•Explicit and implicit metacognition were unrelated to selective social learning.•Belief understanding is linked to selective social learning performance.•Uncertainty gestures do not appear to ...reflect implicit metacognition.
Young children are often dependent on learning from others and to this effect develop heuristics to help distinguish reliable sources from unreliable sources. Where younger children rely heavily on social cues such as familiarity with a source to make this distinction, older children tend to rely more on an informant’s competence. Little is known about the cognitive mechanisms that help children to select the best informant; however, some evidence points toward mechanisms such as metacognition (thinking about thinking) and theory of mind (thinking about other’s thoughts) being involved. The goals of the current study were to (a) explore how the monitoring and control components of metacognition may predict selective social learning in preschoolers and (b) attempt to replicate a reported link between selective social learning and theory of mind. In Experiment 1, no relationship was observed across the measures. In Experiment 2, only selective social learning and belief reasoning were found to be related as well as when both experiments’ samples were combined. No links between selective social learning and metacognition were observed in the two experiments. These results suggest that theory of mind is a stronger correlate of selective learning than metacognition in young children. The implications regarding the kind of tasks used to measure metacognition are discussed.
Online environments, such as metaverses, provide distinct social environments for people to engage in complex, cognitive, and multidirectional learning and meaning-making experiences. These engaging ...and influential environments highlight important factors associated with the Social Learning Theory (a process through which external settings influence behavior in specific environments). According to this theory, environments provide a space for youth to engage in reciprocal interactions of interpersonal, behavioral, and environmental cues. Online environments designed by social media companies have been scrutinized, given their dependence on algorithms (artificial intelligence systems). Research has revealed the effects of systems that use machine learning to subversively maintain engagement on their platforms for as long as possible. Given the constant changes in socializing environments, younger generational cohorts need to be adequately prepared for systems that determine what type of content they are exposed to, and shape the timing, frequency, and agentic influencers they engage with. Therefore, this article proposes a necessity to expand our understanding about social learning and current technology design principles. This article demonstrates the need for a paradigm shift toward exploring an innovative construct referred to as the digital learning environment. We examine existing issues in the design of digital spaces, provide a positive developmental psychology framework that informs further research, and propose solutions for researchers, educators, policymakers, and caregivers as they navigate healthy technology use and predominant mental health issues in the 21st century.
Drawing on social learning theory, this study investigates the relationship between (hedonic & utilitarian motivations) and online purchase intention (OPI) under Chinese social commerce environment. ...Additionally, two moderators (eWOM & social values) and one mediator (customer engagement) were used in the relationship between (hedonic & utilitarian motivations) and OPI. A conceptual model including ten hypotheses was developed and tested based on 585 valid questionnaires. The result indicates that utilitarian and hedonic motivations positively affects OPI. In addition, the eWOM and social value significantly and positively moderates the relationship between (hedonic & utilitarian motivations) and OPI. Finally, two motivations (hedonic and utilitarian) and OPI significantly mediated by customer engagement. Implications for managers are discussed in the manuscript – how e-venders manage the online websites activates to improve the consumer purchase intention.
Social learning—the ability to learn from observing the decisions of other people and the outcomes of those decisions—is fundamental to human evolutionary and cultural success. The Internet now ...provides social evidence on an unprecedented scale. However, properly utilizing this evidence requires a capacity for statistical inference. We examined how people's interpretation of online review scores is influenced by the numbers of reviews—a potential indicator both of an item's popularity and of the precision of the average review score. Our task was designed to pit statistical information against social information. We modeled the behavior of an "intuitive statistician" using empirical prior information from millions of reviews posted on Amazon. com and then compared the model's predictions with the behavior of experimental participants. Under certain conditions, people preferred a product with more reviews to one with fewer reviews even though the statistical model indicated that the latter was likely to be of higher quality than the former. Overall, participants' judgments suggested that they failed to make meaningful statistical inferences.
Social Networks and Cognition Smith, Edward Bishop; Brands, Raina A; Brashears, Matthew E ...
