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Children transition from simple associations to explicitly reasoned social learning strategies between age four and eight. Sci Rep 2022; 12:5045. [PMID: 35322165 PMCID: PMC8943005 DOI: 10.1038/s41598-022-09092-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/25/2021] [Accepted: 03/17/2022] [Indexed: 11/28/2022] Open
Abstract
To differentiate the use of simple associations from use of explicitly reasoned selective social learning, we can look for age-related changes in children’s behaviour that might signify a switch from one social learning strategy to the other. We presented 4- to 8-year-old children visiting a zoo in Scotland (N = 109) with a task in which the perceptual access of two informants was determined by the differing opacity of two screens of similar visual appearance during a hiding event. Initially success could be achieved by forming an association or inferring a rule based on salient visual (but causally irrelevant) cues. However, following a switch in the scenario, success required explicit reasoning about informants’ potential to provide valuable information based on their perceptual access. Following the switch, older children were more likely to select a knowledgeable informant. This suggests that some younger children who succeeded in the pre-switch trials had inferred rules or formed associations based on superficial, yet salient, visual cues, whereas older children made the link between perceptual access and the potential to inform. This late development and apparent cognitive challenge are consistent with proposals that such capacities are linked to the distinctiveness of human cumulative culture.
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Restricted Access to Working Memory Does Not Prevent Cumulative Score Improvement in a Cultural Evolution Task. ENTROPY 2022; 24:e24030325. [PMID: 35327836 PMCID: PMC8947658 DOI: 10.3390/e24030325] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/06/2021] [Revised: 02/07/2022] [Accepted: 02/23/2022] [Indexed: 02/05/2023]
Abstract
Some theories propose that human cumulative culture is dependent on explicit, system-2, metacognitive processes. To test this, we investigated whether access to working memory is required for cumulative cultural evolution. We restricted access to adults’ working-memory (WM) via a dual-task paradigm, to assess whether this reduced performance in a cultural evolution task, and a metacognitive monitoring task. In total, 247 participants completed either a grid search task or a metacognitive monitoring task in conjunction with a WM task and a matched control. Participants’ behaviour in the grid search task was then used to simulate the outcome of iterating the task over multiple generations. Participants in the grid search task scored higher after observing higher-scoring examples, but could only beat the scores of low-scoring example trials. Scores did not differ significantly between the control and WM distractor blocks, although more errors were made when under WM load. The simulation showed similar levels of cumulative score improvement across conditions. However, scores plateaued without reaching the maximum. Metacognitive efficiency was low in both blocks, with no indication of dual-task interference. Overall, we found that taxing working-memory resources did not prevent cumulative score improvement on this task, but impeded it slightly relative to a control distractor task. However, we found no evidence that the dual-task manipulation impacted participants’ ability to use explicit metacognition. Although we found minimal evidence in support of the explicit metacognition theory of cumulative culture, our results provide valuable insights into empirical approaches that could be used to further test predictions arising from this account.
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Wild S, Chimento M, McMahon K, Farine DR, Sheldon BC, Aplin LM. Complex foraging behaviours in wild birds emerge from social learning and recombination of components. Philos Trans R Soc Lond B Biol Sci 2022; 377:20200307. [PMID: 34894740 PMCID: PMC8666913 DOI: 10.1098/rstb.2020.0307] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2021] [Accepted: 09/13/2021] [Indexed: 01/26/2023] Open
Abstract
Recent well-documented cases of cultural evolution towards increasing efficiency in non-human animals have led some authors to propose that other animals are also capable of cumulative cultural evolution, where traits become more refined and/or complex over time. Yet few comparative examples exist of traits increasing in complexity, and experimental tests remain scarce. In a previous study, we introduced a foraging innovation into replicate subpopulations of great tits, the 'sliding-door puzzle'. Here, we track diffusion of a second 'dial puzzle', before introducing a two-step puzzle that combines both actions. We mapped social networks across two generations to ask if individuals could: (1) recombine socially-learned traits and (2) socially transmit a two-step trait. Our results show birds could recombine skills into more complex foraging behaviours, and naïve birds across both generations could learn the two-step trait. However, closer interrogation revealed that acquisition was not achieved entirely through social learning-rather, birds socially learned components before reconstructing full solutions asocially. As a consequence, singular cultural traditions failed to emerge, although subpopulations of birds shared preferences for a subset of behavioural variants. Our results show that while tits can socially learn complex foraging behaviours, these may need to be scaffolded by rewarding each component. This article is part of a discussion meeting issue 'The emergence of collective knowledge and cumulative culture in animals, humans and machines'.
