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How parents support social learning at the preverbal level for toddlers with autism is rarely reported, limiting the field’s understanding of factors that may influence early development of social competency. As a central challenge in autism that is resistant to intervention, preverbal social initiating is an important indicator of social motivation. This study explored parents’ application of mediated learning principles. Mediated learning theory is based on active engagement in the learning process or “learning to learn” and the Joint Attention Mediated Learning intervention applied the principles to child and parent learning. The investigation explored associations between parents’ application of mediated learning principles with unprompted initiation of joint attention for 119 toddlers with autism. Postintervention videos of unstructured parent–child interaction were used to analyze parents’ application of the principles and child initiation of joint attention. Significant differences were found between intervention and control conditions in parents’ mediation of child learning. In a multiple regression analysis of associations between parents’ application of the principles and toddler initiation of joint attention, parents’ success in applying mediated learning principles predicted toddlers’ initiation of joint attention gains. Considered individually, the strongest predictor of initiation of joint attention was the principle Giving Meaning with the principle Encouraging also showing significance. Lay abstract Little is known about what parents can do to promote initiating joint attention for their toddlers with autism. Initiating joint attention is important because it is an indicator of social motivation and is associated with later communication ability. In this study, parents applied mediated learning principles to help their toddlers engage with them socially. The principles included helping their child focus on social interaction, giving meaning to the social elements of interaction (and de-emphasizing nonsocial elements), and helping their toddlers understand their own social ability by encouraging. At the end of the intervention period, we compared two groups. One group received the Joint Attention Mediated Learning intervention and the other received community-based early intervention services. We found that the Joint Attention Mediated Learning participants applied mediated learning principles more often than the other group. Then, we explored how parents’ application of mediated learning principles related to toddler initiating joint attention and found that parents who were successful in applying the principles had toddlers who were more likely to show initiating joint attention. Our findings indicate that the mediated learning process shows promise as a way to promote early social learning, although other elements of the Joint Attention Mediated Learning intervention, such as actively engaging parents in the learning process, may have also contributed to both child and parent learning.

In The Origins of Unfairness, Cailin O’Connor develops a series of evolutionary game models to show that gender might have emerged to solve coordination problems in the division of labor. One assumption of those models is that agents engage in gendered social learning. This assumption puts the explanatory cart before the horse. How did early humans have a well-developed system of gendered social learning before the gendered division of labor? This paper develops a pair of models that show it is possible for the gendered division of labor to arise on more minimal assumptions.

The study of the brain mechanisms underpinning social behavior is currently undergoing a paradigm shift, moving its focus from single individuals to the real-time interaction among groups of individuals. Although this development opens unprecedented opportunities to study how interpersonal brain activity shapes behaviors through learning, there have been few direct connections to the rich field of learning science. Our article examines how the rapidly developing field of interpersonal neuroscience is (and could be) contributing to our understanding of social learning. To this end, we first review recent research extracting indices of brain-to-brain coupling (BtBC) in the context of social behaviors and, in particular, social learning. We then discuss how studying communicative behaviors during learning can aid the interpretation of BtBC and how studying BtBC can inform our understanding of such behaviors. We then discuss how BtBC and communicative behaviors collectively can predict learning outcomes, and we suggest several causative and mechanistic models. Finally, we highlight key methodological and interpretational challenges as well as exciting opportunities for integrating research in interpersonal neuroscience with social learning, and we propose a multiperson framework for understanding how interpersonal transmission of information between individual brains shapes social learning.

Values have long been considered important for psychology but are frequently characterized as beliefs, goals, rules, or norms. Ecological values theory locates them, not in people or in objects, but in ecosystem relationships and the demands those relationships place on fields of action within the system. To test the worth of this approach, we consider skilled coordination tasks in social psychology (e.g., negotiating disagreements, synchrony and asynchrony in interactions, and selectivity in social learning) and perception-action (e.g., driving vehicles and carrying a child). Evidence suggests that a diverse array of values (e.g., truth, social solidarity, justice, flexibility, safety, and comfort) work in a cooperative tension to guide actions. Values emerge as critical constraints on action that differ from goals, rules, and natural laws, and yet provide the larger context in which these can function effectively. Prospects and challenges for understanding values and their role in action, including theoretical and methodological issues, are considered.

