaster risk communication; (3) placing greater emphasis on the capacity for community collective action and disaster preparedness. [ABSTRACT FROM AUTHOR]

This study aims to examine the combination of educational data mining and learning analytics with virtual reality, augmented reality, mixed reality, and the metaverse, its role in education, and its impact on teaching and learning. Therefore, a systematic literature review, a bibliometric and scientific mapping analysis, and a content analysis are carried out based on 70 relevant documents identified from six databases, namely, ACM, ERIC, IEEE, ScienceDirect, Scopus, and Web of Science (WoS) following the PRISMA framework. The documents were separated into the following three categories, (i) Theoretical and Review studies, (ii) Proposal and Showcase studies, and (iii) Experimental and Case studies and were examined from different dimensions through an in-depth content analysis using both quantitative and qualitative approaches. The documents were further analyzed using scientometric tools, such as Bibliometrix and VOSviewer and topic modeling through Latent Dirichlet Allocation (LDA). The most prominent topics, areas, and themes were revealed and the outcomes regarding the influence of this combination on learning and teaching were summarized. Based on the results, this combination can effectively enrich education, positively affect learning and teaching, offer deep and meaningful learning, and support both students and teachers. Additionally, it can support different educational approaches and strategies, various learning styles, and special education and be utilized in both formal and informal learning environments. The real-time identification, tracking, monitoring, analysis, and visualization of multimodal learning data of students' behavior, emotions, cognitive and affective states and the overall learning and teaching processes emerged as a significant benefit that contributes greatly to the realization of adaptive and personalized learning. Finally, it was revealed that the combination of extended reality technologies with learning analytics and educational data mining can support collaborative learning and social learning, improve students' self-efficacy and self-regulated learning, and increase students' learning gains, academic achievements, knowledge retention, motivation, and engagement. [ABSTRACT FROM AUTHOR]

This paper proposes a bionic social learning strategy pigeon-inspired optimization (BSLSPIO) algorithm to tackle cooperative path planning for multiple unmanned aerial vehicles (UAVs) with cooperative detection. Firstly, a modified pigeon-inspired optimization (PIO) is proposed, which incorporates a bionic social learning strategy. In this modification, the global best is replaced by the average of the top-ranked solutions in the map and compass operator, while the global center is replaced by the local center in the landmark operator. The paper also proves the algorithm's convergence and provides complexity analysis. Comparison experiments demonstrate that the proposed method searches for the optimal solution while guaranteeing fast convergence. Subsequently, a path-planning model, detection units' network model, and cost estimation are constructed. The developed BSLSPIO is utilized to generate feasible paths for UAVs, adhering to time consistency constraints. The simulation results show that the BSLSPIO generates feasible paths at minimum cost and effectively solves the UAVs' cooperative path-planning problem. [ABSTRACT FROM AUTHOR]

AbstractAlthough the importance of teacher feedback literacy in enhancing student feedback literacy is recognized, the influence of teacher beliefs on teacher feedback literacy at the classroom level remains uncertain. This study aimed to address this issue by examining twenty-two educators’ beliefs in Hong Kong universities. Data were collected through semi-structured interviews and reflective journals. Thematic analysis revealed four distinct patterns of teacher beliefs: knowledge-oriented, social learning, relationship-building, and technology-mediated feedback beliefs. Teachers with a knowledge-oriented approach position themselves as authoritative figures, emphasizing their expertise and focusing on evaluating students’ performance based on assessment criteria. Those endorsing social learning feedback beliefs highlight the collaborative efforts of peers in enhancing feedback literacy through discussions and reviews. Educators with relationship-building feedback beliefs prioritize supportive interpersonal relationships to alleviate learner anxiety through teacher–student conferences. Lastly, teachers with technology-mediated feedback beliefs leverage technology for efficient feedback exchanges and promote AI tools for evaluating student drafts. While these belief patterns are distinct, each participant holds at least two feedback belief patterns, prioritizing one set over the others. The implications of these findings for teacher development in feedback literacy are discussed. [ABSTRACT FROM AUTHOR]

Social learning, where animals learn from other individuals, occurs in many diverse species. The influential but debated 'costly information' hypothesis posits that animals will rely more on social information in high-risk contexts, such as under increased predation risk. We examined and compared the effects of perceived predation risk on social learning of foraging sites in female Trinidadian guppies from wild and domestic populations raised in common-garden environments. We used a demonstrator-observer pairing where a subject could observe conspecific 'demonstrators' feeding from one of two feeders, and measured whether the observer subsequently spent more time at a demonstrated or non-demonstrated feeder. We manipulated perceived predation risk using alarm cue (conspecific skin extract). Stress responses and social learning differed between the two populations. Most notably, high predation risk enhanced social learning in the wild-type guppies, but depressed it in the domestic guppies. Thus, fish from both populations were able to socially learn, but under opposing contexts. These results suggest social learning propensities are the product of multiple interacting systems, and biases to favour social learning can emerge dependent on evolutionary history and current conditions. [ABSTRACT FROM AUTHOR]

