Relevant bibliographies by topics / Social and cultural learning

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social and cultural learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 February 2022

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Journal articles on the topic "Social and cultural learning"

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Tomasello, Michael, Ann Cale Kruger, and Hilary Horn Ratner. "Cultural learning." Behavioral and Brain Sciences 16, no. 3 (September 1993): 495–511. http://dx.doi.org/10.1017/s0140525x0003123x.

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AbstractThis target article presents a theory of human cultural learning. Cultural learning is identified with those instances of social learning in which intersubjectivity or perspective-taking plays a vital role, both in the original learning process and in the resulting cognitive product. Cultural learning manifests itself in three forms during human ontogeny: imitative learning, instructed learning, and collaborative learning – in that order. Evidence is provided that this progression arises from the developmental ordering of the underlying social-cognitive concepts and processes involved. Imitative learning relies on a concept of intentional agent and involves simple perspective-taking. Instructed learning relies on a concept of mental agent and involves alternating/coordinated perspective-taking (intersubjectivity). Collaborative learning relies on a concept of reflective agent and involves integrated perspective-taking (reflective intersubjectivity). A comparison of normal children, autistic children and wild and enculturated chimpanzees provides further evidence for these correlations between social cognition and cultural learning. Cultural learning is a uniquely human form of social learning that allows for a fidelity of transmission of behaviors and information among conspecifics not possible in other forms of social learning, thereby providing the psychological basis for cultural evolution.
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Heyes, Cecilia. "When does social learning become cultural learning?" Developmental Science 20, no. 2 (November 6, 2015): e12350. http://dx.doi.org/10.1111/desc.12350.

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Heyes, Cecilia. "Blackboxing: social learning strategies and cultural evolution." Philosophical Transactions of the Royal Society B: Biological Sciences 371, no. 1693 (May 5, 2016): 20150369. http://dx.doi.org/10.1098/rstb.2015.0369.

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Social learning strategies (SLSs) enable humans, non-human animals, and artificial agents to make adaptive decisions about when they should copy other agents, and who they should copy. Behavioural ecologists and economists have discovered an impressive range of SLSs, and explored their likely impact on behavioural efficiency and reproductive fitness while using the ‘phenotypic gambit’; ignoring, or remaining deliberately agnostic about, the nature and origins of the cognitive processes that implement SLSs. Here I argue that this ‘blackboxing' of SLSs is no longer a viable scientific strategy. It has contributed, through the ‘social learning strategies tournament', to the premature conclusion that social learning is generally better than asocial learning, and to a deep puzzle about the relationship between SLSs and cultural evolution. The puzzle can be solved by recognizing that whereas most SLSs are ‘planetary'—they depend on domain-general cognitive processes—some SLSs, found only in humans, are ‘cook-like'—they depend on explicit, metacognitive rules, such as copy digital natives . These metacognitive SLSs contribute to cultural evolution by fostering the development of processes that enhance the exclusivity, specificity, and accuracy of social learning.
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Bryson, Joanna J. "Representations underlying social learning and cultural evolution." Interaction Studies 10, no. 1 (March 24, 2009): 77–100. http://dx.doi.org/10.1075/is.10.1.06bry.

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Social learning is a source of behaviour for many species, but few use it as extensively as they seemingly could. In this article, I attempt to clarify our understanding of why this might be. I discuss the potential computational properties of social learning, then examine the phenomenon in nature through creating a taxonomy of the representations that might underly it. This is achieved by first producing a simplified taxonomy of the established forms of social learning, then describing the primitive capacities necessary to support them, and finally considering which of these capacities we actually have evidence for. I then discuss theoretical limits on cultural evolution, which include having sufficient information transmitted to support robust representations capable of supporting variation for evolution, and the need for limiting the extent of social conformity to avoid ecological fragility. Finally, I show how these arguments can inform several key scientific questions, including the uniqueness of human culture, the long lifespans of cultural species, and the propensity of animals to seemingly have knowledge about a phenomenon well before they will act upon it.
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Caldwell, Christine A., and Ailsa E. Millen. "Social Learning Mechanisms and Cumulative Cultural Evolution." Psychological Science 20, no. 12 (December 2009): 1478–83. http://dx.doi.org/10.1111/j.1467-9280.2009.02469.x.

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Lillard, Angelina S. "Moving forward on cultural learning." Behavioral and Brain Sciences 16, no. 3 (September 1993): 528–29. http://dx.doi.org/10.1017/s0140525x00031435.