Robots are entering various domains of human societies, potentially unfolding more opportunities for people to perceive robots as social agents. We expect that having robots in proximity would create unique social learning situations where humans spontaneously observe and imitate robots’ behaviors. At times, these occurrences of humans’ imitating robot behaviors may result in a spread of unsafe or unethical behaviors among humans. For responsible robot designing, therefore, we argue that it is essential to understand physical and psychological triggers of social learning in robot design. Grounded in the existing literature of social learning and the uncanny valley theories, we discuss the human-likeness of robot appearance and affective responses associated with robot appearance as likely factors that either facilitate or deter social learning. We propose practical considerations for social learning and robot design.

Recent transformative resilience research calls for urban climate interventions that better meet the needs of low-income and other marginalized groups. Such initiatives, it is suggested, must move beyond technocratic and superficial solutions to address the systems and structures that create climate vulnerability. While these are important theoretical developments, there is still much to be learned about how to support transformative resilience on the ground. This paper situates transformative resilience theory in practice with lessons from a five-year research partnership in Southeast Asian cities. We argue that for resilience research to advance rights and justice, knowledge production and mobilization efforts must be conceptualized as active parts of the transformation process. Bringing together conceptual and methodological insights from resilience, political ecology and governance learning research, we offer three pathways for transformative resilience and present examples of how they can be operationalized in Southeast Asia and beyond.

The development of entrepreneurial mindsets and competencies is a key differentiator of entrepreneurship education, yet traditional individualist functional approaches to entrepreneurship education do not adequately support this and appropriate tools and techniques remain unclear. In this learning innovation we propose an approach to directly support the development of entrepreneurial mindsets and competencies in entrepreneurship education through socially-situated experiential learning in a structured way. We achieve this by exploring the use of flashmobs as a heutagogical entrepreneurship education technique, which engages students in self-directed learning through real social action. By framing this carefully around appropriate entrepreneurship theory and providing coaching and facilitation, we show how it is possible for entrepreneurship educators to support students in developing a critical reflective appraisal of their own ways of thinking and latent entrepreneurial competencies when facing challenges that require an entrepreneurial response while simultaneously providing the platform for students to embark on their journey of entrepreneurial self-discovery through both experiential and existential learning. Through this contribution, we provide a directly useable heutagogical tool which can be used either iteratively as the launch-pad into traditional andragogical methods in new venture creation or as the embarkation into new heutagogical programs, which emphasize self-directed entrepreneurial learning.

Pokémon Go is a hybrid reality game (HRG) that research suggests is played by families in the context of joint-media engagement. Yet, the game interface itself provides little information about how to approach the game. Given this and the fact that many parents play this HRG with their young children, we examine the process of parent online social learning to play Pokémon Go. Drawing on an original study of Pokémon Go conducted between August and November 2019, including a Facebook survey on a non-probabilistic purposive sample, and semi-structured interviews with a range of parents who play this HRG with their children, the aim of this article is to explore parent online social learning as a path to optimising in-game performance. In the main, we found that the frequency with which parents followed tips provided by individuals online related inversely to how well they knew them and was differentially linked to the sources of information parents used. We nuance these findings with insights from the interviews.

Studies of political power and governance in U.S. cities have long been dominated by political economy approaches in which the material interests of political actors are seen as the principal drivers of preferences and behavior. More recently, scholars from the emerging field of urban political development have questioned this view, arguing that ideas may play an important role—along with material factors—in determining what actors desire. Less understood, however, is where ideas of this nature come from. This article identifies social learning as one possible source. Social learning can be understood as a change in perceptions and behavior that results from experiences of some kind that provide important policy lessons. Through a case study of a near-downtown housing development in Chicago, I show how social learning caused actors to reinterpret their interests and behave in ways contrary to what materialist arguments would predict.

Background: Research into serious games has produced confusing and sometimes conflicting results regarding the effectiveness of using games in education. This confusion can make designing an effective serious game challenging if one wishes to follow the recommendations found in the literature. When we examine these recommendations in light of theoretical models of cognitive and social development along with Universal Design for Learning principles, many of these apparent contradictions can be resolved. Aim: In reviewing the literature we identified social learning and motivation factors that when considered in designing serious games can improve their effectiveness. Using these factors, we provide a concise set of guidelines for developing serious games. Conclusion: The research-informed guidelines presented here can be utilized by all game designers wishing to maximize serious game effectiveness.