ABSTRACT Social learning is common among vertebrates, including fish. Learning from others reduces the risk and costs of adaptation. In some longer‐lived species, social learning can lead to the formation of persistent groups that pass learned adaptations from one generation to the next (culture). Variations in learned adaptations are subject to natural selection, leading to a second, fast‐paced, fine‐scale evolutionary process that complements genetics and enables adaptation to the peculiarities of local areas. Socially learned knowledge is stored mainly in the minds of older fish and subsequently inherited (learned) by younger fish. Consequently, the persistence of locally adapted groups of long‐lived fish requires the inheritance of genetic and learned adaptations. Local populations of social learners are not often recognised nor conserved by fisheries managers. Fishing usually reduces the relative abundance of older fish far more than younger. We hypothesise that fishing may impair and eventually erase the learned local adaptations of long‐lived fish, leading to the loss of local stocks of these species and significant ecosystem‐wide changes. Fishing may shift abundance towards species not dependent on learned adaptations, i.e., invertebrates and short‐lived fish. The hypothesis leads directly to the idea that conserving populations of long‐lived social learners is likely best accomplished by protecting age and social structure or, more generally, the natural processes, such as social learning, that generate complexity in an adaptive ecosystem. Local area‐based management is aligned with the local processes of social learners and can capture and learn about the effect of human activity at that scale. [ABSTRACT FROM AUTHOR]

Agent-based models (ABMs) are widely used to study how individual interactions shape collective behaviors. Critics argue that ABMs are often too simplistic to capture real-world complexities. We address this by integrating artificial neural networks into ABMs, focusing on enhancing the Hegselmann–Krause (HK) model. By using multilayer perceptrons as agents, we create more realistic ABMs that better reflect actual agents. This approach yields multiple models, as core elements of the HK model can be defined in various ways. We conduct two computational studies to compare these models with each other and with traditional individual-learning paradigms. [ABSTRACT FROM AUTHOR]

Improving emotion regulation abilities, a process that requires learning, can enhance psychological well-being and mental health. Empirical evidence suggests that emotion regulation can be learned—during development and the lifespan, and most explicitly in psychotherapeutic interventions and experimental training paradigms. There is little work however that directly addresses such learning mechanisms. The present article proposes that learning in specific components of emotion regulation—emotion goals, emotional awareness, and strategy selection—may drive skill learning and long-term changes in regulatory behavior. Associative learning (classical and instrumental conditioning) and social learning (including observational, instructed, or interpersonal emotion regulation processes) are proposed to function as underlying mechanisms, while reinforcement-learning models may be useful for quantifying how these learning systems operate. A framework for how people learn emotion regulation will guide basic science investigations and impact clinical interventions. [ABSTRACT FROM AUTHOR]

Equal participation in politics are a goal of democracy, independent of gender, race, or ethnicity. This essay contends that if these values are not given top priority and prominence in society, democracy will have failed. By examining the opinions of participants, this study assesses the implementation of the 2006 National Gender Policy in Nigeria. To learn how participants, assess the policy's execution since it was created, the research employs a qualitative methodology. The results show that sexism, illiteracy, and a lack of strong government support are the main barriers to full implementation of the national gender policy. The policy implementation framework is hindered, as evidenced by the participants' experiences, raising questions about its efficacy in promoting gender equality. In order to accomplish the goals of the policy, the government and other players will need to provide better support, raise awareness of the issue, and make firmer promises. The implications of these findings are examined within the social learning theory, which suggests that behavior is learned from the environment, and that people adapt by observing the consequences of their actions and the actions of others. The research reveals that social learning is critical in the implementation of gender policies, but the limited application of the policy undermines its ability to promote change. Therefore, this paper argues that there is an urgent need for comprehensive action and policy reform, aimed at addressing the limitations identified and ensuring gender equity in Nigeria. [ABSTRACT FROM AUTHOR]

