Dissertations / Theses on the topic 'Social Learning'
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Sørensen, Peter Norman. "Rational Social learning." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10833.
Full textVerrill, Stephen W. "Social Structure and Social Learning in Delinquency: A Test of Akers’ Social Structure-Social Learning Model." [Tampa, Fla] : University of South Florida, 2005. http://purl.fcla.edu/usf/dc/et/SFE0001305.
Full textAtton, Nicola. "Social learning in fish /." St Andrews, 2010. http://hdl.handle.net/10023/946.
Full textRay, Elizabeth Deborah. "Social and associative learning." Thesis, University College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266406.
Full textOttaviani, Marco. "Social learning in markets." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/10863.
Full textZhang, Min. "Essays in social learning." Thesis, London School of Economics and Political Science (University of London), 2015. http://etheses.lse.ac.uk/3116/.
Full textLant, Ginger M. "Social Learning and Alcohol." W&M ScholarWorks, 1999. https://scholarworks.wm.edu/etd/1539626233.
Full textKiddle, Rebecca. "Learning outside the box : designing social learning space." Thesis, Oxford Brookes University, 2011. https://radar.brookes.ac.uk/radar/items/f7b36f17-cf4f-4590-8dd7-e6df3ecfc1d2/1/.
Full textWalker, Reginald John. "Social auditing as social learning : a theoretical reconstruction." Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:7958.
Full textFinneran, Lisa. "Advertising, quality and social learning." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342858.
Full textGhali, Fawaz. "Social personalized e-learning framework." Thesis, University of Warwick, 2010. http://wrap.warwick.ac.uk/35247/.
Full textLi, Hsien-Ta. "Learning in social work practice." Thesis, University of Edinburgh, 2013. http://hdl.handle.net/1842/7939.
Full textLeonard, Julia Anne Ph D. Massachusetts Institute of Technology. "Social influences on children's learning." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/120622.
Full textCataloged from PDF version of thesis.
Includes bibliographical references (pages 129-170).
Adults greatly impact children's learning: they serve as models of how to behave, and as parents, provide the larger social context in which children grow up. This thesis explores how adults impact children's learning across two time scales. Chapters 2 and 3 ask how a brief exposure to an adult model impacts children's moment-to-moment approach towards learning, and Chapters 4 and 5 look at how children's long-term social context impacts their brain development and capacity to learn. In Chapter 2, I show that preschool-age children integrate information from adults' actions, outcomes, and testimony to decide how hard to try on novel tasks. Children persist the longest when adults practice what they preach: saying they value effort, or giving children a pep talk, in conjunction with demonstrating effortful success on their own task. Chapter 3 demonstrates that social learning about effort is present in the first year of life and generalizes across tasks. In Chapter 4, I find that adolescents' long-term social environments have a selective impact on neural structure and function: socioeconomic-status (SES) relates to hippocampal-prefrontal declarative memory, but not striatal-dependent procedural memory. Finally, in Chapter 5 I demonstrate that the neural correlates of fluid reasoning differ by SES, suggesting that positive brain development varies by early life environment. Collectively, this work elucidates both the malleable social factors that positively impact children's learning and the unique neural and cognitive adaptations that children develop in response to adverse environments.
by Julia Anne Leonard.
Ph. D.
Atton, Nicola. "Investigations into stickleback social learning." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/6610.
Full textJaques, Natasha(Natasha M. ). "Social and affective machine learning." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/129901.
Full textCataloged from student-submitted PDF of thesis. "February 2020."
Includes bibliographical references (pages 309-342).
Social learning is a crucial component of human intelligence, allowing us to rapidly adapt to new scenarios, learn new tasks, and communicate knowledge that can be built on by others. This dissertation argues that the ability of artificial intelligence to learn, adapt, and generalize to new environments can be enhanced by mechanisms that allow for social learning. I propose several novel deep- and reinforcement-learning methods that improve the social and affective capabilities of artificial intelligence (AI), through social learning both from humans and from other AI agents. First, I show how AI agents can learn from the causal influence of their actions on other agents, leading to enhanced coordination and communication in multi-agent reinforcement learning. Second, I investigate learning socially from humans, using non-verbal and implicit affective signals such as facial expressions and sentiment.
This ability to optimize for human satisfaction through sensing implicit social cues can enhance human-AI interaction, and guide AI systems to take actions aligned with human preferences. Learning from human interaction with reinforcement learning, however, may require dealing with sparse, off-policy data, without the ability to explore online in the environment - a situation that is inherent to safety-critical, real-world systems that must be tested before being deployed. I present several techniques that enable learning effectively in this challenging setting. Experiments deploying these models to interact with humans reveal that learning from implicit, affective signals is more effective than relying on humans to provide manual labels of their preferences, a task that is cumbersome and time-consuming. However, learning from humans' affective cues requires recognizing them first.
In the third part of this thesis, I present several machine learning methods for automatically interpreting human data and recognizing affective and social signals such as stress, happiness, and conversational rapport. I show that personalizing such models using multi-task learning achieves large performance gains in predicting highly individualistic outcomes like human happiness. Together, these techniques create a framework for building socially and emotionally intelligent AI agents that can flexibly learn from each other and from humans.
by Natasha Jaques.
Ph. D.
Ph.D. Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences
Bossan, Benjamin. "The evolution of social learning." Doctoral thesis, Humboldt-Universität zu Berlin, Mathematisch-Naturwissenschaftliche Fakultät I, 2013. http://dx.doi.org/10.18452/16860.