In children with autism spectrum disorder, atypical gesture use is a core deficit with consequences for social learning, social interaction, and language development. Little is known about the relevance of early gesture use in predicting developmental outcomes of children receiving early interventions targeting social-communicative behaviors such as the Early Start Denver Model. We found that the parent-rated “Gestural Approach Behavior” subscale of the Pervasive Developmental Disorder Behavior Inventory was predictively associated with developmental changes after 1 year of intervention as assessed by the Mullen Scales of Early Learning. This subscale was as strong a predictor as the Mullen nonverbal development quotient before intervention. Our findings suggest that children who use more gestures for social communication might be better equipped to respond to the learning opportunities offered by the Early Start Denver Model. Lay abstract Although there is growing evidence of the effectiveness and importance of certain early intervention programs for children with autism spectrum disorders, little is known about predictive information before intervention to search for the most accurate therapeutic approach for the individual child and his family. In children with autism spectrum disorder, atypical gesture use is one core deficit with consequences for the development of social interaction and language, but there is little knowledge about the relevance of early gesture use in predicting developmental outcomes of children receiving early interventions targeting social-communicative behaviors such as the Early Start Denver Model. In this study, we found that the parent-rated “Gestural Approach Behavior” subscale of the Pervasive Developmental Disorder Behavior Inventory was predictively associated with clinically assessed developmental changes after 1 year of intervention. This subscale was as strong a predictor as nonverbal development before intervention. Our findings suggest that children who use more gestures in daily life might be better equipped to respond to learning opportunities offered by early interventions targeting social communication strategies such as the Early Start Denver Model. Furthermore, we conclude that the parent-rated questionnaire might be a valuable and economic set of questions with high relevance for clinical assessments.

This study provides a new perspective on servant leadership research by examining the social influence of the servant leadership of individuals who are not in a supervisory position. Drawing on servant leadership and social learning theories, we examine how the servant leadership of managers in support roles can initiate a social learning process that shapes the leadership style of line managers and thereby influences employee outcomes throughout the organization. To facilitate the integration between servant leadership and social learning theories, we also examine the role of efficacy beliefs in enhancing the effectiveness of the social learning process. Using nested, time-lagged data from 667 store managers, 121 line managers, and 23 human resource managers (i.e., support managers), we find that support managers’ servant leadership positively influences organizational members’ perceptions of overall justice and leader-member exchange through line manager servant leadership. In turn, employees’ favorable perceptions stemming from line manager servant leadership enhance the employees’ organizational commitment and job satisfaction. The results also indicate that high leadership self-efficacy augments line managers’ effectiveness in emulating servant leadership behaviors from support managers and reinforces the indirect effects on organizational members’ favorable perceptions.

Offenders in South Africa face dehumanizing conditions in overcrowded correctional centers known for constant violence and corruption. These offenders need to cope and adjust to life within a correctional center. However, the majority of young adult male offenders use aggression to adjust to the correctional environment. It is, therefore, essential to identify which predictor variables predict aggression the best among incarcerated young adult male offenders. This study focused on 243 young adult male maximum-security offenders sampled through convenience sampling. Hierarchical multiple regression analyses were conducted to investigate which variable(s) or set(s) of variables explain a significant percentage of the variance of aggression. The results indicated that problem-solving, seeking social support, and avoidance, as a set of predictors, significantly predicted physical aggression, anger, and hostility. These findings seem to suggest that to decrease physical aggression, anger, and hostility among young adult offenders, it would be advisable to implement interventions that would (i) increase their problem-solving skills, (ii) improve their social support, and (iii) teach them to refrain from making use of avoidance as a coping strategy.

Within higher education, students and institutions are increasingly moving towards blended components and fully online learning coursework. Best practice online pedagogy is understood to be student-centred with a strong emphasis on social learning through collaboration. The social aspect supports frequency of engagement while collaborative activity supports cognitive engagement. Research that guides online pedagogy draws substantially from studies identifying type and frequency of students’ cognitive engagement, usually along a continuum but without the nuance of social learning. To build on that and to identify profiles of cognitive-social engagement, this study examined the content of 3,855 student posts from one course within a chat-based platform. The findings suggested six student engagement types: lurk, superficial, task, respond, expand, create. These types were then further examined along two continuums of complexity and intensity of engagement. The results present a new typology of cognitive-social learning engagement defined by four profiles: bench sitter, hustler, striker, champion. The typology was purposely fashioned using team-play acronyms to build a useable language for educators to recognise student engagement profiles and to guide learning design in social spaces online.

