What Do Pediatric Subinterns Say About Their Learning and Assessment? A Qualitative Analysis of Individual Learning Plans.

OBJECTIVE: To perform a qualitative content analysis of learning and assessment strategies that pediatric subinterns describe in Individualized Learning Plans (ILPs) and to explore barriers and facilitators to their learning. METHODS: We analyzed ILPs from medical students enrolled in pediatric subinternships at 10 US medical schools that utilized a standardized curriculum and were recruited to reflect diversity in geographic location, funding, and enrollment. Students used an ILP to record 3 or more selected learning objectives, rationale for selection, and reflection on learning and assessment strategies. Investigators used the constant comparative method to perform a content analysis of the ILPs, grouping codes into themes, and verifying relationships between codes within themes. RESULTS: Two hundred and four ILPs that included student reflections on 850 learning objectives were analyzed. Content was analyzed in 5 categories: rationale for selecting objectives, learning strategies, assessment strategies, challenges to learning, and facilitators of learning. Students showed strong commitment to individualized, self-directed learning, developed a wide range of creative learning strategies, and relied heavily on self-reflection to assess their progress. The learning environment both helped and hindered students' ability to make and assess progress on their selected learning objectives. CONCLUSIONS: Through ILP-guided reflection and a formal curriculum, students can choose well-justified learning objectives and demonstrate resourcefulness and independence in developing self-directed learning and assessment strategies. The strategies that students identified in this study provide a menu of learning and assessment options for subinterns. Identified challenges and facilitators of learning provide guidance for educators who seek to enhance the clinical learning environment.

Usefulness of interactive video-based instruction on learning performance in relation to cognitive development of children with moderate intellectual disability.

The usefulness of information and communication technology has been witnessed around the globe with the occurrence of rapid changes in the field of education i.e. through the formal or informal way. For this, the researchers have assessed Interactive video-based instruction (IVBI) on (N = 95; males = 47 & females = 48 age range between 12 and 15 years) moderate intellectual disability children in Guwahati, Assam, India from three day-care rehabilitation centres. The main objective was to examine the effect of IVBI intervention (IIVBI & CIVBI) on academic performance in association with the cognitive development of children with moderate intellectual disability in a comfortable setting within working hours. The findings conclude that children in the CIVBI group performed more actively as compared to IIVBI and comparison group, and it was due to the involvement of video-based instruction that helped understand the topic more precisely and acts effectively for CIVBI children in an experimental setting.

Effect of interactive video-based instruction on learning performance in relation to social skills of children with intellectual disability.

Interactive video-based instruction (IVBI) session was organized in day-care rehabilitation settings to provide training in acquiring new skills related to social skills development for targeted moderate intellectual disability (MID) population. The main objective is to inter-relate the effect of individual and collaborative interactive video-based instruction on social skills development for experimental group children with those in the comparison group. A quasi-experimental design was conducted on (n = 99, comprising 56 males and 43 females) students with MID from selected three rehabilitation centres of Guwahati, Assam, India. The mean and standard deviation of individual interactive video-based instruction (IIVBI) and collaborative interactive video-based instruction (CIVBI) was better than the conventional group. The ANCOVA result shows a significant effect of IIVBI and CIVBI in the improvement of social skills over conventional approach on students after controlling the effect of the pre-test. The interactive session in both the experimental group allowed the students to create their own space for learning social skills via different activities using IVBI. The researchers concludes that regular practice of various activities through video sessions can help children with intellectual disability to overcome minor obstacles by themselves without any additional service.

Social Learning versus Individual Learning in the Division of Labour.

Division of labour, or the differentiation of the individuals in a collective across tasks, is a fundamental aspect of social organisations, such as social insect colonies. It allows for efficient resource use and improves the chances of survival for the entire collective. The emergence of large inactive groups of individuals in insect colonies sometimes referred to as laziness, has been a puzzling and hotly debated division-of-labour phenomenon in recent years that is counter to the intuitive notion of effectiveness. It has previously been shown that inactivity can be explained as a by-product of social learning without the need to invoke an adaptive function. While highlighting an interesting and important possibility, this explanation is limited because it is not yet clear whether the relevant aspects of colony life are governed by social learning. In this paper, we explore the two fundamental types of behavioural adaptation that can lead to a division of labour, individual learning and social learning. We find that inactivity can just as well emerge from individual learning alone. We compare the behavioural dynamics in various environmental settings under the social and individual learning assumptions, respectively. We present individual-based simulations backed up by analytic theory, focusing on adaptive dynamics for the social paradigm and cross-learning for the individual paradigm. We find that individual learning can induce the same behavioural patterns previously observed for social learning. This is important for the study of the collective behaviour of social insects because individual learning is a firmly established paradigm of behaviour learning in their colonies. Beyond the study of inactivity, in particular, the insight that both modes of learning can lead to the same patterns of behaviour opens new pathways to approach the study of emergent patterns of collective behaviour from a more generalised perspective.