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Tomasello, Kruger & Ratner make the very interesting and valid point that the transmission of culture must depend on understanding others' minds. Culture is shared among a people and is passed on to progeny. The sharing of culture implies that the purpose of (and therefore the meaning behind) any given cultural element (behavioral tradition, word, or artifact) is understood. Because meaning or purpose emanates from minds, something about others' minds must be understood in order to truly learn some element of a culture. It thus makes sense that cultural learning should depend on social-cognitive skills. But what exactly is cultural learning?There are two rival interpretations of the term cultural learning. In the first, one would define a given type of cultural learning by the type of social-cognitive skill it entails. For example, imitative learning would be defined as any learning of a cultural element in which another's goals or intentions are taken into account. This definition of cultural learning, however, would force Tomasello et al.'s argument into a circle: Imitative learning relies on this social-cognitive skill because imitative learning is defined as learning that relies on this social-cognitive skill. Such a circular definition does not do their argument justice.
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van Schaik, Carel P., and Judith M. Burkart. "Social learning and evolution: the cultural intelligence hypothesis." Philosophical Transactions of the Royal Society B: Biological Sciences 366, no. 1567 (April 12, 2011): 1008–16. http://dx.doi.org/10.1098/rstb.2010.0304.

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If social learning is more efficient than independent individual exploration, animals should learn vital cultural skills exclusively, and routine skills faster, through social learning, provided they actually use social learning preferentially. Animals with opportunities for social learning indeed do so. Moreover, more frequent opportunities for social learning should boost an individual's repertoire of learned skills. This prediction is confirmed by comparisons among wild great ape populations and by social deprivation and enculturation experiments. These findings shaped the cultural intelligence hypothesis, which complements the traditional benefit hypotheses for the evolution of intelligence by specifying the conditions in which these benefits can be reaped. The evolutionary version of the hypothesis argues that species with frequent opportunities for social learning should more readily respond to selection for a greater number of learned skills. Because improved social learning also improves asocial learning, the hypothesis predicts a positive interspecific correlation between social-learning performance and individual learning ability. Variation among primates supports this prediction. The hypothesis also predicts that more heavily cultural species should be more intelligent. Preliminary tests involving birds and mammals support this prediction too. The cultural intelligence hypothesis can also account for the unusual cognitive abilities of humans, as well as our unique mechanisms of skill transfer.
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Yusupov, Otabek Yakubovich, and Javohirkhon Ravshankhonovich Nasrullaev. "LINGUO-SOCIAL AND CULTURAL FEATURES OF LEARNING ENGLISH." Theoretical & Applied Science 82, no. 02 (February 28, 2020): 408–12. http://dx.doi.org/10.15863/tas.2020.02.82.65.

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Baldini, Ryan. "Success-biased social learning: Cultural and evolutionary dynamics." Theoretical Population Biology 82, no. 3 (November 2012): 222–28. http://dx.doi.org/10.1016/j.tpb.2012.06.005.

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Evans, Terry. "Distributed Learning: Social and Cultural Approaches to Practice." Computers & Education 41, no. 1 (August 2003): 105–6. http://dx.doi.org/10.1016/s0360-1315(02)00141-0.

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Dissertations / Theses on the topic "Social and cultural learning"

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Fogarty, Laurel. "From social learning to culture : mathematical and computational models of cultural evolution." Thesis, University of St Andrews, 2012. http://hdl.handle.net/10023/3598.

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Humans are unique in the extent and complexity of their cultures. As a species, we generate extensive knowledge and innumerable norms, attitudes, traditions, skills, beliefs and technologies that we share with those around us through teaching, imitation and language. These cultural practices have their roots in our uniquely potent ability for social learning. This thesis sets out to elucidate the process of cultural evolution using a series of mathematical and computational models. These models first investigate the evolution of the capacity for social learning, the rare ability to teach, and the evolution of the smart and strategic use of social learning, in the animal lineage. They go on to investigate the implications of these strategies and mechanisms for culture and find that the form human culture takes is dependant on the amount and nature of social learning as well as on the underlying learning strategies deployed. The thesis also investigates the effect that culture has had on the human evolutionary niche. Cultural practices fundamentally change the selection pressures to which humans are subject and these in turn change both our cultures and our genes through gene-culture coevolution. Finally, a demographic cultural niche construction model is presented, which investigates the application of cultural evolution modelling, cultural niche construction theory and demographic models to the growing problem of sex-ratio imbalance in modern China and considers the implications for policy-making. The analyses presented in this thesis support the argument that the uniquely potent human ability to transmit acquired information through teaching, imitation and other forms of social learning, and through this to shape our cultural and ecological environments, has played and continues to play a central role in human evolution.
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Watson, Stuart Kyle. "Factors shaping social learning in chimpanzees." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/12781.