The purpose of this study was to determine whether the relationship between co-offending and offense seriousness varied by race and whether similarities in age (juvenile, adult) and race (white, non-white) augmented the frequency and severity of future offending in co-offending males. Analyzing 15,059 incidents of police contact involving male juvenile participants from the Second Philadelphia Birth Cohort (PBC II) and the records of 7,420 male participants from the PBC II, a stronger co-offending–offense seriousness relationship was noted in the juvenile police contacts of non-white participants, whereas similarity between co-offenders led to increased adult police contacts in non-white but not white participants. These results suggest that juvenile co-offending may operate along social learning lines in non-white, if not white, youth.

The explosion of online knowledge has made knowledge, paradoxically, difficult to find. A web or journal search might retrieve thousands of articles, ranked in a manner that is biased by, for example, popularity or eigenvalue centrality rather than by informed relevance to the complex query. With hundreds of thousands of articles published each year, the dense, tangled thicket of knowledge grows even more entwined. Although natural language processing and new methods of generating knowledge graphs can extract increasingly high-level interpretations from research articles, the results are inevitably biased toward recent, popular, and/or prestigious sources. This is a result of the inherent nature of human social-learning processes. To preserve and even rediscover lost scientific ideas, we employ the theory that scientific progress is punctuated by means of inspired, revolutionary ideas at the origin of new paradigms. Using a brief case example, we suggest how phylogenetic inference might be used to rediscover potentially useful lost discoveries, as a way in which machines could help drive revolutionary science.

This conclusion revisits the COVID-19 pandemic from the broader perspective of a changing global world. It raises questions regarding the opportunities for global learning under conditions of global divisions and competition and includes learning from the Other, governing within a changing public sphere, and challenging national cultural practices. Moreover, it exemplifies how the society–nature–technology nexus has become crucial for understanding and reconstructing the dynamics of the coronavirus crisis such as the assemblages of geographical conditions, technological means and the governing of ignorance, the occurrence of hotspots as well as living under lockdown conditions. It finishes with some preliminary suggestions how reoccurring pandemics might contribute to long-term changes in human attitudes and behaviour towards the environment and a technologically shaped lifeworld.

This research advances communities of practice (CoPs) theory by documenting a role distinct to CoPs within student newsrooms. Using a survey ( N = 127) of college student media advisers, the data support a liminal role in which advisers are simultaneously inside and outside the CoP. This study also develops and verifies scales for each of the four pillars of a CoP in student newsrooms, that is, practice, community, identity, and meaning. Furthermore, these findings explore the impact of newsroom structure on the formation of CoPs and the differences among advisers regarding time spent in mentorship and assessment.

The literature on the reproduction of political participation across generations has focused almost exclusively on parental effects. Yet, other family members may plausibly play an important role as well. This study explores the role of grandparents in the intergenerational transmission of the propensity to vote. Grandparental effects are theorized in terms of both social learning and status transmission. The analysis takes advantage of a unique dataset that links official turnout data for grandparents, parents, and adult grandchildren with demographic and socioeconomic information from administrative sources. Even controlling for a variety of status-related characteristics, grandchildren are significantly less likely to vote when their grandparents are non-voters. The association between grandparental turnout and the turnout of their adult grandchildren is only partly explained by the mediating effect of parental turnout. Having non-voting grandparents appears to reinforce the effect of having parents who do not vote and may even offset the effects of having parents who are both voters. These results suggest that it is time to take the role of grandparents seriously if we want to understand how political disadvantage is transmitted across generations.

Artificial intelligence (AI) has gained both momentum and importance within society over the past several years. This article provides an opening for further discussion to the broader social and digital media research community and those interested in answering important questions related to these areas by leveraging a focused, productive approach. In supporting future educational endeavors within the communication classroom, and specifically to this topic, we propose five important considerations that will move the conversation forward. The considerations within this article are meant to engage scholars in intellectual conversation and to provide an initial foundation for the direction of communication education. They are not meant to be an exhaustive list, but rather initiate discussions within education and research addressing implications emerging technologies have had on our field and what could be incorporated into the media and communication curriculum to prepare educators and students alike.