Mechanisms of collective learning: how can animal groups improve collective performance when repeating a task?

Learning is ubiquitous in animals: individuals can use their experience to fine-tune behaviour and thus to better adapt to the environment during their lifetime. Observations have accumulated that, at the collective level, groups can also use their experience to improve collective performance. Yet, despite apparent simplicity, the links between individual learning capacities and a collective's performance can be extremely complex. Here we propose a centralized and broadly applicable framework to begin classifying this complexity. Focusing principally on groups with stable composition, we first identify three distinct ways through which groups can improve their collective performance when repeating a task: each member learning to better solve the task on its own, members learning about each other to better respond to one another and members learning to improve their complementarity. We show through selected empirical examples, simulations and theoretical treatments that these three categories identify distinct mechanisms with distinct consequences and predictions. These mechanisms extend well beyond current social learning and collective decision-making theories in explaining collective learning. Finally, our approach, definitions and categories help generate new empirical and theoretical research avenues, including charting the expected distribution of collective learning capacities across taxa and its links to social stability and evolution. This article is part of a discussion meeting issue 'Collective behaviour through time'.

Capuchin monkeys learn to use information equally well from individual exploration and social demonstration.

The limited evidence of complex culture in non-human primates contrasts strikingly with human behaviour. This may be because non-human primates fail to use information acquired socially as effectively as they use information acquired individually. Here, monkeys were trained on a stimulus discrimination task with a win-stay, lose-shift (WSLS) reward structure. In a social learning condition, the experimenter performed an information trial by choosing between the available stimuli; in an individual condition, monkeys made this choice themselves. The monkeys' subsequent test trials displayed the same stimulus array. They were rewarded for repetition of rewarded ('win-stay') and avoidance of unrewarded ('lose-shift') information trial selections. Nine monkeys reached our pre-determined performance criterion on the initial two-stimulus stage. Their ability to generalise the WSLS strategy was then evaluated by transfer to a three-stimulus stage. Minimal differences were found in information use between the social and individual conditions on two-stimuli. However, a bias was found towards repetition of the information trial, regardless of information source condition or whether the information trial selection was rewarded. Proficient subjects were found to generalise the strategy to three-stimuli following rewarded information trials, but performed at chance on unrewarded. Again, this was not found to vary by source condition. Overall, results suggest no fundamental barrier to non-human primates' use of information from a social source. However, the apparent struggle to learn from the absence of rewards hints at a difficulty with using information acquired from unsuccessful attempts; this could be linked to the limited evidence for cumulative culture in non-human primates.

The impact of working memory capacity on collaborative learning in elementary school students.

Working memory capacity may be a critical factor that influences the effectiveness of collaborative learning; however, no studies have directly explored this effect. Using worked examples as learning tasks, Experiment 1 used a 2 (working memory capacity) × 2 (learning format) factorial design to examine the effects of collaborative learning versus individual learning of 4th-grade Chinese elementary school students with different working memory capacities. High-capacity learners displayed less working memory resource depletion and better transfer performance during collaborative learning than individual learning. In contrast, no differences were found among the low-capacity learners. Collaborative learning benefited high-capacity learners but not low-capacity learners, per our observations. To further optimize collaborative learning for low-capacity learners and expand the findings to heterogeneous collaborative learning, Experiment 2 adopted a 2 (member capacity) × 2 (group capacity) factorial design to explore the effects of member and group working memory capacity on collaborative learning in heterogeneous groups. High-capacity members displayed less working memory resource depletion and better far transfer performance in high-capacity groups compared to low-capacity groups. Simultaneously, all members had better near transfer performance in high-capacity groups compared to low-capacity groups. Both member and group working memory capacities influenced the effect of heterogeneous collaborative learning. However, low-capacity members only partially benefited from collaborative learning in high-capacity heterogeneous groups.