Annual review of sociology,
07/2020, Letnik:
46, Številka:
1
Journal Article
Recenzirano
Odprti dostop
Social network analysis, now often thought of simply as network science, has penetrated nearly every scientific and many scholarly fields and has become an indispensable resource. Yet, social ...networks are special by virtue of being specifically social, and our growing understanding of the brain is affecting our understanding of how social networks form, mature, and are exploited by their members. We discuss the expanding research on how the brain manages social information, how this information is heuristically processed, and how network cognitions are affected by situation and circumstance. In the process, we argue that the cognitive turn in social networks exemplifies the modern conception of the brain as fundamentally reprogrammable by experience and circumstance. Far from social networks being dependent upon the brain, we anticipate a modern view in which cognition and social networks coconstitute each other.
We predicted that the effects of abusive supervision are likely to be moderated by subordinate power distance orientation and that the nature of the moderating effect will depend on the outcome. ...Drawing upon work suggesting that high power distance orientation subordinates are more tolerant of supervisory mistreatment, we posited that high power distance orientation subordinates would be less likely to view abusive supervision as interpersonally unfair. Drawing upon social learning theory suggestions that high power distance orientation subordinates are more likely to view supervisors as role models, we posited that high power distance orientation subordinates would be more likely to pattern their own interpersonally deviant behavior after that of abusive supervisors. Across 3 samples we found support for our predicted interactions, culminating in a mediated moderation model demonstrating that social learning mediates the interaction of abusive supervision and power distance on subordinate interpersonal deviance, while ruling out alternate self-regulation impairment or displaced aggression explanations. Implications for the abusive supervision literature are discussed.
This review delves into the phenomenon of positive emotional contagion (PEC) in rodents, an area that remains relatively understudied compared to the well-explored realm of negative emotions such as ...fear or pain. Rodents exhibit clear preferences for individuals expressing positive emotions over neutral counterparts, underscoring the importance of detecting and responding to positive emotional signals from others. We thoroughly examine the adaptive function of PEC, highlighting its pivotal role in social learning and environmental adaptation. The developmental aspect of the ability to interpret positive emotions is explored, intricately linked to maternal care and social interactions, with oxytocin playing a central role in these processes. We discuss the potential involvement of the reward system and draw attention to persisting gaps in our understanding of the neural mechanisms governing PEC. Presenting a comprehensive overview of the existing literature, we focus on food-related protocols such as the Social Transmission of Food Preferences paradigm and tickling behaviour. Our review emphasizes the pressing need for further research to address lingering questions and advance our comprehension of positive emotional contagion.
This study aims to explore how and when responsible leadership flows down the organizational hierarchy to reduce unethical pro-organizational behavior (UPB). Drawing on social learning theory, we ...hypothesize that high-level leader responsible leadership restrains UPB through low-level leader responsible leadership and that leader-follower value congruence moderates the trickle-down effect of responsible leadership on UPB. Based on the multiphase and multilevel data from 120 sales team supervisors and 426 insurance salespeople in China, we found that low-level leader responsible leadership mediated the impact of high-level leader responsible leadership on UPB. Moreover, high- and low-level leader value congruence significantly moderated the relationship between high- and low-level leader responsible leadership as well as the indirect effect of low-level leader responsible leadership. Similarly, low-level leader-employee value congruence moderated the relationship between low-level leader responsible leadership and UPB as well as the indirect effect of low-level leader responsible leadership. Theoretical and practical implications are discussed.
Do preschoolers trust a competent robot pointer? Baumann, Anna-Elisabeth; Goldman, Elizabeth J.; Cobos, Maria-Gracia M. ...
Journal of experimental child psychology,
February 2024, 2024-02-00, 20240201, Letnik:
238
Journal Article
Recenzirano
How young children learn from different informants has been widely studied. However, most studies investigate how children learn verbally conveyed information. Furthermore, most studies investigate ...how children learn from humans. This study sought to investigate how 3-year-old children learn from, and come to trust, a competent robot versus an incompetent human when competency is established using a pointing paradigm. During an induction phase, a robot informant pointed at a toy inside a transparent box, whereas a human pointed at an empty box. During the test phase, both agents pointed at opaque boxes. We found that young children asked the robot for help to locate a hidden toy more than the human (ask questions) and correctly identified the robot to be accurate (judgment questions). However, children equally endorsed the locations pointed at by both the robot and the human (endorse questions). This suggests that 3-year-olds are sensitive to the epistemic characteristics of the informant even when its displayed social properties are minimal.