Though considerable research has been conducted on ethical leadership, we still know very little about the antecedents to ethical leadership perceptions. Drawing primarily from social learning theory, we propose a process model by which leader Machiavellianism affects ethical leadership, which is then hypothesized to influence psychological empowerment. In addition, we propose that team member role performance and organization-directed organizational citizenship behavior will be consequences of psychological empowerment. Drawing from a sample of 242 employees reporting to 82 leaders, our findings broadly demonstrate support for our hypotheses and advance our understanding of both antecedents and outcomes of ethical leadership. We discuss the theoretical implications of our findings, along with the practical insights, limitations, and future research opportunities.

Hirschi has repeatedly argued that the relationship between social learning variables and crime is a product of “self-selection” driven by low self-control (LSC). Akers’ has suggested that social learning mechanisms, such as affiliations with deviant individuals and acceptance of criminal definitions, can mediate the effects of LSC on crime. Interestingly, there has been little comparative work done to explore this mediation hypothesis in the realm of substance use for offender populations outside of the United States. This study helps fill these gaps in the literature by exploring the potential mediation effects of social learning variables on the relationship between LSC and inhalant use among a sample of 739 male offenders in South Korea. Our results provide strong support for the mediation hypothesis that LSC indirectly influences self-reported inhalant use through social learning mechanisms.

This article presents findings from a survey of undergraduate social work (Bachelor of Social Work [BSW]) students about their experiences with remote learning during the 2020 COVID-19 pandemic. In response to this crisis, remote learning was rapidly implemented and many BSW educators and students experienced online classrooms for the first time. Findings from this study shed light on how remote learning shapes the interpersonal relationships and communication that are so critical to building students’ sense of classroom belonging, engagement, and learning.

This research takes an exploratory approach to shed light on the paradox that negative leader characteristics, such as pushy, obnoxious, and manipulative, appeal to some individuals. We employ social learning theory to argue how parents can model conflict for their adolescents, which may shape implicit leadership theories later in life. Spanning 21 years, this longitudinal study examines adolescent family environment and parents’ gender attitudes as antecedents of adult tyrannical implicit leadership theories using a sample of 102 individuals and their parents. Findings from multiple regression analyses suggest that high family conflict during formative years may predispose individuals to endorse the implicit leadership theory dimension known as tyranny. Furthermore, fathers’ egalitarian gender attitudes, as well as mothers’ masculine sex-types, may amplify this effect. Results inform the literature on leadership perceptions by surfacing the early life antecedents of paradoxical leadership preferences.

Background: Summer camp is proposed as a context to enhance prosocial behavior. This context could be used to apply intervention programs, in addition to being a time of fun and conviviality. A camp-based intervention program to increase empathy was administered for adolescents at risk. Purpose: The aim of this study was to apply and evaluate a positive behavior and social and emotional learning (SEL) intervention on empathy. Methodology/Approach: This exploratory study was carried out with pre–post quantitative design, based on a single-group intervention, with 113 adolescents aged 12 to 17 years. Change in empathy was measured by means of a standardized test and participant observation. We used evidence-based interventions, drawing on the principles of positive behavioral interventions and supports (PBIS) and SEL approach. Findings/Conclusions: An intervention in positive behavior and SEL was useful in improving empathy in at-risk adolescents. The enhancement was noticeable in both cognitive and emotional empathy, more specifically in the constructs of perspective taking and empathic concern. Implications: Summer camps might be considered an appropriate setting for interventions with at-risk adolescents.

People are ambivalently enthusiastic and anxious about how far technology can go. Therefore, understanding the neurocognitive bases of the human technical mind should be a major topic of the cognitive sciences. Surprisingly, however, scientists are not interested in this topic or address it only marginally in other mainstream domains (e.g., motor control, action observation, social cognition). In fact, this lack of interest may hinder our understanding of the necessary neurocognitive skills underlying our appetence for transforming our physical environment. Here, we develop the thesis that our technical mind originates in perhaps uniquely human neurocognitive skills, namely, technical-reasoning skills involving the area PF within the left inferior parietal lobe. This thesis creates an epistemological rupture with the state of the art that justifies the emergence of a new field in the cognitive sciences (i.e., technition) dedicated to the intelligence hidden behind tools and other forms of technologies, including constructions.