Comparative Analysis between Individual, Centralized, and Federated Learning for Smartwatch Based Stress Detection.

Machine learning has been proven to provide good performances on stress detection tasks using multi-modal sensor data from a smartwatch. Generally, machine learning techniques need a sufficient amount of data to train a robust model. Thus, we need to collect data from several users and send them to a central server to feed the algorithm. However, the uploaded data may contain sensitive information that can jeopardize the user's privacy. Federated learning can tackle this challenge by enabling the model to be trained using data from all users without the user's data leaving the user's device. In this study, we implement federated learning-based stress detection and provide a comparative analysis between individual, centralized, and federated learning. The experiment was conducted on WESAD dataset by using Logistic Regression as the classifier. The experiment results show that in terms of accuracy, federated learning cannot reach the performance level of both individual and centralized learning. The individual learning strategy performs best with an average accuracy of 0.9998 and an average F1-measure of 0.9996.

Developmental Dyslexia: Disorder or Specialization in Exploration?

We raise the new possibility that people diagnosed with developmental dyslexia (DD) are specialized in explorative cognitive search, and rather than having a neurocognitive disorder, play an essential role in human adaptation. Most DD research has studied educational difficulties, with theories framing differences in neurocognitive processes as deficits. However, people with DD are also often proposed to have certain strengths - particularly in realms like discovery, invention, and creativity - that deficit-centered theories cannot explain. We investigate whether these strengths reflect an underlying explorative specialization. We re-examine experimental studies in psychology and neuroscience using the framework of cognitive search, whereby many psychological processes involve a trade-off between exploration and exploitation. We report evidence of an explorative bias in DD-associated cognitive strategies. High DD prevalence and an attendant explorative bias across multiple areas of cognition suggest the existence of explorative specialization. An evolutionary perspective explains the combination of findings and challenges the view that individuals with DD have a disorder. In cooperating groups, individual specialization is favored when features that confer fitness benefits are functionally incompatible. Evidence for search specialization suggests that, as with some other social organisms, humans mediate the exploration-exploitation trade-off by specializing in complementary strategies. The existence of a system of collective cognitive search that emerges through collaboration would help to explain our species' exceptional adaptiveness. It also aligns with evidence for substantial variability during our evolutionary history and the notion that humans are adapted not to a particular habitat but to variability itself. Specialization creates interdependence and necessitates balancing complementary strategies. Reframing DD therefore underscores the urgency of changing certain cultural practices to ensure we do not inhibit adaptation. Key improvements would remove cultural barriers to exploration and nurture explorative learning in education, academia, and the workplace, as well as emphasize collaboration over competition. Specialization in complementary search abilities represents a meta-adaptation; through collaboration, this likely enables human groups (as a species and as cultural systems) to successfully adapt. Cultural change to support this system of collaborative search may therefore be essential in confronting the challenges humanity now faces.

Captive Asian short-clawed otters (Aonyx cinereus) learn to exploit unfamiliar natural prey.

Foraging plays a vital role in animal life histories, and learning whether unfamiliar food items are palatable is a key part of this process. Animals that engage in extractive foraging must also learn how to overcome the protective measures of their prey. While otters (subfamily Lutrinae) are a taxon known for their extractive foraging behaviour, how they learn about prey palatability and acquire extractive foraging techniques remains poorly understood. Here we investigated (i) how captive Asian short-clawed otters (Aonyx cinereus) learned to interact with, and extract meat from, unfamiliar natural prey and (ii) how their exploitation of such prey compared to their ability to overcome artificial foraging tasks containing familiar food rewards. Network-based diffusion analysis showed that otters learned to interact with unfamiliar natural prey by observing their group mates. However, once interacting with the prey, they learned to extract the meat mainly asocially. In addition, otters took longer to overcome the protective measures of unfamiliar natural prey than those of extractive food puzzles. Asian short-clawed otter populations are declining in the wild. Increasing our understanding of how they learn to overcome novel foraging challenges could help develop pre-release training procedures as part of reintroduction programmes for otter conservation.

