Exploring the Potential of Developmental Work Research and Change Laboratory to Support Sustainability Transformations:A Case Study of Organic Agriculture in Zimbabwe

This paper explores the emergence of transgressive learning in CHAT-informed development work research in a networked organic agriculture case study in Zimbabwe, based on intervention research involving district organic associations tackling interconnected issues of climate change, water, food security and solidarity. The study established that We change laboratories can be used to support transgressive learning through: confronting unproductive local norms; collective reframing of problematic issues; stimulating expansive learning and sustainability transformations in minds, relationships and landscapes across time. The study also confirms the need for fourth generation CHAT to address the complex social-ecological problems of today

Development of social learning and play in BaYaka hunter-gatherers of Congo.

High-fidelity transmission of information through imitation and teaching has been proposed as necessary for cumulative cultural evolution. Yet, it is unclear when and for which knowledge domains children employ different social learning processes. This paper explores the development of social learning processes and play in BaYaka hunter-gatherer children by analysing video recordings and time budgets of children from early infancy to adolescence. From infancy to early childhood, hunter-gatherer children learn mainly by imitating and observing others' activities. From early childhood, learning occurs mainly in playgroups and through practice. Throughout childhood boys engage in play more often than girls whereas girls start foraging wild plants from early childhood and spend more time in domestic activities and childcare. Sex differences in play reflect the emergence of sexual division of labour and the play-work transition occurring earlier for girls. Consistent with theoretical models, teaching occurs for skills/knowledge that cannot be transmitted with high fidelity through other social learning processes such as the acquisition of abstract information e.g. social norms. Whereas, observational and imitative learning occur for the transmission of visually transparent skills such as tool use, foraging, and cooking. These results suggest that coevolutionary relationships between human sociality, language and teaching have likely been fundamental in the emergence of human cumulative culture

Local and Global Interactions in an Evolutionary Resource Game

Conditions for the emergence of cooperation in a spatial common-pool resource game are studied. This combines in a unique way local and global interactions. A fixed number of harvesters are located on a spatial grid. Harvesters choose among three strategies: defection, cooperation, and enforcement. Individual payoffs are affected by both global factors, namely, aggregate harvest and resource stock level, and local factors, such as the imposition of sanctions on neighbors by enforcers. The evolution of strategies in the population is driven by social learning through imitation. Numerous types of equilibria exist in these settings. An important new finding is that clusters of cooperators and enforcers can survive among large groups of defectors. We discuss how the results contrast with the non-spatial, but otherwise similar, game of Sethi and Somanathan (1996).Common property, Cooperation, Evolutionary game theory, Global interactions, Local interactions, Social norms

Reorientating social learning: an ethnographic exploration of metacognition and critical discourse in farmer discussion groups

This PhD project explored whether, how and why social learning was promoted through the peer-to-peer interactions of seven farmer discussion groups (FDGs) throughout South West England. Social learning theory provided the conceptual frame for the study, building on Bandura’s original theory focused on cognitive development and self-regulation through interaction with one’s environment (in the form of behaviour modelling by role models) to incorporate metacognitive outcomes through self-reflexivity. The role of the facilitator was also explored within the context of the groups. Conducted using an ethnographic methodology, participant observation was carried out at each group’s monthly or quarterly meetings as well as semi-structured interviews with the five facilitators / coordinators and nineteen farmer participants (as well as familial partners in the business where possible). All FDGs were found to exhibit behaviour modelling in the course of their interactions and participant engagement in observational learning. This related to the element of role modelling, which was important throughout the groups as well in terms of who was modelling the behaviours and the impact that had on the observers’ attention, motivation and self-efficacy to learn (cognitively process, retain and potentially produce the behaviour) from her or him. The extent to which the various groups’ interactions promoted self-reflexivity by the participants differed, however, due to their varying engagement in critical discourse. That element was found to be highly influential in promoting metacognition, but its emergence was dependent on the different groups’ ecologies for collaborative learning supporting those norms for interaction, highlighting nuances in trust amongst groups with strong bonding social capital. The facilitators of those learning processes were found to play a vital role in supporting the groups’ ecologies to incorporate critical discourse, social learning and metacognition. The findings therefore suggest that certain elements should be present if collaborative learning processes intend to promote social learning

The Emergence of Norms via Contextual Agreements in Open Societies

This paper explores the emergence of norms in agents' societies when agents play multiple -even incompatible- roles in their social contexts simultaneously, and have limited interaction ranges. Specifically, this article proposes two reinforcement learning methods for agents to compute agreements on strategies for using common resources to perform joint tasks. The computation of norms by considering agents' playing multiple roles in their social contexts has not been studied before. To make the problem even more realistic for open societies, we do not assume that agents share knowledge on their common resources. So, they have to compute semantic agreements towards performing their joint actions. %The paper reports on an empirical study of whether and how efficiently societies of agents converge to norms, exploring the proposed social learning processes w.r.t. different society sizes, and the ways agents are connected. The results reported are very encouraging, regarding the speed of the learning process as well as the convergence rate, even in quite complex settings

Development of social learning and play in BaYaka hunter-gatherers of Congo

High-fidelity transmission of information through imitation and teaching has been proposed as necessary for cumulative cultural evolution. Yet, it is unclear when and for which knowledge domains children employ different social learning processes. This paper explores the development of social learning processes and play in BaYaka hunter-gatherer children by analysing video recordings and time budgets of children from early infancy to adolescence. From infancy to early childhood, hunter-gatherer children learn mainly by imitating and observing others' activities. From early childhood, learning occurs mainly in playgroups and through practice. Throughout childhood boys engage in play more often than girls whereas girls start foraging wild plants from early childhood and spend more time in domestic activities and childcare. Sex differences in play reflect the emergence of sexual division of labour and the play-work transition occurring earlier for girls. Consistent with theoretical models, teaching occurs for skills/knowledge that cannot be transmitted with high fidelity through other social learning processes such as the acquisition of abstract information e.g. social norms. Whereas, observational and imitative learning occur for the transmission of visually transparent skills such as tool use, foraging, and cooking. These results suggest that coevolutionary relationships between human sociality, language and teaching have likely been fundamental in the emergence of human cumulative culture

The Current State of Normative Agent-Based Systems

Recent years have seen an increase in the application of ideas from the social sciences to computational systems. Nowhere has this been more pronounced than in the domain of multiagent systems. Because multiagent systems are composed of multiple individual agents interacting with each other many parallels can be drawn to human and animal societies. One of the main challenges currently faced in multiagent systems research is that of social control. In particular, how can open multiagent systems be configured and organized given their constantly changing structure? One leading solution is to employ the use of social norms. In human societies, social norms are essential to regulation, coordination, and cooperation. The current trend of thinking is that these same principles can be applied to agent societies, of which multiagent systems are one type. In this article, we provide an introduction to and present a holistic viewpoint of the state of normative computing (computational solutions that employ ideas based on social norms.) To accomplish this, we (1) introduce social norms and their application to agent-based systems; (2) identify and describe a normative process abstracted from the existing research; and (3) discuss future directions for research in normative multiagent computing. The intent of this paper is to introduce new researchers to the ideas that underlie normative computing and survey the existing state of the art, as well as provide direction for future research.Norms, Normative Agents, Agents, Agent-Based System, Agent-Based Simulation, Agent-Based Modeling