Context-dependent model-based biases in cultural transmission: children's imitation is affected by model age over model knowledge state

Many animals, including humans, acquire information through social learning. Although such information can be acquired easily, its potential unreliability means it should not be used indiscriminately. Cultural ‘transmission biases’ may allow individuals to weigh their reliance on social information according to a model's characteristics. In one of the first studies to juxtapose two model-based biases, we investigated whether the age and knowledge state of a model affected the fidelity of children's copying. Eighty-five 5-year-old children watched a video demonstration of either an adult or child, who had professed either knowledge or ignorance regarding a tool-use task, extracting a reward from that task using both causally relevant and irrelevant actions. Relevant actions were imitated faithfully by children regardless of the model's characteristics, but children who observed an adult reproduced more irrelevant actions than those who observed a child. The professed knowledge state of the model showed a weaker effect on imitation of irrelevant actions. Overall, children favored the use of a ‘copy adults’ bias over a ‘copy task-knowledgeable individual’ bias, even though the latter could potentially have provided more reliable information. The use of such social learning strategies has significant implications for understanding the phenomenon of imitation of irrelevant actions (overimitation), instances of maladaptive information cascades, and cumulative culture.     

Cultural Variation in the Use of Overimitation by the Aka and Ngandu of the Congo Basin

Studies in Western cultures have observed that both children and adults tend to overimitate, copying causally irrelevant actions in the presence of clear causal information. Investigation of this feature in non-Western groups has found little difference cross-culturally in the frequency or manner with which individuals overimitate. However, each of the non-Western populations studied thus far has a history of close interaction with Western cultures, such that they are now far removed from life in a hunter-gatherer or other small-scale culture. To investigate overimitation in a context of limited Western cultural influences, we conducted a study with the Aka hunter-gatherers and neighboring Ngandu horticulturalists of the Congo Basin rainforest in the southern Central African Republic. Aka children, Ngandu children, and Aka adults were presented with a reward retrieval task similar to those performed in previous studies, involving a demonstrated sequence of causally relevant and irrelevant actions. Aka children were found not to overimitate as expected, instead displaying one of the lowest rates of overimitation seen under similar conditions. Aka children copied fewer irrelevant actions than Aka adults, used a lower proportion of irrelevant actions than Ngandu children and Aka adults, and had less copying fidelity than Aka adults. Measures from Ngandu children were intermediate between the two Aka groups. Of the participants that succeeded in retrieving the reward, 60% of Aka children used emulation rather than imitation, compared to 15% of Ngandu children, 11% of Aka adults, and 0% of Western children of similar age. From these results, we conclude that cross-cultural variation exists in the use of overimitation during childhood. Further study is needed under a more diverse representation of cultural and socioeconomic groups in order to investigate the cognitive underpinnings of overimitation and its possible influences on social learning and the biological and cultural evolution of our species.     

The influence of goal demotion on children's reproduction of ritual behavior

Rituals are a ubiquitous feature of human behavior, yet we know little about the cognitive mechanisms that enable children to recognize them and respond accordingly. In this study, 3 to 6 year old children living in Bushman communities in South Africa were shown a sequence of causally irrelevant actions that differed in the extent to which goal demotion was a feature. The children consistently replicated the causally irrelevant actions but when such actions were also fully goal demoted they were reproduced at significantly higher rates. These findings highlight how causal opacity and goal demotion work in tandem to demarcate actions as being ritualistic, and specifically, how goal demotion uniquely influences the reproduction of ritualistic actions.     

Why Do Child-Directed Interactions Support Imitative Learning in Young Children?

Child-directed cues support imitation of novel actions at 18 months, but not at two years of age. The current studies explore the mechanisms that underlie the propensity that children have to copy others at 18 months, and how the value of child-directed communication changes over development. We ask if attentional allocation accounts for children''s failure to imitate observed actions at 18 months, and their success at two years of age, and we explore the informational value child-directed contexts may provide across ontogeny. Eighteen-month-old (Study 1) and two-year-old (Study 2) children viewed causally non-obvious actions performed by child-directed (Study 1 & 2), observed (Study 1 & 2), or non-interactive (Study 2) actors, and their visual attention and imitative behaviors were assessed. Results demonstrated that child-directed contexts supported imitative learning for 18-month-old children, independent of their effects on proximal attention. However, by two years of age, neither directness nor communication between social partners was a necessary condition for supporting social imitation. These findings suggest that developmental changes in children''s propensity to extract information from observation cannot be accounted for by changes in children''s interpretation of what counts as child-directed information, and are likely not due to changes in how children allocate attention to observed events.     