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Culture is an important means by which both human and non-human animals transmit useful behaviours between individuals and generations. Amongst animals, chimpanzees live particularly varied cultural lives. However, the processes and factors that influence whether chimpanzees will be motivated to copy an observed behaviour are poorly understood. In this thesis, I explore various factors and their influence on social learning decisions in chimpanzees. In turn, the chapters examine the influence of (i) rank-bias towards copying dominant individuals, (ii) majority and contextual influences and finally (iii) individual differences in proclivity for social learning. In my first experiment, I found evidence that chimpanzees are highly motivated to copy the behaviour of subordinate demonstrators and innovators in an open-diffusion puzzle-box paradigm. In contrast, behaviours seeded by dominant individuals were not transmitted as faithfully. This finding has important implications for our understanding of the emergence of novel traditions. In my second experiment, I found that some chimpanzees are highly motivated to relinquish an existing behaviour to adopt an equally rewarding alternative if it is consistently demonstrated by just one or two individuals within a group context, but not in a dyadic context. This contrasts with prior studies which argue that chimpanzees are highly conservative and may hint at a hitherto unrecognised process by which conformity-like behaviour might occur. Finally, I performed a novel type of ‘meta' analysis on 16 social learning studies carried out at our research site to determine whether individuals demonstrated consistency in their social learning behaviour across experimental contexts. Strong evidence for individual differences in social information use was found, with females more likely to use social information than males. No effect of age, research experience or rearing history was found. This presents a promising new method of studying individual differences in behaviour using the accumulated findings of previous work at a study site.
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Miao, Ching. "Transformative learning and social transformation, a cross-cultural perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0025/MQ50488.pdf.

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Ounsley, James P. "The diffusion of culture : computational and statistical models of social learning and cultural transmission." Thesis, University of St Andrews, 2017. http://hdl.handle.net/10023/15527.

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Culture is a hugely important process in the evolution of humans and many non-human animals. Through the formation of long lasting traditions, culture provides an extragenetic inheritance mechanism that can facilitate rapid behavioural adaptation to novel environments. This can ultimately alter the selection pressures acting on different phenotypes including those that underlie cultural transmission itself, i.e. the mechanisms of social learning. Understanding culture poses many challenges for researchers due to the complex nature of interacting biological processes at multiple organisational and temporal scales. In this thesis I investigate some of these complexities through the integration of different theoretical and statistical modelling approaches, and argue that rich models are particularly important for the study of culture. In chapters 3 & 4 I use an evolutionary agent-based model to study the functional value and cultural significance of strategically copying from other individuals based on particular cues, such as age or payoff. I find that a bias to copy the successful can provide substantial adaptive advantages, potentially outweighing other strategic considerations such as when to engage in social learning. I also demonstrate that the strength of selection on social learning strategies is closely linked to the cultural diversity within a population. In chapters 5 & 6 I study the mechanisms of learning and how social influences can impact decision making. In chapter 5 I model the behaviour of nursery children and chimpanzee groups when solving a complex task and identify clear species differences in the importance of different forms of learning on decision making. Finally, in chapter 6 I use an agent-based model to examine the influence of population structure on the spread of novel behaviour. I demonstrate that, contrary to infectious disease type models, when learning occurs through operant conditioning, highly clustered network structures promote cultural transmission rather than hinder it.
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JELILI, GBENGA ALALU. "CHILDREN TELEVISION PROGRAMMING AND CULTURAL LEARNING IN NIGERIA." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23628.

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It can today be examined in Nigeria that children are fast abandoning the indigenous cultural values for the foreign ones and the media is said to contribute to this development due to the broadcast of foreign television programmes by tv stations in the country. The need to promote, protect, and sustain the country’s indigenous cultural values are of great importance if Nigeria hopes to prevent them from being washed away. Children’s love for television is undeniable and being the future of the country, what is the extent to which television is used to impact children with social and cultural values of the society. The paper thus investigates the extent to which children Television is utilized to impact Nigerian Children with the country’s cultural values. It looks closely at the children programmes of two biggest and leading Nigeria’s television stations; the Nigerian Television Authority (NTA), and African Independent Television (AIT), representing both state-owned and privately-owned television stations in the country. Using Development Media and Cultivation theories as underlying theory, the study concludes that though there is an improvement on the part of the television stations as they now broadcast socially and culturally relevant children programmes. There is however insufficiency in both quantity and quality of children programmes, as well as the time allotted for them to allow any meaningful long-time cultural impact to be realized at the current state as may be intended by the producers of the programmes.
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Schofield, Keith. "People learning in organisations : a socio-cultural approach." Thesis, University of Huddersfield, 2013. http://eprints.hud.ac.uk/id/eprint/17508/.