Success-biased social learning in a one-consumer, two-resource model.

Previous analyses have predicted that social learning should not evolve in a predator-prey system. Here we examine whether success-biased social learning, by which social learners copy successful demonstrators, allows social learning by foragers to evolve. We construct a one-predator, two-prey system in which foragers must learn how to feed on depletable prey populations in an environment where foraging information can be difficult to obtain individually. We analyze two models in which social learning is success-biased: in the first, individual learning does not depend on the resource dynamics, and in the second model it depends on the relative frequency of the resource. Unlike previous results, we find that social learning does not cause predators to over-harvest one type of prey over the other. Furthermore, increasing the probability of social learning increases the probability of learning a successful foraging behavior, especially when individually learned information tends to be inaccurate. Whereas social learning does not evolve among individual learners in the first model, the assumption of resource-dependent learning in the second model allows a mutant with an increased probability of social learning to spread through the forager population.

Surgery Acting Internship Individual Learning Plans: Fostering Mentorship in the COVID-19 Era.

OBJECTIVE: Mentorship facilitates successful matching for surgical specialties. A formal mentorship plan may counteract restricted mentorship opportunities due to the COVID-19 pandemic. DESIGN: We surveyed medical students applying to surgery specialties who participated in our formalized mentorship program (MF) and those of a prior cohort who were informally mentored (MI). Epistemic Network Analysis was used to model qualitative responses. SETTING: University of Wisconsin School of Medicine and Public Health. PARTICIPANTS: Fourth-year medical students who matched into ACGME-accredited surgical specialties. RESULTS: MF students (n = 12) met with their mentors more frequently than MI students (n = 13; p = 0.03). Both groups received career guidance, letters of recommendation and application preparation. However, the MI cohort reported greater psychological and emotional support whereas the MF cohort reported more assistance with skills development. CONCLUSIONS: A formalized mentorship program fostered successful mentoring relationships despite limitations from the COVID-19 pandemic.

Interindividual variation in the use of social information during learning in honeybees.

Slow-fast differences in cognition among individuals have been proposed to be an outcome of the speed-accuracy trade-off in decision-making. Based on the different costs associated with acquiring information via individual and social learning, we hypothesized that slow-fast cognitive differences would also be tied to the adoption of these different learning modes. Since foragers in honeybee colonies likely have both these information acquisition modes available to them, we chose to test them for interindividual differences in individual and social learning. By measuring performance on a learning task with and without a social cue and quantifying learning rate and maximum accuracy in these two tasks, our results show the existence of a speed-accuracy trade-off in both the individual and the social learning contexts. However, the trade-off is steeper during individual learning, which was slower than social learning but led to higher accuracy. Most importantly, our results also show that bees that attained high accuracy on the individual learning task had low accuracy on the social learning task and vice versa. We discuss how these two information acquisition strategies tie to slow-fast differences in cognitive phenotypes and how they might contribute to division of labour and social behaviour.

Impact of social dominance on the evolution of individual learning.

A major question in cultural-evolution studies is the phenotype of individual learners. Evidence suggests that social dominance is one influential factor, where socially subordinate individuals are more apt to learning of trial-and-error type than the dominants. Despite the accumulating evidence, the evolutionary dynamics leading to such outcomes remains largely elusive, partly because of the cost of individual learning. Here, we provide an evolutionary game framework to study the influence of social dominance on individual's learning decisions. We show that subordinates are indeed more apt to individual learning, because they gain a lot when individual learning is successful but lose little when it fails. We also predict that an evolutionary limit-cycle, in which dominants' and subordinates' behavior change over evolutionary time, may occur in such a case. We additionally showed that group-wide knowledge-gain is poor in egalitarian groups compared to moderately despotic ones. Our model sheds light onto the consequence of tactics played between dominants and subordinates for the evolution of individual learning.

Artificial evolution of robot bodies and control: on the interaction between evolution, learning and culture.

We survey and reflect on how learning (in the form of individual learning and/or culture) can augment evolutionary approaches to the joint optimization of the body and control of a robot. We focus on a class of applications where the goal is to evolve the body and brain of a single robot to optimize performance on a specified task. The review is grounded in a general framework for evolution which permits the interaction of artificial evolution acting on a population with individual and cultural learning mechanisms. We discuss examples of variations of the general scheme of 'evolution plus learning' from a broad range of robotic systems, and reflect on how the interaction of the two paradigms influences diversity, performance and rate of improvement. Finally, we suggest a number of avenues for future work as a result of the insights that arise from the review. This article is part of a discussion meeting issue 'The emergence of collective knowledge and cumulative culture in animals, humans and machines'.