Creating Objects and Object Categories for Studying Perception and Perceptual Learning

In order to quantitatively study object perception, be it perception by biological systems or by machines, one needs to create objects and object categories with precisely definable, preferably naturalistic, properties¹. Furthermore, for studies on perceptual learning, it is useful to create novel objects and object categories (or object classes) with such properties².Many innovative and useful methods currently exist for creating novel objects and object categories^3-6 (also see refs. 7,8). However, generally speaking, the existing methods have three broad types of shortcomings.First, shape variations are generally imposed by the experimenter^5,9,10, and may therefore be different from the variability in natural categories, and optimized for a particular recognition algorithm. It would be desirable to have the variations arise independently of the externally imposed constraints.Second, the existing methods have difficulty capturing the shape complexity of natural objects^11-13. If the goal is to study natural object perception, it is desirable for objects and object categories to be naturalistic, so as to avoid possible confounds and special cases.Third, it is generally hard to quantitatively measure the available information in the stimuli created by conventional methods. It would be desirable to create objects and object categories where the available information can be precisely measured and, where necessary, systematically manipulated (or ''tuned''). This allows one to formulate the underlying object recognition tasks in quantitative terms.Here we describe a set of algorithms, or methods, that meet all three of the above criteria. Virtual morphogenesis (VM) creates novel, naturalistic virtual 3-D objects called ''digital embryos'' by simulating the biological process of embryogenesis¹⁴. Virtual phylogenesis (VP) creates novel, naturalistic object categories by simulating the evolutionary process of natural selection^9,12,13. Objects and object categories created by these simulations can be further manipulated by various morphing methods to generate systematic variations of shape characteristics^15,16. The VP and morphing methods can also be applied, in principle, to novel virtual objects other than digital embryos, or to virtual versions of real-world objects^9,13. Virtual objects created in this fashion can be rendered as visual images using a conventional graphical toolkit, with desired manipulations of surface texture, illumination, size, viewpoint and background. The virtual objects can also be ''printed'' as haptic objects using a conventional 3-D prototyper.We also describe some implementations of these computational algorithms to help illustrate the potential utility of the algorithms. It is important to distinguish the algorithms from their implementations. The implementations are demonstrations offered solely as a ''proof of principle'' of the underlying algorithms. It is important to note that, in general, an implementation of a computational algorithm often has limitations that the algorithm itself does not have.Together, these methods represent a set of powerful and flexible tools for studying object recognition and perceptual learning by biological and computational systems alike. With appropriate extensions, these methods may also prove useful in the study of morphogenesis and phylogenesis.     

Maternal predator-exposure has lifelong consequences for offspring learning in threespined sticklebacks

Learning is an important form of phenotypic plasticity that allows organisms to adjust their behaviour to the environment. An individual''s learning performance can be affected by its mother''s environment. For example, mothers exposed to stressors, such as restraint and forced swimming, often produce offspring with impaired learning performance. However, it is unclear whether there are maternal effects on offspring learning when mothers are exposed to ecologically relevant stressors, such as predation risk. Here, we examined whether maternal predator-exposure affects adult offsprings’ learning of a discrimination task in threespined sticklebacks (Gasterosteus aculeatus). Mothers were either repeatedly chased by a model predator (predator-exposed) or not (unexposed) while producing eggs. Performance of adult offspring from predator-exposed and unexposed mothers was assessed in a discrimination task that paired a particular coloured chamber with a food reward. Following training, all offspring learned the colour-association, but offspring of predator-exposed mothers located the food reward more slowly than offspring of unexposed mothers. This pattern was not driven by initial differences in exploratory behaviour. These results demonstrate that an ecologically relevant stressor (predation risk) can induce maternal effects on offspring learning, and perhaps behavioural plasticity more generally, that last into adulthood.     

Causal parenthood and the ethics of gamete donation

According to the causal theory of parenthood, people incur parental obligations by causing children to exist. Proponents of the causal theory often argue that gamete donors have special obligations to their genetic offspring. In response, many defenders of current gamete donation practices would reject the causal theory. In particular, they may invoke the ‘too many parents problem’: many people who causally contribute to the existence of children – for instance, fertility doctors – do not thereby incur parental obligations. This article argues that the conclusions commonly drawn by causal theorists, and by their critics, are premature. Causal theorists have a promising response to the too many parents problem. This response, however, defuses the moral concern that many causal theorists have raised about gamete donation. A similar point, it is argued, applies to Rivka Weinberg's ‘Hazmat Theory’.     