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Affiliation(s)
- S. Wild
- Cognitive and Cultural Ecology Research Group, Max Planck Institute of Animal Behavior, Am Obstberg 1, 78315, Radolfzell, Germany
- Centre for the Advanced Study of Collective Behaviour, University of Konstanz, Konstanz, Germany
| | - M. Chimento
- Cognitive and Cultural Ecology Research Group, Max Planck Institute of Animal Behavior, Am Obstberg 1, 78315, Radolfzell, Germany
- Centre for the Advanced Study of Collective Behaviour, University of Konstanz, Konstanz, Germany
| | - K. McMahon
- Edward Grey Institute, Department of Zoology, University of Oxford, South Parks Road, OX1 3SZ Oxford, UK
| | - D. R. Farine
- Department of Evolutionary Biology and Environmental Science, University of Zurich, Zurich, Switzerland
- Department of Collective Behavior, Max Planck Institute of Animal Behavior, Universitätstrasse 10, 78464 Konstanz, Germany
| | - B. C. Sheldon
- Edward Grey Institute, Department of Zoology, University of Oxford, South Parks Road, OX1 3SZ Oxford, UK
| | - L. M. Aplin
- Cognitive and Cultural Ecology Research Group, Max Planck Institute of Animal Behavior, Am Obstberg 1, 78315, Radolfzell, Germany
- Centre for the Advanced Study of Collective Behaviour, University of Konstanz, Konstanz, Germany
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Montrey M, Shultz TR. Copy the In-group: Group Membership Trumps Perceived Reliability, Warmth, and Competence in a Social-Learning Task. Psychol Sci 2021; 33:165-174. [PMID: 34939477 DOI: 10.1177/09567976211032224] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Surprisingly little is known about how social groups influence social learning. Although several studies have shown that people prefer to copy in-group members, these studies have failed to resolve whether group membership genuinely affects who is copied or whether group membership merely correlates with other known factors, such as similarity and familiarity. Using the minimal-group paradigm, we disentangled these effects in an online social-learning game. In a sample of 540 adults, we found a robust in-group-copying bias that (a) was bolstered by a preference for observing in-group members; (b) overrode perceived reliability, warmth, and competence; (c) grew stronger when social information was scarce; and (d) even caused cultural divergence between intermixed groups. These results suggest that people genuinely employ a copy-the-in-group social-learning strategy, which could help explain how inefficient behaviors spread through social learning and how humans maintain the cultural diversity needed for cumulative cultural evolution.
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Affiliation(s)
| | - Thomas R Shultz
- Department of Psychology, McGill University.,School of Computer Science, McGill University
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Development of strategic social information seeking: Implications for cumulative culture. PLoS One 2021; 16:e0256605. [PMID: 34428243 PMCID: PMC8384161 DOI: 10.1371/journal.pone.0256605] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/21/2021] [Accepted: 08/10/2021] [Indexed: 11/22/2022] Open
Abstract
Human learners are rarely the passive recipients of valuable social information. Rather, learners usually have to actively seek out information from a variety of potential others to determine who is in a position to provide useful information. Yet, the majority of developmental social learning paradigms do not address participants’ ability to seek out information for themselves. To investigate age-related changes in children’s ability to seek out appropriate social information, 3- to 8-year-olds (N = 218) were presented with a task requiring them to identify which of four possible demonstrators could provide critical information for unlocking a box. Appropriate information seeking improved significantly with age. The particularly high performance of 7- and 8-year-olds was consistent with the expectation that older children’s increased metacognitive understanding would allow them to identify appropriate information sources. Appropriate social information seeking may have been overlooked as a significant cognitive challenge involved in fully benefiting from others’ knowledge, potentially influencing understanding of the phylogenetic distribution of cumulative culture.
