Trade‐Offs in the Adaptive Use of Social and Asocial Learning

By Rachel L. Kendal, Isabelle Coolen, Y. V. Bergen, Kevin N. Laland. 2005

346 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/ee038b4aef9c93292f22bc91379d834f9e164070

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Citations in the corpus

Bolder stickleback fish make faster decisions, but they are not less accurate (2015, background): “…provide an interesting opportunity for comparative work on this issue: three-spined sticklebacks have been shown to fail to use public information irrespective of their personality type (Harcourt et al., 2010), but nine-spined sticklebacks readily use such social cues (Kendal et al., 2005).”
Milk bottles revisited: Social learning and individual variation in the blue tit, Cyanistes caeruleus (2013, background): “…by which the uptake of novel behaviour could occur: many independent acquisitions of the same innovation in response to a common environmental stimulus, or a single innovation followed by social learning, whereby naïve individuals learn from observing knowledgeable individuals (Kendal et al. 2005).”
From eavesdropping on performance to copying the behavior of others: a review of public information use (2007, unknown): “These results are consistent with a general tradeoff seen in animals’ use of personal vs social information: Animals will most often use the least costly form of information available (Kendal et al. 2005).”
The dynamics of social learning in an insect model, the bumblebee (Bombus terrestris) (2007, background): “Animal learning processes that are influenced by the inadvertent behavior of conspecifics have attracted a wealth of research attention because learning through the experience of others can sometimes offer an economical alternative to individual exploration (Boyd and Richerson 1985; Zentall and Gale”
Decision making in ant foragers (Lasius niger) facing conflicting private and social information (2011, background): “…of food that is collected, the temporal and spatial distribution of food, colony size, worker size or predation pressure (Carroll and Janzen 1973; Beckers et al. 1989; Aron et al. 1993; see Laland 2004 and Kendal et al. 2005 for a discussion of different information use strategies in vertebrates).”
Imitative and Direct Learning as Interacting Factors in Life History Evolution (2017, unknown): “Such strategic switching between social and direct learning has been considered before and is known to be beneficial in other circumstances too [9, 11, 28, 52].”
One cultural parent makes no culture (2010, background): “…a variant’s stability but does not lead to customary traditions, fits nicely with the evidence that social learning is primarily deployed for difficult or costly tasks, and not for traits that are simple to learn on one’s own (e.g. Coolen et al. 2003; Kendal et al. 2005; Webster & Laland 2008).”