Social Environment Influences Performance in a Cognitive Task in Natural Variants of the Foraging Gene

In Drosophila melanogaster, natural genetic variation in the foraging gene affects the foraging behaviour of larval and adult flies, larval reward learning, adult visual learning, and adult aversive training tasks. Sitters (for ^s) are more sedentary and aggregate within food patches whereas rovers (for^R) have greater movement within and between food patches, suggesting that these natural variants are likely to experience different social environments. We hypothesized that social context would differentially influence rover and sitter behaviour in a cognitive task. We measured adult rover and sitter performance in a classical olfactory training test in groups and alone. All flies were reared in groups, but fly training and testing were done alone and in groups. Sitters trained and tested in a group had significantly higher learning performances compared to sitters trained and tested alone. Rovers performed similarly when trained and tested alone and in a group. In other words, rovers learning ability is independent of group training and testing. This suggests that sitters may be more sensitive to the social context than rovers. These differences in learning performance can be altered by pharmacological manipulations of PKG activity levels, the foraging (for) gene''s gene product. Learning and memory is also affected by the type of social interaction (being in a group of the same strain or in a group of a different strain) in rovers, but not in sitters. These results suggest that for mediates social learning and memory in D. melanogaster.     

Investigating children as cultural magnets: do young children transmit redundant information along diffusion chains?

The primary goal of this study was to investigate cultural transmission in young children, with specific reference to the phenomenon of overimitation. Diffusion chains were used to compare the imitation of 2- and 3-year-olds on a task in which the initial child in each chain performed a series of relevant and irrelevant actions on a puzzle box in order to retrieve a reward. Children in the chains witnessed the actions performed on one of two boxes, one which was transparent and so the lack of causality of the irrelevant actions was obvious, while the other was opaque and so the lack of causal relevance was not obvious. Unlike previous dyadic research in which children overimitate a model, the irrelevant actions were parsed out early in the diffusion chains. Even though children parsed out irrelevant actions, they showed fidelity to the method used to perform a relevant action both within dyads and across groups. This was true of 3-year-olds, and also 2-year-olds, therefore extending findings from previous research.     

胚胎与成人三叉神经节细胞形态对比观察*

摘要目的：探讨胚胎与成人三叉神经节细胞的形态学特征。方法：采用常规HE 染色,运用电子显微超微结构技术及特殊染色,对 比观察二者的形态学特征。结果：胚胎与成人三叉神经节细胞大体分布及形态一致,与胚胎三叉神经节细胞相比,成人最突出的 特点是节细胞大,核仁清晰,居中。电镜下节细胞的细胞器较丰富,发育完善。且成人三叉神经节神细胞明暗区别明显。结论：三 叉神经节细胞结构与功能完善是在成年之后,成人三叉神经节细胞存在明暗两类细胞。     

Developmental forms of human skeletal-muscle AMP deaminase. The kinetic and regulatory properties of the enzyme.

AMP deaminase isoforms from human skeletal muscle can be separated chromatographically [Kaletha, Spychała & Nowak (1987) Experientia 43, 440-443]. In adult tissue nearly all the AMP deaminase activity was eluted from phosphocellulose with 0.75 M-KCl (''adult'' isoform), and the remaining activity could be eluted with 2.0 M-KCl. Conversely, most of the AMP deaminase activity from 11-week-old fetal tissue was eluted from phosphocellulose with 2.0 M-KCl (''fetal'' isoform). In the present paper the kinetic and regulatory properties of AMP deaminase extracted from 11- and 16-week-old fetal skeletal muscle are reported. The two isoforms from 11-week-old human fetus differed distinctly in these properties. The ''fetal'' isoform had about 5-fold higher half-saturation constant (S0.5) value than the ''adult'' form. It was also more sensitive to the influence of some important regulatory ligands (ADP, ATP and Pi), and exhibited a different pH/activity profile. The ''adult'' isoform of AMP deaminase from fetal muscle and the enzyme from mature muscle possessed similar kinetic and regulatory properties. This isoform seems not to be subject to any major modifications during further ontogenesis. This is not true, however, for the ''fetal'' isoform. In the muscle of 16-week-old human fetus, the ''fetal'' isoform showed a peculiar, biphasic, type of substrate-saturation kinetics. This phenomenon may reflect appearance of the next, developmentally programmed, isoform of human skeletal-muscle AMP deaminase.     