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Nichols R, Moll H, Mackey JL. How to create a cultural species: Evaluating three proposals. PHILOSOPHICAL PSYCHOLOGY 2021. [DOI: 10.1080/09515089.2021.1929915] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Ryan Nichols
- Department of Philosophy, California State University, Fullerton, Fullerton, United States
| | - Henrike Moll
- Department of Psychology, University of Southern California, Los Angeles, United States
| | - Jacob L Mackey
- Department of Comparative Studies in Literature and Culture, Occidental College, Los Angeles, United States
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Dunstone J, Atkinson M, Grainger C, Renner E, Caldwell CA. Limited evidence for executive function load impairing selective copying in a win-stay lose-shift task. PLoS One 2021; 16:e0247183. [PMID: 33661937 PMCID: PMC7932141 DOI: 10.1371/journal.pone.0247183] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2020] [Accepted: 02/02/2021] [Indexed: 11/18/2022] Open
Abstract
The use of ‘explicitly metacognitive’ learning strategies has been proposed as an explanation for uniquely human capacities for cumulative culture. Such strategies are proposed to rely on explicit, system-2 cognitive processes, to enable advantageous selective copying. To investigate the plausibility of this theory, we investigated participants’ ability to make flexible learning decisions, and their metacognitive monitoring efficiency, under executive function (EF) load. Adult participants completed a simple win-stay lose-shift (WSLS) paradigm task, intended to model a situation where presented information can be used to inform response choice, by copying rewarded responses and avoiding those that are unrewarded. This was completed alongside a concurrent switching task. Participants were split into three conditions: those that needed to use a selective copying, WSLS strategy, those that should always copy observed information, and those that should always do the opposite (Expt 1). Participants also completed a metacognitive monitoring task alongside the concurrent switching task (Expt 2). Conditions demanding selective strategies were more challenging than those requiring the use of one rule consistently. In addition, consistently copying was less challenging than consistently avoiding observed stimuli. Differences between selectively copying and always copying were hypothesised to stem from working memory requirements rather than the concurrent EF load. No impact of EF load was found on participants’ metacognitive monitoring ability. These results suggest that copying decisions are underpinned by the use of executive functions even at a very basic level, and that selective copying strategies are more challenging than a combination of their component parts. We found minimal evidence that selective copying strategies relied on executive functions any more than consistent copying or deviation. However, task experience effects suggested that ceiling effects could have been masking differences between conditions which might be apparent in other contexts, such as when observed information must be retained in memory.
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Affiliation(s)
- Juliet Dunstone
- Psychology Division, University of Stirling, Stirling, United Kingdom
- RATCHETCOG Research Group, University of Stirling, Stirling, United Kingdom
- * E-mail:
| | - Mark Atkinson
- Psychology Division, University of Stirling, Stirling, United Kingdom
- RATCHETCOG Research Group, University of Stirling, Stirling, United Kingdom
| | | | - Elizabeth Renner
- Psychology Division, University of Stirling, Stirling, United Kingdom
- RATCHETCOG Research Group, University of Stirling, Stirling, United Kingdom
| | - Christine A. Caldwell
- Psychology Division, University of Stirling, Stirling, United Kingdom
- RATCHETCOG Research Group, University of Stirling, Stirling, United Kingdom
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The use of individual, social, and animated cue information by capuchin monkeys and children in a touchscreen task. Sci Rep 2021; 11:1043. [PMID: 33441782 PMCID: PMC7806602 DOI: 10.1038/s41598-020-80221-4] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Accepted: 12/15/2020] [Indexed: 12/03/2022] Open
Abstract
The distinctiveness of human cumulative culture raises the question of whether humans respond differently to information originating from social sources, compared with information from other sources. Further, does any such differential responding set humans apart from other species? We studied how capuchin monkeys and 2- to 5-year-old children used information originating from their own actions, those of a human demonstrator, or an animated cue. This information, presented via a touchscreen, always revealed in the first trial (T1) the reward value (rewarded or unrewarded) of one stimulus from a 2- or 3-item array, and could be used in a follow-up trial (T2) involving the same stimulus array. Two monkeys achieved a level of proficiency indicating their appreciation of the T1–T2 relationship, i.e., reliably repeating rewarded (“win”) selections and actively avoiding repetition of unrewarded (“lose”) selections well above chance levels. Neither the two task-proficient monkeys nor the children showed overall performance differences between the three source conditions. Non-task-proficient monkeys, by contrast, did show effects of source, performing best with individually-acquired information. The overall pattern of results hints at an alternative perspective on evidence typically interpreted as showing a human advantage for social information use.
