Show simple item record

Files in this item

Thumbnail

Item metadata

dc.contributor.advisorCross, Catharine Penelope
dc.contributor.advisorBrown, Gillian R.
dc.contributor.authorBrand, Charlotte Olivia
dc.coverage.spatial196 p.en_US
dc.date.accessioned2018-03-22T16:50:36Z
dc.date.available2018-03-22T16:50:36Z
dc.date.issued2017-06-20
dc.identifier.urihttp://hdl.handle.net/10023/13001
dc.description.abstractIn this thesis, I explore sex differences in adult human social learning, and how these sex differences might be underpinned by differences in risk-taking and confidence. The capacity for high-fidelity social learning is fundamental to the complex culture observed in humans. Examining when we choose to learn socially rather than asocially and the factors that influence these choices is valuable for understanding broader patterns of cultural evolution. In Chapter 1, I give an overview of the literature on sex differences in social learning, particularly how individual differences in risk-taking and confidence impact upon social information use. I introduce stereotype threat as a possible factor affecting women’s confidence. I then use the stereotype threat literature as an example of the replication crisis in psychology, and discuss how improved methods of statistical analysis could help to elucidate the ambiguity in this literature. Chapter 2 provides an experimental investigation into when adult humans choose to use social or asocial information to solve a virtual construction task. I found that when the asocial information was made to be risky, women, but not men, preferred to learn socially. In Chapter 3, I present experimental data exploring the links between confidence and conformity. I found that lower confidence led to a greater likelihood of conforming, although I was unable to reliably alter confidence levels experimentally. In Chapter 4, I present a model of the stereotype threat literature by simulating numerous datasets and analysing them using four different statistical methods. I found that using informative priors in a Bayesian framework provided greater certainty about the presence or absence of an effect in a population. Finally, in Chapter 5 I conclude that studying the factors that lead to sex differences in social learning provides researchers with a greater understanding of the dynamics of cultural evolution.en_US
dc.language.isoenen_US
dc.publisherUniversity of St Andrews
dc.rightsAttribution-NonCommercial-NoDerivatives 4.0 International*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.subjectSex differencesen_US
dc.subjectSocial learningen_US
dc.subjectCultural evolutionen_US
dc.subjectEvolution of human behaviouren_US
dc.subjectConfidenceen_US
dc.subjectRisk takingen_US
dc.subjectStereotype threaten_US
dc.subjectBayesian statisticsen_US
dc.subject.lccHQ783.B8
dc.subject.lcshSocial learning--Sex differencesen
dc.subject.lcshRisk-taking (Psychology)--Sex differencesen
dc.subject.lcshConfidence--Sex differencesen
dc.titleSex differences in social learning : exploring the links with risk aversion and confidenceen_US
dc.typeThesisen_US
dc.contributor.sponsorUniversity of St Andrewsen_US
dc.contributor.sponsorTempleton Foundationen_US
dc.type.qualificationlevelDoctoralen_US
dc.type.qualificationnamePhD Doctor of Philosophyen_US
dc.publisher.institutionThe University of St Andrewsen_US


The following license files are associated with this item:

    This item appears in the following Collection(s)

    Show simple item record

    Attribution-NonCommercial-NoDerivatives 4.0 International
    Except where otherwise noted within the work, this item's license for re-use is described as Attribution-NonCommercial-NoDerivatives 4.0 International