Push or Pull: Imitation vs. Emulation in Great Apes and Human Children

All four species of great apes and young human children (12–24 mo of age) were administered an imitation task designed to distinguish between results learning (emulation) and action learning (imitation). Some subjects were exposed to a demonstrator either pushing or pulling a door to open a box, whereas others simply saw the door of the box opening itself in one of the two directions (the ghost control). Most of the apes successfully opened the box in both experimental conditions, as well as in a baseline condition, but without being influenced either by the demonstrator's actions or by the door's motions. In contrast, human children over 12 mo of age were influenced by the demonstration: the 18‐mo‐olds were influenced by the demonstrator's actions, and the 24‐mo‐olds were influenced both by the demonstrator's actions and by the door's motions in the ghost control. These results provide support for the hypothesis that human children have a greater propensity than great apes for focusing either on a demonstrator's action or on the result of their action, as needed, in social learning situations.     

Lysosomal Dysfunction Promotes Cleavage and Neurotoxicity of Tau In Vivo

Expansion of the lysosomal system, including cathepsin D upregulation, is an early and prominent finding in Alzheimer''s disease brain. Cell culture studies, however, have provided differing perspectives on the lysosomal connection to Alzheimer''s disease, including both protective and detrimental influences. We sought to clarify and molecularly define the connection in vivo in a genetically tractable model organism. Cathepsin D is upregulated with age in a Drosophila model of Alzheimer''s disease and related tauopathies. Genetic analysis reveals that cathepsin D plays a neuroprotective role because genetic ablation of cathepsin D markedly potentiates tau-induced neurotoxicity. Further, generation of a C-terminally truncated form of tau found in Alzheimer''s disease patients is significantly increased in the absence of cathepsin D. We show that truncated tau has markedly increased neurotoxicity, while solubility of truncated tau is decreased. Importantly, the toxicity of truncated tau is not affected by removal of cathepsin D, providing genetic evidence that modulation of neurotoxicity by cathepsin D is mediated through C-terminal cleavage of tau. We demonstrate that removing cathepsin D in adult postmitotic neurons leads to aberrant lysosomal expansion and caspase activation in vivo, suggesting a mechanism for C-terminal truncation of tau. We also demonstrate that both cathepsin D knockout mice and cathepsin D–deficient sheep show abnormal C-terminal truncation of tau and accompanying caspase activation. Thus, caspase cleavage of tau may be a molecular mechanism through which lysosomal dysfunction and neurodegeneration are causally linked in Alzheimer''s disease.     

Is the Cultural Transmission of Irrelevant Tool Actions in Adult Humans (Homo Sapiens) Best Explained as the Result of an Evolved Conformist Bias?

Background

Recent studies of social learning have revealed that adult humans are “over-imitators” who frequently reproduce a model''s causally irrelevant tool actions to the detriment of task efficiency. At present our knowledge of adult over-imitation is limited to the fact that adults do over-imitate, we know very little about the causes of this behavior. The current study aimed to provide novel insights into adult over-imitation by extending a paradigm recently used with human children to explore social aspects of over-imitation. In the child study observers saw two models demonstrate a tool-use task using the same inefficient approach, or two models demonstrate different approaches to the task (one inefficient and one efficient). The manipulation of social influence came in the testing phase where the observer completed the task in the presence of either an inefficient model or an efficient model.

Methodology/Principal Findings

We adapted the paradigm used in the child study to provide the first systematic exploration of factors which may lead to adult over-imitation including: 1) the presence of the model(s) during testing, 2) the presence of a competing efficient task demonstration, 3) the presence of a majority displaying the inefficient approach, and 4) the ‘removal’ of the experimental context during task completion. We show that the adult participants only over-imitated in conditions where the inefficient strategy was the majority approach witnessed. This tendency towards over-imitation was almost entirely eliminated when the participants interacted with the task when they believed the experiment to be complete.

Conclusions

Our results suggest that adult over-imitation is best explained as a result of an evolved ‘conformist bias’ argued to be crucial to the transmission of human cultural behavior and one which may be unique in the animal kingdom.     