Naïve orangutans (Pongo abelii and Pongo pygmaeus) individually acquire nut-cracking using hammer tools.

Nut-cracking with hammer tools (henceforth: nut-cracking) has been argued to be one of the most complex tool-use behaviors observed in nonhuman animals. So far, only chimpanzees, capuchins, and macaques have been observed using tools to crack nuts in the wild (Boesch and Boesch, 1990; Gumert et al., 2009; Mannu and Ottoni, 2009). However, the learning mechanisms behind this behavior, and the extent of nut-cracking in other primate species are still unknown. The aim of this study was two-fold. First, we investigated whether another great ape species would develop nut-cracking when provided with all the tools and appropriate conditions to do so. Second, we examined the mechanisms behind the emergence of nut-cracking by testing a naïve sample. Orangutans (Pongo abelii and Pongo pygmaeus) have the second most extensive tool-use repertoire among the great apes (after chimpanzees) and show flexible problem-solving capacities. Orangutans have not been observed cracking nuts in the wild, however, perhaps because their arboreal habits provide limited opportunities for nut-cracking. Therefore, orangutans are a valid candidate species for the investigation of the development of this behavior. Four nut-cracking-naïve orangutans at Leipzig zoo (P. abelii; Mage = 16; age range = 10-19; 4F; at the time of testing) were provided with nuts and hammers but were not demonstrated the nut-cracking behavioral form. Additionally, we report data from a previously unpublished study by one of the authors (Martina Funk) with eight orangutans housed at Zürich zoo (six P. abelii and two P. pygmaeus; Mage = 14; age range = 2-30; 5F; at the time of testing) that followed a similar testing paradigm. Out of the twelve orangutans tested, at least four individuals, one from Leipzig (P. abelii) and three from Zürich (P. abelii and P. pygmaeus), spontaneously expressed nut-cracking using wooden hammers. These results demonstrate that nut-cracking can emerge in orangutans through individual learning and certain types of non-copying social learning.

Implementing long-term baselines into primate tool-use studies.

Studies on primate tool-use often involve the use of baseline conditions, as they allow for the examination of any differences in the subjects' behavior before and after the introduction of a tool-use task. While these baseline conditions can be powerful for identifying the relative contributions of individual and social learning for the acquisition of tool-use behaviors in naïve (usually captive) subjects, many have criticized them for being too short, and not allowing enough time for the behavior to develop spontaneously. Furthermore, some wild tool-use behaviors such as chimpanzee nut-cracking require animals to manipulate and familiarize themselves with the materials of the behavior within a "sensitive learning period" before it develops later on in life. One solution to this problem is to implement long-term baselines, in which, with collaboration with zoological institutions, the materials of the behavior are left in the enclosure for an extended period. The keepers would then be asked not to demonstrate or train the animals in the target behavior, but to report back to the researchers if they observe the behavior emerge during this extended period. Alongside keeper reports, video cameras could be installed in the enclosure to minimize the chance of false negatives and to allow for coding and inter-rater reliability to be carried out on the videos. These long-term baselines therefore provide extended enrichment opportunities for the animals, alongside allowing the zoological institution to publicize their involvement with the study and guests to observe animals interacting with different testing apparatuses and tools. Finally, long-term baselines can provide invaluable insight on the individual and social learning abilities of primates as well as the potential development stages and sensitive learning periods required for specific behaviors.

Multi-level learning in public healthcare medical teams: the role of the social environment.

