Critical social learning: A solution to Rogers's paradox of nonadaptive culture
Critical social learning: A solution to Rogers's paradox of nonadaptive culture
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DOI：
10.1525/aa.2007.109.4.727
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发表时间：
2007-12-01
影响因子：
3.5
通讯作者：
Ghirlanda, Stefano
中科院分区：
文献类型：
--
作者：
Enquist, Magnus;Eriksson, Kimmo;Ghirlanda, Stefano
艾伦·罗杰斯(1988)提出了一个社会学习演化的博弈论模型，得出了一个自相矛盾的结论，即社会学习并不能增加一个群体的适合度。我们对这个模型进行了扩展，允许个人和社会学习中的不完美，并纳入了一种“批判性社会学习”策略，该策略试图首先通过社会学习来解决适应性问题，然后在社会习得行为被证明不令人满意的情况下通过个人学习来解决。事实证明，这种策略总是优于纯粹的社会学习，而且通常比纯粹的个人学习具有更高的适合度，为罗杰斯的非重复文化悖论提供了一种解决方案。批判性社会学习是一种进化稳定的策略(ESS)，除非文化传播高度不忠诚，环境高度可变，或者社会学习比个人学习成本高得多。我们将该模型与关于社会学习和灵长类文化中空间差异的经验数据进行了比较，并列出了适应文化的三个要求。
Alan Rogers (1988) presented a game theory model of the evolution of social learning, yielding the paradoxical conclusion that social learning does not increase the fitness of a population. We expand on this model, allowing for imperfections in individual and social learning as well as incorporating a "critical social learning" strategy that tries to solve an adaptive problem first by social learning, and then by individual learning if socially acquired behavior proves unsatisfactory. This strategy always proves superior to pure social learning and typically has higher fitness than pure individual learning, providing a solution to Rogers's paradox of nonaclaptive culture. Critical social learning is an evolutionarily stable strategy (ESS) unless cultural transmission is highly unfaithful, the environment is highly variable, or social learning is much more costly than individual learning. We compare the model to empirical data on social learning and on spatial variation in primate cultures and list three requirements for adaptive culture.