Establishing predictors of learning strategies; an investigation of the development of, and evolutionary foundations of, intrinsic and extrinsic factors influencing when we learn from others and from whom we learn

Innovation and social learning are the dual pillars of cultural evolution, yet we know little about individual differences in propensity to use these learning strategies. This thesis investigated whether intrinsic and extrinsic individual differences predict the use of social or asocial information when faced with novel problems, from a developmental (children) and comparative (chimpanzees) perspective. Using an experimental approach, both species were presented with novel, multi-action puzzle-boxes, and measures of personality (children and chimpanzees) and social network positions (children) were collated and correlated with learning strategy use. Overall, children showed a comparatively greater reliance on social information than chimpanzees; while the majority of seven- to 11-year old children explicitly elected for social information when it was offered, most chimpanzees interacted with a puzzle-box where asocial learning was required before one offering social demonstrations, and chimpanzees’ puzzle-box behaviour was not influenced by three different forms of social information (video demonstrations of ‘conspecific hands’, human demonstrations and observations of conspecifics during task interaction). Personality (agreeableness, openness to experience and conscientiousness) was an important predictor of children’s learning strategies, both in terms of children’s overt choice for and fidelity to witnessed behaviours. By contrast, while there was tentative evidence that ratings of dominance predicted the propensity to observe video demonstrations, personality otherwise was not correlated with chimpanzees’ learning strategy behaviours. Additionally, children identified as having many social connections were more innovative both in terms of asocial exploration and deviation from adult demonstrations. Certain themes also emerged throughout this thesis; children displayed a negative age-related trend in the propensity to use social information. In both children and chimpanzees, females showed a greater propensity to acquire social information, while the use of multiple tasks revealed novel insights into consistencies in cross-task performance in terms of both children’s innovative behaviours and chimpanzees’ use of different types of social information. Specifically, children who overtly elected to solve a novel puzzle-box asocially were more likely to manufacture a tool on an innovation challenge and scored higher on a measure of creativity, compared to children who elected for social demonstrations. In chimpanzees, observations of video demonstrations were correlated with observations of human demonstrations, as was the propensity to observe conspecifics during task interaction across both experiments. By revealing cross-species similarities and differences concerning how personality and social network positions predict learning strategy use, this thesis sheds new light on how cultures emerge and establish, and the evolutionary trajectory of human culture. The methodological and cultural implications, as well as potential future directions, are discussed

A Comparative Approach to the Study of Cumulative Cultural Evolution: Where Are We Now, and Where Do We Go?

Evidence for cumulative cultural evolution (CCE) in nonhumans remains rare. Here, we suggest that this results partly from methodological challenges involved in comparative CCE. We discuss two core challenges researchers in the field face: our samples and our protocols. In particular, we encourage more studies that examine diverse species, adopt naturalistic and fair measures, and consider the life stages of participants. Research of this kind is required to fully understand the uniqueness of human CCE

We are all capable of cumulative cultural evolution, but we do not need to use it all the time

Commentary of Vaesen, K., &amp; Houkes, W. (2021) 'Is human culture cumulative?'  Forum on theory in antropology,Current Anthropology, 62(2).Vaesen and Houkes provide a new perspective on claims that cumulative culture (CCE) is a defining characteristic of humans. They argue that, contrary to the broadly accepted notion that humans exhibit CCE, a granular view of typical methodological approaches to study CCE has limitations, thus prohibiting a sound test of this claim. Here, we, as developmental and comparative experimental psychologists, reflect on some points they raise.</i

Chimpanzee communities differ in their inter- and intrasexual social relationships

Male and female human social bonding strategies are culturally shaped, in addition to being genetically rooted. Investigating nonhuman primate bonding strategies across sex groups allows researchers to assess whether, as with humans, they are shaped by the social environment or whether they are genetically predisposed. Studies of wild chimpanzees show that in some communities males have strong bonds with other males, whereas in others, females form particularly strong intrasex bonds, potentially indicative of cultural differences across populations. However, excluding genetic or ecological explanations when comparing different wild populations is difficult. Here, we applied social network analysis to examine male and female social bonds in two neighbouring semiwild chimpanzee groups of comparable ecological conditions and subspecies compositions, but that differ in demographic makeup. Results showed differences in bonding strategies across the two groups. While female–female party co-residence patterns were significantly stronger in Group 1 (which had an even distribution of males and females) than in Group 2 (which had a higher proportion of females than males), there were no such differences for male–male or male–female associations. Conversely, female–female grooming bonds were stronger in Group 2 than in Group 1. We also found that, in line with captive studies but contrasting research with wild chimpanzees, maternal kinship strongly predicted proximity and grooming patterns across the groups. Our findings suggest that, as with humans, male and female chimpanzee social bonds are influenced by the specific social group they live in, rather than predisposed sex-based bonding strategies

Cognitive flexibility supports the development of cumulative cultural learning in children

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Testing differential use of payoff-biased social learning strategies in children and chimpanzees