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A research study has been completed to explore notions of community, participation and practice in relation to organisational learning. Finding that existing organisational learning literature was only able to partially explain the learning process, literature is drawn from non-organisational contexts and mapped across to the workplace in order to comprehensively explain the mechanisms of learning. In doing this, learning is positioned a social process; this thesis contributes to existing literature by unpicking the intricacies of social interaction and the nuanced nature of participation in the case study organisation to develop an understanding of the learning process. The research project was undertaken in a debt recovery agency in the Huddersfield area, Smart Debt Recovery. Using an ethnographic research style, research involved participant observation, interviews and document collection. The initial analysis was completed on the observation notes and involved the data being constructed into a story that enables the reader to get a real feel for what working at Smart Debt Recovery is like. Additionally, it served as a valuable analytic tool that informed the interview schedule that followed. Analysis after this was completed thematically; the data were coded in such a way that all aspects of participation in Smart Debt Recovery’s practices were understood in terms of learning. The research has developed understandings of learning within an organisation by making use of non-organisational learning theories and applying them within a workplace context. Notably, social constructivist understandings of learning, such as progression through a Zone of Proximal Development are applied to learning instances and notions of participation in multiple communities of practice, and the multi-faceted nature of this, is used to reflect on individual levels of learning and performance. The key outcome of this research is a thorough, unique and detailed exploration of learning happening within an organisation.
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Evans, Cara. "Empirical investigations of social learning, cooperation, and their role in the evolution of complex culture." Thesis, University of St Andrews, 2016. http://hdl.handle.net/10023/9756.

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There is something unique about human culture. Its complex technologies, customs, institutions, symbolisms and norms, which are shared and maintained and improved across countless generations, are what sets it apart from the ‘cultures' of other animals. The fundamental question that researchers are only just beginning to unravel is: How do we account for the gap between their ‘cultures' and ours? The answer lies in a deeper understanding of culture's complex constituent components: from the micro-level psychological mechanisms that guide and facilitate accurate social learning, to the macro-level cultural processes that unfold within large-scale cooperative groups. This thesis attempts to contribute to two broad themes that are of relevance to this question. The first theme involves the evolution of accurate and high-fidelity cultural transmission. In Chapter 2, a meta-analysis conducted across primate social learning studies finds support for the common assumption that imitative and/or emulative learning mechanisms are required for the high-fidelity transmission of complex instrumental cultural goals. Chapter 3, adopting an experimental study with young children, then questions the claim that mechanisms of high-fidelity copying have reached such heights in our own species that they will even lead us to blindly copy irrelevant, and potentially costly, information. The second theme involves investigations of the mutually reinforcing relationship predicted between cultural complexity and ultra-cooperativeness in humans, employing a series of laboratory-based experimental investigations with adults. Chapter 4 finds only limited support for a positive relationship between cooperative behaviour and behavioural imitation, which is believed to facilitate cultural group cohesion. Finally, Chapter 5 presents evidence suggesting that access to cultural information is positively associated with an individual's cooperative reputation, and argues that this dynamic might help to scaffold the evolution of increased cultural complexity and cooperation in a learning environment where cultural information carries high value.
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Green, Helen. "Cultural transmission and social communication : a cognition and culture approach to everyday metaphor about knowledge, learning, and understanding." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3106/.

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Cultural transmission theory and methods focus on the qualities of cultural artefacts (e.g. religious beliefs, supernatural ideas, folk stories) to understand how and why some spread and last better than others. This epidemiological approach is part of a broader project, cognition and culture, which seeks to understand links between mind and culture. Cognition and culture is concerned with universal, recurrent cultural phenomena, whose developmental acquisition and patterns of distribution and variation may be linked to innate mental competencies. Anthropologists, ethno- and cognitive linguists, and cognitive and developmental psychologists have established that metaphor exhibits exactly these characteristics—universality, cultural variation, and developmental acquisition patterns. Yet, the cultural transmission of metaphor has not been addressed in the cognition and culture literature. This thesis proposes a novel application of an epidemiological account of cultural transmission to small-scale, linguistic, cultural artefacts—everyday, sensorimotor metaphorical talk about knowledge, learning, and understanding. Serial reproduction tasks, experiments, interviews, and metaphor analysis were used in a mixed-methods approach to investigate the use and transmission of metaphorical language. Three initial experimental studies, which aimed to investigate transmission advantages of metaphor, showed no statistically significant effects of metaphor on transmission fidelity of short stories across serial reproduction chains. Four further studies were conducted to follow up on these findings. Results of the first follow-up experiment, more sensitive to the agency of speakers in communicative exchange, indicated that metaphorical prompts to invent stories yielded more metaphors in the story endings and descriptions. Findings from experimental and conversation-based judgement tasks suggested that metaphorical language provided more inferential potential than non-metaphorical language to support assessments of the verbal material and inferences about the speaker. The final qualitative study revealed ways that metaphor is used to support social interaction and co-operation in more naturalistic conversation contexts. Overall, it was found that social and pragmatic aspects of communication, undetectable in traditional serial reproduction experiments, contribute significantly to the wide distribution, or cultural success, of metaphor. An account of the cultural success of metaphor based in inferential processes that support social interaction is proposed. Reflections are offered on its theoretical and methodological implications for the epidemiological view of cultural transmission and its generalisability to different types of cultural artefacts.
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Carrignon, Simon 1987. "Content-dependent biases in social learning strategies : a multiscale approach." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668133.