Very little is known about how individuals learn under uncertainty when other people are involved. We propose that humans are particularly tuned to social uncertainty, which is especially noisy and ambiguous. Individuals exhibiting less tolerance for uncertainty, such as those with anxiety, may have greater difficulty learning in uncertain social contexts and therefore provide an ideal test population to probe learning dynamics under uncertainty. Using a dynamic trust game and a matched nonsocial task, we found that healthy subjects ( n = 257) were particularly good at learning under negative social uncertainty, swiftly figuring out when to stop investing in an exploitative social partner. In contrast, subjects with anxiety ( n = 97) overinvested in exploitative partners. Computational modeling attributed this pattern to a selective reduction in learning from negative social events and a failure to enhance learning as uncertainty rises—two mechanisms that likely facilitate adaptive social choice.

For human infants, the first years after birth are a period of intense exploration—getting to understand their own competencies in interaction with a complex physical and social environment. In contemporary neuroscience, the predictive-processing framework has been proposed as a general working principle of the human brain, the optimization of predictions about the consequences of one’s own actions, and sensory inputs from the environment. However, the predictive-processing framework has rarely been applied to infancy research. We argue that a predictive-processing framework may provide a unifying perspective on several phenomena of infant development and learning that may seem unrelated at first sight. These phenomena include statistical learning principles, infants’ motor and proprioceptive learning, and infants’ basic understanding of their physical and social environment. We discuss how a predictive-processing perspective can advance the understanding of infants’ early learning processes in theory, research, and application.

Individual differences in goal engagement and goal disengagement processes have been demonstrated to be related to goal attainment, health, and emotional well–being. However, there is a dearth of studies on the developmental conditions of individual differences in these processes. Social learning processes contribute to the formation of individual dispositions even in adulthood. As one pathway of learning, we investigated observational learning of goal regulation processes in romantic relationships in two experimental studies. Study 1 ( N = 67 couples, M = 32.65 years) replicated a previous finding that observing partners imitated their partner's goal regulation processes in the same task and extended it by showing transfer effects to another task. Study 2 ( N = 60 couples, M = 25.9 years) demonstrated that—given a lack of praise of the modelled actions—partners still imitated goal regulation processes but to a smaller extent. These findings lend support for observational learning as a pathway to individual differences in the application of goal regulation processes. © 2020 The Authors. European Journal of Personality published by John Wiley & Sons Ltd on behalf of European Association of Personality Psychology

Leader support is critical for organizational change, yet prior research has examined support as a static construct. Drawing on social learning and change momentum theories, we hypothesized that increases in perceptions of leadership support across the first 2 years of a change effort is related to employee perceptions of positive change at Time 2 and personal commitment to change and organizational citizenship behaviors at Time 3. To test this model, we collected data in 2012, 2013, and 2015 at a state wildlife agency undergoing a large-scale change effort. Across Time 1 and Time 2, perceptions of leader support of the change increased, and this shift was related to perceptions of positive internal and external changes. Changes in perceptions of leader support also indirectly predicted personal commitment to change and organizational citizenship behaviors, mediated by perceptions of positive internal and external changes. Findings substantiate the importance of continual leadership support.

Despite the increasing amount of literature on the educational potential of social media for learning, little is understood about how different functions of social media might affect learning in the K-12 context, the primary school education context in particular. This study examined the effect on learning of a key function of social media—online sharing. It examined how teacher-organized online schoolwork sharing on a social media-based platform, Seesaw, influenced a group of primary school students’ learning. Survey responses from 337 primary school students revealed that students had positive perceptions of the impact of schoolwork sharing on learning. Structural equation modeling analysis of the survey responses revealed that online schoolwork sharing influenced individual student learning primarily through enhanced perceptions of the value of online sharing for learning from peer review, which influenced learners’ efforts in schoolwork. Efforts in schoolwork then positively influenced students’ self-efficacy in learning. The findings suggest that primary school teachers should actively utilize the sharing function of social media to facilitate student learning. The findings also underscore the importance of enhancing peer review and students’ perceptions of its value in order to maximize the learning potential of online schoolwork sharing for primary school students.

The rise of the sharing economy has changed the traditional way of providing service to consumers. Airbnb is the most successful peer-to-peer model in the hospitality industry. This article investigates how to conduct strategic dynamic pricing in a competitive market by considering market conditions, quality, and risk sensitivity. Our research yields three main conclusions. First, we observe that the higher the risk level suppliers face, the more profit they will get; the lower the risk level consumers face, the more utilities they obtain. Second, we find that fixed pricing may be optimal or near-optimal for the platform when market size is small, the accommodation quality is better, and consumers’ reliability is low. Otherwise, a flexible pricing strategy is optimal. Finally, we extend the research into dynamic pricing decision in presence of Bayesian social learning and propose that the less-perfect accommodation requires social learning more urgently. In tourism peak period, social learning has less positive impact when the Airbnb accommodation is much perfect. These conclusions provide useful guidance on how the Airbnb and hotel can take advantage of the competitive market.

