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dc.contributor.authorKendal, Rachel
dc.contributor.authorBoogert, Neeltje
dc.contributor.authorRendell, Luke
dc.contributor.authorLaland, Kevin N.
dc.contributor.authorWebster, Mike
dc.contributor.authorJones, Patricia
dc.date.accessioned2019-05-10T23:37:06Z
dc.date.available2019-05-10T23:37:06Z
dc.date.issued2018-07
dc.identifier.citationKendal , R , Boogert , N , Rendell , L , Laland , K N , Webster , M & Jones , P 2018 , ' Social learning strategies : bridge-building between fields ' , Trends in Cognitive Sciences , vol. 22 , no. 7 , pp. 651-665 . https://doi.org/10.1016/j.tics.2018.04.003en
dc.identifier.issn1364-6613
dc.identifier.otherPURE: 253076918
dc.identifier.otherPURE UUID: fb918fb0-fde2-4150-927f-90d771ac7ff0
dc.identifier.otherScopus: 85046872302
dc.identifier.otherWOS: 000436430200008
dc.identifier.urihttps://hdl.handle.net/10023/17683
dc.descriptionResearch supported in part by two John Templeton Foundation grants (60501; 40128) to K.N.L. and a Royal Society Dorothy Hodgkin fellowship to N.J.B.en
dc.description.abstractWhile social learning is widespread, indiscriminate copying of others is rarely beneficial. Theory suggests individuals should be selective in what, when and whom they copy, by following “social learning strategies” (SLSs). The SLS concept has stimulated extensive experimental work, integrated theory and empirical findings, and created impetus to the social learning and cultural evolution fields. However, the SLS concept needs updating to accommodate recent findings that individuals switch between strategies flexibly, that multiple strategies are deployed simultaneously, and that there is no one-to-one correspondence between psychological heuristics deployed and resulting population-level patterns. The field would also benefit from simultaneous study of mechanism and function.
dc.format.extent15
dc.language.isoeng
dc.relation.ispartofTrends in Cognitive Sciencesen
dc.rightsCopyright © 2018, Elsevier Ltd. This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at https://doi.org/10.1016/j.tics.2018.04.003en
dc.subjectAsocial informationen
dc.subjectAssociative learning theoryen
dc.subjectBehavioural gambiten
dc.subjectCumulative cultureen
dc.subjectMetacognitionen
dc.subjectSocial informationen
dc.subjectQH301 Biologyen
dc.subject.lccQH301en
dc.titleSocial learning strategies : bridge-building between fieldsen
dc.typeJournal itemen
dc.contributor.sponsorJohn Templeton Foundationen
dc.contributor.sponsorJohn Templeton Foundationen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews. School of Biologyen
dc.contributor.institutionUniversity of St Andrews. Centre for Social Learning & Cognitive Evolutionen
dc.contributor.institutionUniversity of St Andrews. Sea Mammal Research Uniten
dc.contributor.institutionUniversity of St Andrews. Marine Alliance for Science & Technology Scotlanden
dc.contributor.institutionUniversity of St Andrews. Bioacoustics groupen
dc.contributor.institutionUniversity of St Andrews. Scottish Oceans Instituteen
dc.contributor.institutionUniversity of St Andrews. Institute of Behavioural and Neural Sciencesen
dc.contributor.institutionUniversity of St Andrews. Centre for Biological Diversityen
dc.identifier.doihttps://doi.org/10.1016/j.tics.2018.04.003
dc.description.statusPeer revieweden
dc.date.embargoedUntil2019-05-11
dc.identifier.grantnumber60501en
dc.identifier.grantnumber40128en


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