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In this thesis, we have quantified the influence of content-dependent biases in social learning strategies. Our theoretical framework combines agent-based models and Bayesian inference to measure content-dependent biases in large-scale social learning strategies. Our first empirical study measures the impact of social transmission biases in Twitter. The novelty of the second study is two-fold: ours is one of the rare uses of computational modelling in historical Roman Studies and one of the first tests of the impact of success bias across large spatial and temporal scales. El contenido de lo que aprendemos socialmente moldea la evolución de la cultura humana. En esta tesis hemos cuantificado la influencia de diferentes estrategias de aprendizaje social analizando procesos culturales en diferentes escalas. Se propone un marco teórico que combina los modelos basados en agentes y la inferencia bayesiana para detectar sesgos dependientes de contenido en la evolución cultural. El análisis se realizará sobre tres escenarios diferentes: un escenario teórico, que revela el potencial del sesgo de éxito, y dos casos de estudio empirico que representan distintas escalas espacio-temporales. En el primer caso, se estudia la influencia de transmisión social dependiendo del contenido de diferentes clases de noticias online, mientras que en el segundo se analiza la influencia de los sesgos de éxito en los cambios de distribución de vajillas en el este del Imperio Romano.
The content of what we learn shapes the evolution of human culture and society. In this thesis, we have quantified the influence of content-dependent biases in social learning strategies. Our theoretical framework combines agent-based models and Bayesian inference to measure content-dependent biases in large-scale social learning strategies. Our first empirical study measures the impact of social transmission biases in Twitter. The novelty of the second study is two-fold: ours is one of the rare uses of computational modelling in historical Roman Studies and one of the first tests of the impact of success bias across large spatial and temporal scales.
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Steinberg, Jacqueline. "The Social Construction of Beauty| Body Modification Examined Through the Lens of Social Learning Theory." Thesis, Pacifica Graduate Institute, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1692046.

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This thesis examines the psychosocial and cultural factors behind body modification practices of breast augmentation, female circumcision, and foot binding in order to understand the growing trend of cosmetic surgery. Body modification is examined through the lens of Albert Bandura’s social learning theory using hermeneutic methodology that analyzes quantitative and qualitative data. Cross-cultural research on breast augmentation, female circumcision, and foot binding provides insight into how body modification practices are internalized through observational learning. The findings demonstrate that women are faced with social pressures to conform to physical ideals that often require modification of the body. Bandura’s theory of self-efficacy provides insights into how women can exercise choice, personal agency, and self-direction to guide personal decisions pertaining to cosmetic surgery within the context of social pressures.

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Books on the topic "Social and cultural learning"

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Kinginger, Celeste, ed. Social and Cultural Aspects of Language Learning in Study Abroad. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.37.

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Social and cultural aspects of language learning in study abroad. Amsterdam: John Benjamins Publishing Company, 2013.

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Chris, Watkins, ed. Improving intercultural learning experiences in higher education: Responding to cultural scripts for learning. London: Institute of Education, University of London, 2008.

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Epskamp, Kees. Learning by performing arts: From indigenous to endogenous cultural development. The Haag, Netherlands: Center for the Study of Education in Developing Countries (CESO), 1992.

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Köln International School of Design. Learning from Nairobi mobility: A cultural library project. Edited by Goethe-Institut (Nairobi Kenya) and University of Nairobi. Cologne, Germany: KISDedition Cologne, 2010.

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Boerefijn, Ineke, Marjolein Brouwer, and Reem Fakhreddine. Linking and learning in the field of economic, social and cultural rights. Utrecht: SIM, 2001.

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The learning of democracy in Latin America: Social actors and cultural change. Huntington, N.Y: Nova Science Publishers, 2001.

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Rau, Pei-Luen Patrick, ed. Cross-Cultural Design. Applications in Arts, Learning, Well-being, and Social Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77077-8.

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Shakespeare and the hunt: A cultural and social study. Cambridge: Cambridge University Press, 2001.

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Minault, Gail. Gender, language, and learning: Essays in Indo-Muslim cultural history. Ranikhet: Permanent Black, 2009.

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Book chapters on the topic "Social and cultural learning"

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Hasse, Cathrine. "Social Designation of Cultural Markers." In An Anthropology of Learning, 133–75. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-9606-4_5.

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Tavabi, Nazgol, Homa Hosseinmardi, Jennifer L. Villatte, Andrés Abeliuk, Shrikanth Narayanan, Emilio Ferrara, and Kristina Lerman. "Learning Behavioral Representations from Wearable Sensors." In Social, Cultural, and Behavioral Modeling, 245–54. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61255-9_24.

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Almog-Bareket, Granit. "Social Entrepreneurship and Social Learning: The View from Mount Nebo." In Cultural Roots of Sustainable Management, 103–18. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28287-9_8.