Building on theories of social learning and policy change, this article argues that reflexive learning provides a causal mechanism for how public engagement in policy formulation can trigger policy innovation. Reflexive learning is a mode of learning that takes place during policy formulation and is most likely to occur in policy areas marked by considerable uncertainty and complexity (low problem tractability) and the participation of a wide range of actors (low actor certification). We contend that reflexive learning processes can restructure policy problems and widen the menu of available policy options and prompt policy elites and citizens to collectively update their beliefs, resulting in policy innovation. We probe the plausibility of this mechanism of policy change through a comparative study of universal pre-kindergarten policy making in the US and Canada. Through two paired comparisons (Florida and California; Ontario and Alberta), we find that policy innovation occurs when publics are engaged in policy formulation through iterative, ongoing public consultation on policy instruments and settings. Reflexive learning among publics and policy elites generates legitimacy, facilitating major policy change.

How does diversity of social ties influence creativity? Moving beyond the information argument, we theorize creative self-efficacy as a motivational explanation for the relationship between diversity of social ties and creativity. We further posit tie strength as a boundary condition for this mechanism. We collected social ties data from 309 employees and creativity data from 98 direct supervisors. Results showed that diversity of social ties had a direct positive relationship with creative self-efficacy and an indirect positive relationship with employee creativity via creative self-efficacy. These direct and indirect relationships were fortified when tie strength was reinforced. We contribute to and advance theory development by identifying and testing creative self-efficacy as a motivational mechanism for diversity of social ties. We show the importance of diversity of social ties and tie strength and their synergistic role in the motivational process linking social ties to creativity.

Causal cognition emerges early in development and confers an important advantage for survival. But does this mean that it is universal in humans? Our cross-disciplinary review suggests a broad evolutionary basis for core components of causal cognition but also underlines the essential role of culturally transmitted content as being uniquely human. The multiple ways in which both content and the key mechanisms of cultural transmission generate cultural diversity suggest that causal cognition in humans is not only colored by their specific cultural background but also shaped more fundamentally by the very fact that humans are a cultural species.

Introduction Early career occupational therapists experience considerable learning. This research sought to develop a theory of how they learn once practising. Method The research employed a constructivist grounded theory methodology. Interviews were conducted with 20 participants who were either experienced ( n = 8), early career occupational therapists ( n = 10) or in supporting roles for early career occupational therapists ( n = 2). Participants were asked their views about what early career occupational therapists find troublesome and how they respond. Data were collected and analysed concurrently. Open, focused and theoretical coding were used to develop a theory. Findings The theory of learning-to-practise occupational therapy included four learning thresholds: consolidating professional reasoning; navigating into the workplace; building competence and confidence; and developing a personal theory and practise style. There were 11 strategies identified that early career occupational therapists use to cross the learning thresholds. Early career occupational therapists’ understanding and value of knowledge shifted, which culminated in them ‘realising’ their personal theory and practice style. They refined their values and beliefs and learned to be more deliberate and reflective in their thinking and actions. Conclusion Early career occupational therapists were challenged, which promoted learning. This research extends understanding of the learning needs, thinking and actions taken by early career occupational therapists to cross learning thresholds and to develop their personal theory and practice style.

Background: Research into outdoor learning reveals social benefits for trip participants, both individually and collectively. However, this is not universal, and individual participants can experience increased isolation from the wider group. Purpose: This research investigated the underexplored negative experiences of an individual trip participant, in the context of a program promoting collectivist beliefs. Methodology/Approach: An ethnographic methodology was adopted to include full immersion into all aspects of the week-long trip. Data were collected by observation and interviews and analyzed using a conceptual framework around individualism and collectivism. Findings/Conclusions: The teachers perceived the trip as successful, in meeting their collectivist goal of enhancing group cohesion, and data revealed the building of community feelings among the majority of participants, alongside feelings of belonging, togetherness, and mutual support. However, one participant exhibited contrasting individualist perceptions and experiences around interpretations of freedom, privacy, adversity, and cohesion. Implications: Trip leaders need to be mindful of participants as individuals, taking care to neither seek nor project a blanket group identity over all. Within the confines of health and safety and duty of care boundaries, and commensurate with the age range of trip participants, accompanying teachers should understand and respect individual needs within collectivist group socialization agendas.