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Lucas AJ, Kings M, Whittle D, Davey E, Happé F, Caldwell CA, Thornton A. The value of teaching increases with tool complexity in cumulative cultural evolution. Proc Biol Sci 2020. [PMID: 33203332 DOI: 10.1098/rspb.2020.1885rspb20201885] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 05/15/2023] Open
Abstract
Human cumulative cultural evolution (CCE) is recognized as a powerful ecological and evolutionary force, but its origins are poorly understood. The long-standing view that CCE requires specialized social learning processes such as teaching has recently come under question, and cannot explain why such processes evolved in the first place. An alternative, but largely untested, hypothesis is that these processes gradually coevolved with an increasing reliance on complex tools. To address this, we used large-scale transmission chain experiments (624 participants), to examine the role of different learning processes in generating cumulative improvements in two tool types of differing complexity. Both tool types increased in efficacy across experimental generations, but teaching only provided an advantage for the more complex tools. Moreover, while the simple tools tended to converge on a common design, the more complex tools maintained a diversity of designs. These findings indicate that the emergence of cumulative culture is not strictly dependent on, but may generate selection for, teaching. As reliance on increasingly complex tools grew, so too would selection for teaching, facilitating the increasingly open-ended evolution of cultural artefacts.
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Affiliation(s)
- Amanda J Lucas
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Michael Kings
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Devi Whittle
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Emma Davey
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Francesca Happé
- Social, Genetic, and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London SE5 8AF, UK
| | | | - Alex Thornton
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
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Lucas AJ, Kings M, Whittle D, Davey E, Happé F, Caldwell CA, Thornton A. The value of teaching increases with tool complexity in cumulative cultural evolution. Proc Biol Sci 2020; 287:20201885. [PMID: 33203332 DOI: 10.1098/rspb.2020.1885] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
Human cumulative cultural evolution (CCE) is recognized as a powerful ecological and evolutionary force, but its origins are poorly understood. The long-standing view that CCE requires specialized social learning processes such as teaching has recently come under question, and cannot explain why such processes evolved in the first place. An alternative, but largely untested, hypothesis is that these processes gradually coevolved with an increasing reliance on complex tools. To address this, we used large-scale transmission chain experiments (624 participants), to examine the role of different learning processes in generating cumulative improvements in two tool types of differing complexity. Both tool types increased in efficacy across experimental generations, but teaching only provided an advantage for the more complex tools. Moreover, while the simple tools tended to converge on a common design, the more complex tools maintained a diversity of designs. These findings indicate that the emergence of cumulative culture is not strictly dependent on, but may generate selection for, teaching. As reliance on increasingly complex tools grew, so too would selection for teaching, facilitating the increasingly open-ended evolution of cultural artefacts.