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Alnasser, Walaa, Ghazaleh Beigi, and Huan Liu. "Privacy Preserving Text Representation Learning Using BERT." In Social, Cultural, and Behavioral Modeling, 91–100. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80387-2_9.

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Gross, Barbara. "Social context and extracurricular learning." In Further Language Learning in Linguistic and Cultural Diverse Contexts, 125–48. Abingdon, Oxon ; New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9780429021787-7.

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Gutiérrez, Kris D., A. Susan Jurow, and Sepehr Vakil. "Social Design-Based Experiments." In Handbook of the Cultural Foundations of Learning, 330–47. New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780203774977-23.

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Trevelyan, James P. "Navigating social culture." In Learning Engineering Practice, 128–37. Boca Raton : CRC Press, [2021]: CRC Press, 2020. http://dx.doi.org/10.1201/b22622-19.

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Stephen, Christine, and Susan Edwards. "Moral panic – social and cultural values." In Young children playing and learning in a digital age, 109–18. Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315623092-10.

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Akhter, Nasrin, Liang Zhao, Desmond Arias, Huzefa Rangwala, and Naren Ramakrishnan. "Forecasting Gang Homicides with Multi-level Multi-task Learning." In Social, Cultural, and Behavioral Modeling, 28–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93372-6_3.

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Santosh, K. C., Suman Kalyan Maity, and Arjun Mukherjee. "ENWalk: Learning Network Features for Spam Detection in Twitter." In Social, Cultural, and Behavioral Modeling, 90–101. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60240-0_11.

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Conference papers on the topic "Social and cultural learning"

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Uçak, Olcay. "Towards a Single Culture in Cross-Cultural Communication: Digital Culture." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.007.

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Culture is a multifaceted, complex process which consists of knowledge, art, morals, customs, skills and habits. Based on this point of view of Tylor, we can say that the culture is the human in the society, his learning styles and the technical or artistic products that originate from these learning styles, in other words, the content. In antropology it is argued that when the concept of culture is considered as a component in a social system, the combination of the social and cultural areas form the socio-cultural system. Approaches that handle culture within the socio-cultural system are functionalism (Malinowski), structural-functionalism (Radliffe-Brown), historical-extensionist (Kluckhohn, Krober), environmental adaptive (White), while the approaches that treat culture as a system of thought are cognitive (Goodenough), structural (Levi Strauss) and symbolic (Geertz) approaches. In addition to these approaches that evaluate cultures specific to communities, another definition is made according to the learning time: Margeret Mead, Cofigurative Culture. In order to evaluate today’s societies in terms of culture, we are observing a new culture which has cofigurative features under the influence of convergent technologies (mobile, cloud technology, robots, virtual reality): Digital Culture. This study aims to discuss the characteristics of the digital culture, which is observed after the theoretic approaches that define different cultures in cross-cultural communication (Hofstede’s Cultural Dimension and Cofigurative Culture) and called as network society by Manual Castells and accelerated during the Covid19 pandemic, in other words the common communication culture. Common cultural features will be studied through methods of semiology and text analysis upon digital contents which are starting to take hold of cross-cultural communication, a comparison between cross-cultural communication and communicative ecology will be made, the alteration in the cultural features of the society will be examined via visual and written findings obtained.
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"Social, cultural and economical aspects in e-learning." In 2013 Fourth International Conference on E-Learning and E-Teaching (ICELET). IEEE, 2013. http://dx.doi.org/10.1109/icelet.2013.6681669.

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Ilyasova, Liliya. "PROJECT-BASED LEARNING AND CULTURAL DIVERSITY." In 6th SWS International Scientific Conference on Social Sciences ISCSS 2019. STEF92 Technology, 2019. http://dx.doi.org/10.5593/sws.iscss.2019.4/s13.053.

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Osadchaia, Valeriia Petrovna, Olga Lvovna Ivanova, and Elizaveta Iosifovna Getman. "Cross-Cultural Communication Issues of Educating Bicultural Students." In All-Russian research-to-practice conference with international participation. Publishing house Sreda, 2020. http://dx.doi.org/10.31483/r-75019.

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The article is devoted to the importance of incorporating of a foreign culture learning, acquiring cross-cultural communication and cultural awareness skills in a foreign language teaching. The authors point out that teaching culture in foreign language teaching context should include cultural knowledge, cultural values, cultural skills and behavior. The author also emphasize that attitudes to teaching culture in the process of foreign language teaching involve, on the one side, considering teaching culture as teaching the fifth language skill along with speaking, listening, reading and writing, implying teaching cultural sensitivity and cultural awareness or the behavior in certain cultural situations, and on the other side, regarding language as social practice being defined by culture in which culture becomes the core of language teaching with cultural awareness viewed as enabling language proficiency. Cultural awareness is the foundation of communication; it helps to understand cultural values, beliefs, and perceptions of the other culture. Training of both bilingual and bicultural students at higher educational institutions is of primary significance. Intercultural awareness presumes a number of skills, improving students’ native culture and other cultures’ awareness and understanding. The authors come to the conclusion that intercultural awareness skills imply overcoming misinterpretations and accepting differences.
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Mara, Daniel. "SOCIAL AND CULTURAL INTEGRATION OF IMMIGRANTS-EXPERIENCES IN ROMANIA." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1440.