Intention Understanding in Autism

When we observe a motor act (e.g. grasping a cup) done by another individual, we extract, according to how the motor act is performed and its context, two types of information: the goal (grasping) and the intention underlying it (e.g. grasping for drinking). Here we examined whether children with autistic spectrum disorder (ASD) are able to understand these two aspects of motor acts. Two experiments were carried out. In the first, one group of high-functioning children with ASD and one of typically developing (TD) children were presented with pictures showing hand-object interactions and asked what the individual was doing and why. In half of the “why” trials the observed grip was congruent with the function of the object (“why-use” trials), in the other half it corresponded to the grip typically used to move that object (“why-place” trials). The results showed that children with ASD have no difficulties in reporting the goals of individual motor acts. In contrast they made several errors in the why task with all errors occurring in the “why-place” trials. In the second experiment the same two groups of children saw pictures showing a hand-grip congruent with the object use, but within a context suggesting either the use of the object or its placement into a container. Here children with ASD performed as TD children, correctly indicating the agent''s intention. In conclusion, our data show that understanding others'' intentions can occur in two ways: by relying on motor information derived from the hand-object interaction, and by using functional information derived from the object''s standard use. Children with ASD have no deficit in the second type of understanding, while they have difficulties in understanding others'' intentions when they have to rely exclusively on motor cues.     

Neural mechanisms of infant learning: differences in frontal theta activity during object exploration modulate subsequent object recognition

Investigating learning mechanisms in infancy relies largely on behavioural measures like visual attention, which often fail to predict whether stimuli would be encoded successfully. This study explored EEG activity in the theta frequency band, previously shown to predict successful learning in adults, to directly study infants'' cognitive engagement, beyond visual attention. We tested 11-month-old infants (N = 23) and demonstrated that differences in frontal theta-band oscillations, recorded during infants'' object exploration, predicted differential subsequent recognition of these objects in a preferential-looking test. Given that theta activity is modulated by motivation to learn in adults, these findings set the ground for future investigation into the drivers of infant learning.     

The evolved psychology of voice: evaluating interrelationships in listeners' assessments of the size,masculinity, and attractiveness of unseen speakers

A growing body of research has examined how voice characteristics advertise personal dimensions relevant in mate competition and mate choice. This work has centered on two key voice features, namely, fundamental frequency (F₀) and formants (Fn), and has consistently found that speakers with low F₀, low Fn, or both are rated as being larger, more masculine, and more attractive if men but less attractive if women. However, this consistency in listeners' perceptions is not matched by an equivalent consensus in how these mate-relevant dimensions are causally related or signaled by voice characteristics. Consequently, it is critical to test whether the strong correlations in listeners' perceptions reflect reliable causal relationships between these dimensions or, alternatively, whether they reflect some perceptual or cognitive nonindependence, for example, “what is large is masculine” and “what is small is feminine.” To test this latter possibility, we report detailed analyses of interdependence in listeners' ratings of perceived size, masculinity or femininity, and attractiveness of natural and manipulated voices of the opposite sex. We found strong correlations in listeners' ratings of all three dimensions, confirming past research. Principal component analysis corroborated these interrelationships but also revealed some independence in women's ratings of men's attractiveness and additional (but weaker) independence in men's ratings of women's size. We discuss possible implications for future research on the evolved psychology of voice and whether and how it reflects adaptive functional heuristics for discriminating mates.     

Faster Sound Stream Segmentation in Musicians than in Nonmusicians

The musician''s brain is considered as a good model of brain plasticity as musical training is known to modify auditory perception and related cortical organization. Here, we show that music-related modifications can also extend beyond motor and auditory processing and generalize (transfer) to speech processing. Previous studies have shown that adults and newborns can segment a continuous stream of linguistic and non-linguistic stimuli based only on probabilities of occurrence between adjacent syllables, tones or timbres. The paradigm classically used in these studies consists of a passive exposure phase followed by a testing phase. By using both behavioural and electrophysiological measures, we recently showed that adult musicians and musically trained children outperform nonmusicians in the test following brief exposure to an artificial sung language. However, the behavioural test does not allow for studying the learning process per se but rather the result of the learning. In the present study, we analyze the electrophysiological learning curves that are the ongoing brain dynamics recorded as the learning is taking place. While musicians show an inverted U shaped learning curve, nonmusicians show a linear learning curve. Analyses of Event-Related Potentials (ERPs) allow for a greater understanding of how and when musical training can improve speech segmentation. These results bring evidence of enhanced neural sensitivity to statistical regularities in musicians and support the hypothesis of positive transfer of training effect from music to sound stream segmentation in general.