Various non-human animal species have been shown to exhibit behavioural traditions. Importantly, this research has been guided by what we know of human culture, and the question of whether animal cultures may be homologous or analogous to our own culture. In this paper, we assess whether models of human cultural transmission are relevant to understanding biological fundamentals by investigating whether accounts of human payoff-biased social learning are relevant to chimpanzees (Pan troglodytes). We submitted 4- and 5-year-old children (N = 90) and captive chimpanzees (N = 69) to a token–reward exchange task. The results revealed different forms of payoff-biased learning across species and contexts. Specifically, following personal and social exposure to different tokens, children's exchange behaviour was consistent with proportional imitation, where choice is affected by both prior personally acquired and socially demonstrated token–reward information. However, when the socially derived information regarding token value was novel, children's behaviour was consistent with proportional observation; paying attention to socially derived information and ignoring their prior personal experience. By contrast, chimpanzees' token choice was governed by their own prior experience only, with no effect of social demonstration on token choice, conforming to proportional reservation. We also find evidence for individual- and group-level differences in behaviour in both species. Despite the difference in payoff strategies used, both chimpanzees and children adopted beneficial traits when available. However, the strategies of the children are expected to be the most beneficial in promoting flexible behaviour by enabling existing behaviours to be updated or replaced with new and often superior ones

Peer learning and cultural evolution

In this article, we integrate cultural evolutionary theory with empirical research from developmental psychology, cultural anthropology, and primatology to explore the role of peer learning in the development of complex instrumental skills and behavioral norms. We show that instrumental imitation, contingent teaching, generative collaboration, and selective copying contribute to domain-specific transmission of knowledge between peers. Stages of development and characteristics inherent to the learner and model influence how and when children learn from each other. Peer learning is persistent across societies despite cultural beliefs that favor adult–child transmission in some settings. Comparative research hints at the possibility that children's greater motivation to interact with and learn from each other may set humans apart from other primates. We conclude by outlining avenues for future research, including how individual characteristics and developmental changes in social networks, motivation, and cognition may contribute to cultural evolution.</p

Dihexyl-Substituted Poly(3,4-Propylenedioxythiophene) as a Dual Ionic and Electronic Conductive Cathode Binder for Lithium-Ion Batteries

The polymer binders used in most lithium-ion batteries (LIBs) serve only a structural role, but there are exciting opportunities to increase performance by using polymers with combined electronic and ionic conductivity. To this end, here we examine dihexyl-substituted poly(3,4-propylenedioxythiophene) (PProDOT-Hx₂) as an electrochemically stable π-conjugated polymer that becomes electrically conductive (up to 0.1 S cm⁻¹) upon electrochemical doping in the potential range of 3.2 to 4.5 V (vs Li/Li⁺). Because this family of polymers is easy to functionalize, can be effectively fabricated into electrodes, and shows mixed electronic and ionic conductivity, PProDOT-Hx₂ shows promise for replacing the insulating polyvinylidene fluoride (PVDF) commonly used in commercial LIBs. A combined experimental and theoretical study is presented here to establish the fundamental mixed ionic and electronic conductivity of PProDOT-Hx₂. Electrochemical kinetics and electron spin resonance are first used to verify that the polymer can be readily electrochemically doped and is chemically stable in a potential range of interest for most cathode materials. A novel impedance method is then used to directly follow the evolution of both the electronic and ionic conductivity as a function of potential. Both values increase with electrochemical doping and stay high across the potential range of interest. A combination of optical ellipsometry and grazing incidence wide angle X-ray scattering is used to characterize both solvent swelling and structural changes that occur during electrochemical doping. These experimental results are used to calibrate molecular dynamics simulations, which show improved ionic conductivity upon solvent swelling. Simulations further attribute the improved ionic conductivity of PProDOT-Hx₂ to its open morphology and the increased solvation is possible because of the oxygen-containing propylenedioxythiophene backbone. Finally, the performance of PProDOT-Hx₂ as a conductive binder for the well-known cathode LiNi_(0.8)Co_(0.15)Al_(0.05)O₂ relative to PVDF is presented. PProDOT-Hx₂-based cells display a fivefold increase in capacity at high rates of discharge compared to PVDF-based electrodes at high rates and also show improved long-term cycling stability. The increased rate capability and cycling stability demonstrate the benefits of using binders such as PProDOT-Hx₂, which show good electronic and ionic conductivity, combined with electrochemical stability over the potential range for standard cathode operation

Peptidases compartmentalized to the Ascaris suum intestinal lumen and apical intestinal membrane

The nematode intestine is a tissue of interest for developing new methods of therapy and control of parasitic nematodes. However, biological details of intestinal cell functions remain obscure, as do the proteins and molecular functions located on the apical intestinal membrane (AIM), and within the intestinal lumen (IL) of nematodes. Accordingly, methods were developed to gain a comprehensive identification of peptidases that function in the intestinal tract of adult female Ascaris suum. Peptidase activity was detected in multiple fractions of the A. suum intestine under pH conditions ranging from 5.0 to 8.0. Peptidase class inhibitors were used to characterize these activities. The fractions included whole lysates, membrane enriched fractions, and physiological- and 4 molar urea-perfusates of the intestinal lumen. Concanavalin A (ConA) was confirmed to bind to the AIM, and intestinal proteins affinity isolated on ConA-beads were compared to proteins from membrane and perfusate fractions by mass spectrometry. Twenty-nine predicted peptidases were identified including aspartic, cysteine, and serine peptidases, and an unexpectedly high number (16) of metallopeptidases. Many of these proteins co-localized to multiple fractions, providing independent support for localization to specific intestinal compartments, including the IL and AIM. This unique perfusion model produced the most comprehensive view of likely digestive peptidases that function in these intestinal compartments of A. suum, or any nematode. This model offers a means to directly determine functions of these proteins in the A. suum intestine and, more generally, deduce the wide array functions that exist in these cellular compartments of the nematode intestine