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Pratt, Deirdre Denise. "Modelling social algorithms as design templates for educational software." In Conference on Computer Science and Systems. IADIS Press, 2006. http://dx.doi.org/10.51415/10321/248.

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Education involves a process of initiating learners into complex socio-cultural processes which may vary from culture to culture and even between institutions within the same culture, making it difficult to design versatile courseware which has some relevance for the social process to be mastered by learners. Moreover, social elements often operate intra- as well as extra-systemically in social processes, which makes it difficult for the courseware designer to differentiate between the commonalities and variables in learning processes. Yet in spite of the complexity of human social behaviour, psychologists have identified social algorithms which apply to various key domains, and which prepare young people for effective social functioning in a variety of life situations. It is the contention of this paper, based on doctoral research on modelling composition, that it is possible to identify social algorithms which underpin human learning, and which might form the basis for effective courseware, given that such programs would require customisable options so as to cater for the extra-systemic elements applying in various socio-cultural contexts. One of the means whereby social algorithms can be identified is provided by Franck’s modelling process, which uses the principle of reverse engineering. The modelling process is described in some detail, as is the central concept of the social mechanism (i.e. algorithm) with specific reference to the development of educational software in the form of a process-based writing tutor program.
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M. Ali, Irena, Katerina Agostino, Leoni Warne, and Celina Pascoe. "Working and learning together: social learning in the Australian Defence Organisation." In 2001 Informing Science Conference. Informing Science Institute, 2001. http://dx.doi.org/10.28945/2397.

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This paper reports on the methodologies used and the findings of the research done by the Enterprise Social Learning Architecture (ESLA) Task into learning processes occurring in two diverse environments within the Australian Defence Organisation, tactical and strategic. The research focused on identifying factors that enable and facilitate social learning and these factors are discussed in view of the preliminary architecture proposed by the research team and in view of the socio-technical environment within which people work and learn. The paper concludes by suggesting that the development of information systems requires a multidisciplinary approach and needs an understanding of the cultural issues prevalent in work environments.
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Acerbi, A., and S. Nolfi. "Social learning and cultural evolution in embodied and situated agents." In 2007 IEEE Symposium on Artificial Life. IEEE, 2007. http://dx.doi.org/10.1109/alife.2007.367814.

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"The Impact of Cultural Familiarity on Students’ Social Media Usage in Higher Education." In 18th European Conference on e-Learning. ACPI, 2019. http://dx.doi.org/10.34190/eel.19.080.

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Abdullah, Zaleha, and Mohd Nihra Haruzuan Mohamad Said. "Nurturing Social-Cultural Process of Creativity in the Higher Education within Social Network Sites (SNS)." In 2015 International Conference on Learning and Teaching in Computing and Engineering (LaTiCE). IEEE, 2015. http://dx.doi.org/10.1109/latice.2015.48.

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Reports on the topic "Social and cultural learning"

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Yorke, Louise, Darge Wole, and Pauline Rose. An Emerging Strategy for the Development of Culturally Relevant Scales to Capture Aspects of Students’ Socio-Emotional Learning and Social Support for Learning. Research on Improving Systems of Education (RISE), September 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/031.

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Existing research on students’ socio-emotional learning and social support for learning in the Global South is limited and most scales that have been developed to measure these aspects of students’ learning and development originate in the Global North. We outline our emerging strategy for capturing student socio-emotional learning and social support for learning in the context of Ethiopia, which may have relevance for other researchers seeking to explore this area of study in Ethiopia or in other related contexts. We propose that considering aspects of students’ socio-emotional learning and social support for learning—in addition to foundational skills of numeracy and literacy—can help to move towards a more expansive and holistic understanding of learning.
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Bayley, Stephen, Darge Wole, Louise Yorke, Paul Ramchandani, and Pauline Rose. Researching Socio-Emotional Learning, Mental Health and Wellbeing: Methodological Issues in Low-Income Contexts. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/068.