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Affiliation(s)
- Amanda J Lucas
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Michael Kings
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Devi Whittle
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Emma Davey
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
| | - Francesca Happé
- Social, Genetic, and Developmental Psychiatry Centre, Institute of Psychiatry, Psychology, and Neuroscience, King's College London, London SE5 8AF, UK
| | | | - Alex Thornton
- Centre for Ecology and Conservation, University of Exeter, Penryn Campus TR10 9FE, UK
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Atkinson M, Blakey KH, Caldwell CA. Inferring Behavior From Partial Social Information Plays Little or No Role in the Cultural Transmission of Adaptive Traits. Cogn Sci 2020; 44:e12903. [PMID: 32996644 DOI: 10.1111/cogs.12903] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2019] [Revised: 06/08/2020] [Accepted: 08/25/2020] [Indexed: 11/30/2022]
Abstract
Many human cultural traits become increasingly beneficial as they are repeatedly transmitted, thanks to an accumulation of modifications made by successive generations. But how do later generations typically avoid modifications which revert traits to less beneficial forms already sampled and rejected by earlier generations? And how can later generations do so without direct exposure to their predecessors' behavior? One possibility is that learners are sensitive to cues of non-random production in others' behavior, and that particular variants (e.g., those containing structural regularities unlikely to occur spontaneously) have been produced deliberately and with some effort. If this non-random behavior is attributed to an informed strategy, then the learner may infer that apparent avoidance of certain possibilities indicates that these have already been sampled and rejected. This could potentially prevent performance plateaus resulting from learners modifying inherited behaviors randomly. We test this hypothesis in four experiments in which participants, either individually or in interacting dyads, attempt to locate rewards in a search grid, guided by partial information about another individual's experience of the task. We find that in some contexts, valid inferences about another's behavior can be made from partial information, and these inferences can be used in a way which facilitates trait adaptation. However, the benefit of these inferences appears to be limited, and in many contexts-including some which have the potential to make inferring the experience of another individual easier-there appears to be no benefit at all. We suggest that inferring previous behavior from partial social information plays a minimal role in the adaptation of cultural traits.
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Caldwell CA, Atkinson M, Blakey KH, Dunstone J, Kean D, Mackintosh G, Renner E, Wilks CEH. Experimental assessment of capacities for cumulative culture: Review and evaluation of methods. WILEY INTERDISCIPLINARY REVIEWS. COGNITIVE SCIENCE 2019; 11:e1516. [PMID: 31441239 PMCID: PMC6916575 DOI: 10.1002/wcs.1516] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/24/2019] [Revised: 07/17/2019] [Accepted: 07/19/2019] [Indexed: 12/28/2022]
Abstract
In the current literature, there are few experimental tests of capacities for cumulative cultural evolution in nonhuman species. There are even fewer examples of such tests in young children. This limited evidence is noteworthy given widespread interest in the apparent distinctiveness of human cumulative culture, and the potentially significant theoretical implications of identifying related capacities in nonhumans or very young children. We evaluate experimental methods upon which claims of capacities for cumulative culture, or lack thereof, have been based. Although some of the established methods (those simulating generational succession) have the potential to identify positive evidence that fulfills widely accepted definitions of cumulative culture, the implementation of these methods entails significant logistical challenges. This is particularly true for testing populations that are difficult to access in large numbers, or those not amenable to experimental control. This presents problems for generating evidence that would be sufficient to support claims of capacities for cumulative culture, and these problems are magnified for establishing convincing negative evidence. We discuss alternative approaches to assessing capacities for cumulative culture, which circumvent logistical problems associated with experimental designs involving chains of learners. By inferring the outcome of repeated transmission from the input–output response patterns of individual subjects, sample size requirements can be massively reduced. Such methods could facilitate comparisons between populations, for example, different species, or children of a range of ages. We also detail limitations and challenges of this alternative approach, and discuss potential avenues for future research. This article is categorized under:Cognitive Biology > Evolutionary Roots of Cognition Cognitive Biology > Cognitive Development Psychology > Comparative Psychology
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Affiliation(s)
| | - Mark Atkinson
- Division of Psychology, University of Stirling, Stirling, Scotland
| | - Kirsten H Blakey
- Division of Psychology, University of Stirling, Stirling, Scotland
| | - Juliet Dunstone
- Division of Psychology, University of Stirling, Stirling, Scotland
| | - Donna Kean
- Division of Psychology, University of Stirling, Stirling, Scotland
| | - Gemma Mackintosh
- Division of Psychology, University of Stirling, Stirling, Scotland
| | - Elizabeth Renner
- Division of Psychology, University of Stirling, Stirling, Scotland
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