PURPOSE: This study explores how individual, dyad and team levels of learning interact in public healthcare medical teams. DESIGN/METHODOLOGY/APPROACH: A single interpretive case study is carried out in the public Health Service Executive (HSE) in Ireland, involving three rounds of semi-structured interviews with non-consultant hospital doctors (NCHDs), supported by relevant professional documentation and researcher log entries. FINDINGS: An experience hierarchy, interpersonal relationships and social dynamics form the backdrop to learning interactions within public healthcare medical teams. Individual and team learning primarily occur in informal settings where interpreting and developing understanding takes place either in dyads, small groups or with the whole team. NCHD learning may vary depending on how effectively they build interpersonal relationships, take advantage of informal learning opportunities and manage the social dynamics within their team. Willingness and confidence to share insights and asking questions are triggers for individual and team learning. RESEARCH LIMITATIONS/IMPLICATIONS: As a single case study focused on the HSE NCHD individual and team learning experience, this research study represents a relatively small exploration of individual and team learning interplay in the public healthcare medical team environment. The development of learning theory in this domain presents an intriguing avenue of further research, including observation of interactions within a team. PRACTICAL IMPLICATIONS: The findings have practical relevance to those who are interested in the effectiveness of post-graduate/ NCHD learning in the public healthcare system. Interpersonal relationships and social norms play strong roles in how interaction and learning occurs in a team. These findings highlight the challenge of ensuring consistent quality across individual NCHDs or across hospital sites when training is heavily influenced by the approach of senior colleagues/ consultants to their more junior colleagues and the degree to which they take an active interest in NCHD learning. ORIGINALITY/VALUE: The proposed learning framework is a key theoretical contribution, which draws upon the multi-levels of learning and provides greater insight into how individual, dyad and team learning interact in public healthcare medical teams when managing patient care. The findings have practical relevance in how to facilitate effective teamwork and learning interactions and for those who are interested in the consistency and quality of the training experience for NCHDs.

Exploring the role of individual learning in animal tool-use.

The notion that tool-use is unique to humans has long been refuted by the growing number of observations of animals using tools across various contexts. Yet, the mechanisms behind the emergence and sustenance of these tool-use repertoires are still heavily debated. We argue that the current animal behaviour literature is biased towards a social learning approach, in which animal, and in particular primate, tool-use repertoires are thought to require social learning mechanisms (copying variants of social learning are most often invoked). However, concrete evidence for a widespread dependency on social learning is still lacking. On the other hand, a growing body of observational and experimental data demonstrates that various animal species are capable of acquiring the forms of their tool-use behaviours via individual learning, with (non-copying) social learning regulating the frequencies of the behavioural forms within (and, indirectly, between) groups. As a first outline of the extent of the role of individual learning in animal tool-use, a literature review of reports of the spontaneous acquisition of animal tool-use behaviours was carried out across observational and experimental studies. The results of this review suggest that perhaps due to the pervasive focus on social learning in the literature, accounts of the individual learning of tool-use forms by naïve animals may have been largely overlooked, and their importance under-examined.

The zone of latent solutions and its relevance to understanding ape cultures.

The zone of latent solutions (ZLS) hypothesis provides an alternative approach to explaining cultural patterns in primates and many other animals. According to the ZLS hypothesis, non-human great ape (henceforth: ape) cultures consist largely or solely of latent solutions. The current competing (and predominant) hypothesis for ape culture argues instead that at least some of their behavioural or artefact forms are copied through specific social learning mechanisms ("copying social learning hypothesis") and that their forms may depend on copying (copying-dependent forms). In contrast, the ape ZLS hypothesis does not require these forms to be copied. Instead, it suggests that several (non-form-copying) social learning mechanisms help determine the frequency (but typically not the form) of these behaviours and artefacts within connected individuals. The ZLS hypothesis thus suggests that increases and stabilisations of a particular behaviour's or artefact's frequency can derive from socially-mediated (cued) form reinnovations. Therefore, and while genes and ecology play important roles as well, according to the ape ZLS hypothesis, apes typically acquire the forms of their behaviours and artefacts individually, but are usually socially induced to do so (provided sufficient opportunity, necessity, motivation and timing). The ZLS approach is often criticized-perhaps also because it challenges the current null hypothesis, which instead assumes a requirement of form-copying social learning mechanisms to explain many ape behavioural (and/or artefact) forms. However, as the ZLS hypothesis is a new approach, with less accumulated literature compared to the current null hypothesis, some confusion is to be expected. Here, we clarify the ZLS approach-also in relation to other competing hypotheses-and address misconceptions and objections. We believe that these clarifications will provide researchers with a coherent theoretical approach and an experimental methodology to examine the necessity of form-copying variants of social learning in apes, humans and other species.