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This paper explores methodological issues relating to research on children’s socio-emotional learning (SEL), mental health and wellbeing in low- and lower-middle-income countries. In particular, it examines the key considerations and challenges that researchers may face and provides practical guidance for generating reliable and valid data on SEL, mental health and wellbeing in diverse settings and different cultural contexts. In so doing, the paper draws on the experience of recent research undertaken in Ethiopia to illustrate some of the issues and how they were addressed. The present study extends earlier 2018-2019 RISE Ethiopia research, expanding its scope to consider further aspects of SEL, mental health and wellbeing in the particular context of COVID-19. In particular, the research highlights that the pandemic has brought to the fore the importance of assessing learning, and learning loss, beyond academic learning alone.
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DeJaeghere, Joan, Vu Dao, Bich-Hang Duong, and Phuong Luong. Inequalities in Learning in Vietnam: Teachers’ Beliefs About and Classroom Practices for Ethnic Minorities. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/061.

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Global and national education agendas are concerned with improving quality and equality of learning outcomes. This paper provides an analysis of the case of Vietnam, which is regarded as having high learning outcomes and less inequality in learning. But national data and international test outcomes may mask the hidden inequalities that exist between minoritized groups and majority (Kinh) students. Drawing on data from qualitative videos and interviews of secondary teachers across 10 provinces, we examine the role of teachers’ beliefs, curricular design and actions in the classroom (Gale et al., 2017). We show that teachers hold different beliefs and engage in curricular design – or the use of hegemonic curriculum and instructional practices that produce different learning outcomes for minoritized students compared to Kinh students. It suggests that policies need to focus on the social-cultural aspects of teaching in addition to the material and technical aspects.
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London, Jonathan. Outlier Vietnam and the Problem of Embeddedness: Contributions to the Political Economy of Learning. Research on Improving Systems of Education (RISE), February 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/062.

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Recent literature on the political economy of education highlights the role of political settlements, political commitments, and features of public governance in shaping education systems’ development and performance around learning. Vietnam’s experiences provide fertile ground for the critique and further development of this literature including, especially, its efforts to understand how features of accountability relations shape education systems’ performance across time and place. Globally, Vietnam is a contemporary outlier in education, having achieved rapid gains in enrolment and strong learning outcomes at relatively low levels of income. This paper proposes that beyond such felicitous conditions as economic growth and social historical and cultural elements that valorize education, Vietnam’s distinctive combination of Leninist political commitments to education and high levels of societal engagement in the education system often works to enhance accountability within the system in ways that contribute to the system’s coherence around learning; reflecting the sense and reality that Vietnam is a country in which education is a first national priority. Importantly, these alleged elements exist alongside other features that significantly undermine the system’s coherence and performance around learning. These include, among others, the system’s incoherent patterns of decentralization, the commercialization and commodification of schooling and learning, and corresponding patterns of systemic inequality. Taken together, these features of education in Vietnam underscore how the coherence of accountability relations that shape learning outcomes are contingent on the manner in which national and local systems are embedded within their broader social environments while also raising intriguing ideas for efforts to understand the conditions under which education systems’ performance with respect to learning can be promoted, supported, and sustained.
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Marchais, Gauthier, Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.017.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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Marchais, Gauthier, Sweta Gupta, Cyril Owen Brandt, Patricia Justino, Marinella Leone, Eustache Kuliumbwa, Olga Kithumbu, Issa Kiemtoré, Polepole Bazuzi Christian, and Margherita Bove. Marginalisation from Education in Conflict-Affected Contexts: Learning from Tanganyika and Ituri in the DR Congo. Institute of Development Studies (IDS), January 2021. http://dx.doi.org/10.19088/ids.2021.048.

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This Working Paper analyses how violent conflict can enhance or reduce pre-existing forms of marginalisation and second, how new forms of marginalisation emerge as a result of violent conflict. To do so, we focus on the province of Tanganyika in the DRC, where the so-called ‘Twa-Bantu’ violent conflict has been disrupting the education sector since 2012, and secondarily on the province of Ituri, which has been affected by repeated armed conflicts since the 1990s. We use a mixed methods approach, combining quantitative data collection methods and several months of qualitative fieldwork. The study shows that the political marginalisation of ethno-territorial groups is key in understanding marginalisation from education in contexts of protracted conflict. Our results show that the Twa minority of Tanganyika has not only been more exposed to violence during the Twa-Bantu conflict, but also that exposure to violence has more severe effects on the Twa in terms of educational outcomes. We analyse key mechanisms, in particular spatial segregation, and the social segregation of schools along ethnic/identity lines. We also analyse the interaction between ethno-cultural marginalisation and economic, social and gender-related marginalisation.
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Pritchett, Lant, and Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.
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BenYishay, Ariel, and A. Mushfiq Mobarak. Social Learning and Communication. Cambridge, MA: National Bureau of Economic Research, May 2014. http://dx.doi.org/10.3386/w20139.

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Glaeser, Edward, and Cass Sunstein. Extremism and Social Learning. Cambridge, MA: National Bureau of Economic Research, December 2007. http://dx.doi.org/10.3386/w13687.

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Patching-Bunch, Jessica. Learning Cultural Competency through International Immersion Travel. Portland State University Library, January 2016. http://dx.doi.org/10.15760/honors.274.

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