The behavior of peers is one of the most robust correlates of deviance and arguably the strongest influence on substance use; however, not all youth mirror their peers' behavior. Understanding how youth may be differentially susceptible to peer influence has implications for both theory and substance use policy. The potential moderation of the peer behavior-youth substance use relationship by genetic risk is explored to determine if differential susceptibility to peer influence is partially tied to biological factors. A subsample of data from the first two waves of the National Longitudinal Study of Adolescent to Adult Health (Add Health) is utilized (n = 1,495). Evidence of a gene-environment interaction emerges whereby genetic risk conditions the relationship between peer substance use and early onset of alcohol use in models controlling for several risk and protective factors (e.g. poverty, self-control, victimization, social support, neighborhood dissatisfaction, religiosity). Genotype appears particularly salient when youth report a moderate degree of peer substance use (when peer substance use exceeds the mean but does not reach the extreme). This finding has implications for Burgess and Akers' Social Learning Theory and other peer-based theories of behavior. It suggests that interventions to insulate youth from substance-using peers will be particularly impactful for those at enhanced genetic risk for early alcohol use. The identified gene-environment interaction partially explains why some youth are differentially susceptible to peer influence. [ABSTRACT FROM AUTHOR]

Being part of a social structure offers chances for social learning vital for survival and reproduction. Nevertheless, studying the neural mechanisms of social learning under laboratory conditions remains challenging. To investigate the impact of socially transmitted information about rewards on individual behavior, we used Eco-HAB, an automated system monitoring the voluntary behavior of group-housed mice under seminaturalistic conditions. In these settings, male mice spontaneously form social networks, with individuals occupying diverse positions. We show that a rewarded group member's scent affects the ability of conspecifics to search for rewards in familiar and novel environments. The scent's impact depends on the animal's social position. Furthermore, disruption of neuronal plasticity in the prelimbic cortex (PL) disrupts the social networks and animals' interest in social information related to rewards; only the latter is blocked by the acute PL inhibition. This experimental design represents a cutting-edge approach to studying the brain mechanisms of social learning [ABSTRACT FROM AUTHOR]

Empirical studies on selective teaching and informing indicate that children may vary what they teach depending on whom they are teaching, taking into account how helpful the information is for a given audience. The current meta‐analysis quantifies the effect of selective informing and teaching in 2–7‐year‐olds by examining the relationship between the helpfulness of the information and the frequency of information transmission. Through a systematic search that yielded 1483 results, 28 studies (104 effect sizes, N = 2716) met the inclusion criteria. Using robust variance estimation, we found a medium average effect, Hedges' g = 0.578, 95% CI (0.331, 0.825), suggesting that children selectively share information based on its perceived helpfulness to the listener. Moderator analyses revealed that age and communicative context were significant factors. Children were more informative in their communication when asked to teach compared to other, nonpedagogical prompts. This finding supports and extends natural pedagogy theory—young children not only interpret pedagogical information differently than information acquired through other means, but they are more selective in their informing when teaching. Additionally, we observed a key developmental progression at age 4. Four‐ to 7‐year‐olds, but not 2–3‐year‐olds, selectively shared information that was most helpful for a given learner. This coincides with the development of false‐belief understanding, which undergoes significant development at around age 4. Taken together, the present synthesis suggests that young children actively engage in selective social learning from both sides, that of beneficiaries and benefactors of valuable information. [ABSTRACT FROM AUTHOR]

Song divergence driven by social learning has been proposed to be a key factor driving allopatric speciation in oscine birds. Songbirds often respond more to songs deriving from their local population, suggesting the potential for acoustic divergence across populations to shape both intra- and intersexual interactions. However, many of these studies were conducted on species with simple songs and, as a result, we know comparatively little about the emergence of population differences and song discrimination in species with complex songs. We addressed this question in the pied flycatcher (Ficedula hypoleuca) by calculating the dissimilarity of songs from 2 foreign populations as well as from our study site to the local centroid. We then conducted a paired-design playback experiment where both local and foreign songs were played simultaneously. We found that pied flycatcher males showed significantly stronger responses to those songs that sounded more similar to the local population. This suggests that despite the high complexity of the pied flycatcher song, individuals are still able to discriminate across populations. Our results support the hypothesis that learned song divergence can act as a mechanism for assortative mating and allopatric speciation. [ABSTRACT FROM AUTHOR]

The complexity of agricultural innovations and heterogeneity of circumstances of technology application, outcomes, and social network structures have often led to obstacles in social learning and suboptimal adoption. In this article, we examine technology diffusion by focusing on the roles of peer adoption decision, peer experience, and network structures, using survey data from 500 farm households in Northern Ghana to generate social network contacts. Our results reveal that learning from peer experiences matter more in the diffusion process than just peer adoption decisions alone. We also find that social learning and the likelihood of adoption are higher when peers are central nodes, and particularly when they belong to cohesive subgroups, but lower when they are in highly segregated networks. Our results shed new light on the role of central agents, since highly cohesive neighbourhoods seem to promote diffusion more in high-modularity networks than central nodes. [ABSTRACT FROM AUTHOR]