The purpose of this research is to explore how older adults learn through play, which I denote as elder play. There is little research on how adults learn through play. This preliminary research uses grounded theory to analyze how six older motorcyclists learn through their play. Six themes emerge that are common to all interviewees: They are passionate about this hobby, active and continuous learners, intrinsically motivated to excel, social learners, able to relax through play, and aroused by the challenge. Also they do not frame or intentionally consider what they do is learning per se, rather it is an essential part of being good at motorcycling and sustaining their ability to do this sport. This research uses Bandura’s social learning and Marsick and Watkins’s informal and incidental learning to explain how older adults learn and their motivation to learn.

Through the lens of a community of practice as a social learning system, this article analyses the peer interactions of a group of four college learners of English as a foreign language in a peer f...

This article reviews how scholars use learning as an analytical concept across the political science and public policy literature. Three questions guide our discussion: (1) What do political actors in policy learn about (e.g. ideas or policy instruments)? (2) Who learns from whom and for what reason? And finally, (3) How does learning happen against the background of organizational and political realities? Our perspective offers an original contribution by synthesizing key concepts and empirical challenges of the learning research.

This research examines the efficacy of criminological theories for explaining variation in doping behavior in professional athletes. Self-report data were collected from a sample of 732 professiona...

Physical education (PE) can be a context in which students are ‘educated through the physical’, which includes the possibility to learn social inclusion as an important life skill and contributor to the greater good of society. A key goal in the Norwegian educational system is that such positive life skills become internalised in students. The aims of this study were to understand students’ experiences of and behaviour towards social inclusion – such as passing the ball – in team activities and how the teacher facilitated the learning of social inclusion. We use Dewey’s pedagogical perspective on education, and Johnson and Johnson’s cooperative learning model to discuss possible consequences and implications of our findings. The participants consisted of two secondary classes from two state schools in Norway, where one class was investigated in depth. Methods comprised written narratives, interviews, observation and video recordings of PE lessons. Data creation was triangulated, and thematic analysis was conducted. The results highlighted a paradox between students’ experiences of and behaviour towards social inclusion in team activities. Students disliked socially exclusive behaviours, but they often provided positive feedback when the behaviour was seen as successful in the context of a game; furthermore, students could themselves behave in a socially exclusive manner. Although the teacher could ‘teach by telling’ the students to pass the ball or by having rules, passing the ball did not become internalised in students. We discuss a model of ‘learning through experiences and reflections’, according to which students may learn to become socially inclusive beings.

Background: Culture is an important factor to determine fear of childbirth which is shaped by social learning processes. The purpose of this study is to determine the level of fear of childbirth among Turkish healthy pregnant women. Method: The researchers reviewed the eight databases considering inclusion criteria and 14 studies were included. The data analysis was conducted using meta-analysis. Results: Pregnant women experienced severe levels of fear, 67.26 ± 4.08, 95% confidence interval [59.26, 75.26], and 21 out of every 100 women experienced clinical level of fear. Between study variance was significant for parity (Qb = 6.40, p = .04) and region (Qb = 19.14, p = .00) moderators. Conclusions: The high level of FOC, particularly in the Eastern region, suggests that some of the cultural factors in the Eastern region in Turkey negatively affect the birth expectations. In a country like Turkey with a multicultural population, the health care professional should provide culturally sensitive care.

Biodiversity loss presents a serious business risk, particularly for natural resource–based sectors. Improved ecological knowledge has been identified as a means to change perceptions and motivate operational reform regarding biodiversity, but the processes by which businesses gain such knowledge remain unclear. One possible process is to use social learning. Social learning describes processes of ecological knowledge transfer and identifies essential components of successful learning processes. Social learning is applied to forestry and salmon farming in Chile. The role of the Forestry Stewardship Council (FSC) as a “bridging organisation,” prompting learning by forestry firms, contrasts with the absence of such an organisation in salmon farming. This article demonstrates how even with improved ecological knowledge firms may not fully transform operations, instead seeking to protect core activities from substantive reform. The article reflects on potential applications of social learning to other socioecological contexts, and areas for future research regarding business and biodiversity.