Skip to main content

Research Repository

Advanced Search

Adaptive Trade-offs in the use of Social and Personal Information

Kendal, R.L.; Coolen, I.; Laland, K.N.

Adaptive Trade-offs in the use of Social and Personal Information Thumbnail


Authors

I. Coolen

K.N. Laland



Contributors

R. Dukas
Editor

J. Ratcliffe
Editor

Abstract

In this chapter we review the redictions arising from theoretical models and outline the current empirical support for several social learning strategies, focusing largely on our own experimental studies and other recent work (Laland 2004; Kendal et al. 2005; Galef 2006). We draw attention to adaptive trade-offs in the use of social and personal information. Laland (2004) distinguished between two classes of social learning strategy, “when” strategies, which dictate the circumstances under which individuals copy others, and “who” strategies which specify from whom individuals learn. We address each in turn.

Citation

Kendal, R., Coolen, I., & Laland, K. (2009). Adaptive Trade-offs in the use of Social and Personal Information. In R. Dukas, & J. Ratcliffe (Eds.), Cognitive ecology II (249-271). The University of Chicago Press

Publication Date Nov 1, 2009
Deposit Date Oct 21, 2011
Publicly Available Date Mar 28, 2024
Publisher The University of Chicago Press
Pages 249-271
Book Title Cognitive ecology II.
Chapter Number 13
Publisher URL http://press.uchicago.edu/ucp/books/book/chicago/C/bo6867840.html
Additional Information In this chapter we review the redictions arising from theoretical models and outline the current empirical support for several social learning strategies, focusing largely on our own experimental studies and other recent work (Laland 2004; Kendal et al. 2005; Galef 2006). We draw attention to adaptive trade-offs in the use of social and personal information. Laland (2004) distinguished between two classes of social learning strategy, “when” strategies, which dictate the circumstances under which individuals copy others, and “who” strategies which specify from whom individuals learn. We address each in turn.

Files

Published Book Chapter (214 Kb)
PDF

Copyright Statement
© 2009 University of Chicago Press





You might also like



Downloadable Citations