Full textHumans differ most from other animals in that their lives are shaped by many cultural practices. Having cultural traits allowed human populations to grow considerably in a short time and to conquer almost all terrestrial habitats on Earth. Cultural traits are not inborn but are instead transmitted between humans through social learning -- no individual could build a fully functional kayak without learning from others. Concluding that cultural evolution is thus a separate process from genetic evolution would, however, be rash. The latter has endowed humans with the possibility to learn from others in the first place, and prepared learning to make it especially adaptive. To find out what makes humans unique, cultural and genetic evolution, therefore, have to be studied in concert. Although nobody doubts that evolution gave rise to social learning and that the resulting cultural practices serve an adaptive purpose, theoretical works have shown that simple forms of social learning do not improve human adaptedness. This finding contradicts the observations and thus implies that our understanding of social learning is incomplete. Several authors have proposed solutions to this paradox but, as our model results will show, the solutions are unsatisfying. Instead, we find the paradox to be more resilient than is believed and propose forms of social learning that could solve it, albeit only under very narrow circumstances. Furthermore, we argue for a new perspective on social learning and, consequently, for a different framework that allows for more realistic learning models. We suggest that the study of the evolutionary origin of social learning should be given equal weight as the study of the evolutionary origin of cooperation, and illustrate this by elaborating on the impact of social learning on modern societies and market behaviors in general, and on financial crises specifically.
Barkoczi, Daniel. "Ecological rationality of social learning." Doctoral thesis, Humboldt-Universität zu Berlin, Lebenswissenschaftliche Fakultät, 2016. http://dx.doi.org/10.18452/17468.
Full textHow people learn from others and when it is adaptive to rely on social learning have been major questions in several disciplines including psychology, biology, anthropology and economics. Despite the shared interest of these diverse fields, many of the results remain isolated and are often incomparable, in part because the study of social learning still lacks a general theoretical framework that would make results comparable or explain why different strategies perform well in different contexts. In this thesis I propose such a framework that is grounded in the study of ecological rationality. I use this frame- work to explore three primary questions: i) how can social learning strategies be modeled as cognitively plausible strategies composed of simple building blocks (search, stopping and decision rules), ii) what are key characteristics of social and task environments in which social learning takes place, and iii) how do social learning strategies composed of different building blocks interact with the structure of the environment to produce different levels of success. Through addressing these three questions I map out the conditions under which different strategies are adaptive and explain how the building blocks of different strategies contribute to their performance in certain environments. The thesis focuses on three representative classes of social learning strategies, namely, frequency-dependent, payoff-biased, and unbiased copying. Different chapters focus on important everyday social learning settings, identify key environmental characteristics defining the setting and demonstrate how the building blocks of social learning strategies interact with these environmental structures to produce different outcomes.
Curtis, George E. "Social self-evaluation and social problem-solving skills in learning and non-learning disabled males." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/762976.
Full textDepartment of Special Education
Dawson, Erika H. "Social information use in social insects." Thesis, Queen Mary, University of London, 2014. http://qmro.qmul.ac.uk/xmlui/handle/123456789/7980.
Full textBrasser, Angela L. "Social learning strategies| A qualitative study of self-regulated learning." Thesis, Capella University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3702736.
Full textThis qualitative study examined low achieving online learners' uses of social self-regulated learning strategies. Research has shown that low achieving online learners lack strategies for self-regulated learning, which directly relates to their lack of achievement. Social self-regulated learning strategies examined in this study included help seeking, social comparison and social interactions. As learners constructed meaning and struggled with content, interactions between learners and peers, the instructor/instructor's assistant, technical support, and materials facilitated the process. Low achieving online learners resisted utilizing social self-regulated learning strategies. However, according to the research, little data was collected from low achieving online learners directly. This study asked low achieving online learners to describe their experiences, through semi-structured interviews. Barriers to social self-regulated learning strategies included poor attitudes, internet addiction, and exterior blame, according to the research. Self-regulated learning, in general, is linked to higher achievement. This study found that low achieving online learners lacked the use of social self-regulated learning strategies. Additionally, participants lacked help seeking behaviors, experienced social isolation, and held negative views of their classmates and instructor. The findings in this study may assist instructional designers to increase opportunities for social self-regulated learning in online courses, which may, in turn, increase achievement.
Hardy, Sarah J. "The Role of Leadership in Social-emotional Learning Implementation: Making Sense of Social-emotional Learning Initiatives." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107979.
Full textThe Role of Leadership in Social-Emotional Learning Implementation: Making Sense of Social-Emotional Learning Initiatives by Sarah J. Hardy Dr. Vincent Cho, Chair, Dr. Elida Laski, Reader, Dr. Ingrid Allardi, Reader Social-emotional learning (SEL) is an essential component of every student’s education. District leaders play an important role in the development and implementation of SEL programs in schools. This qualitative case study explored the strategies used by district leaders in supporting sensemaking of SEL initiatives as they were implemented. Data were collected through semi-structured interviews with district and school leaders, focus group interviews with teachers, and a document review. Findings revealed district leaders employed strategies in the broad areas of setting direction, developing people, and redesigning the organization (Leithwood et al., 2004). However, there was no district-wide, unified vision for SEL programming, and the majority of SEL reform was advanced by principals. SEL interactions mostly occurred between principals and teachers, and between members of the teaching staff. SEL interactions were focused on essential principles of SEL initiatives, procedural information about SEL implementation, and crisis-driven support for individual students. Some interactions supported sensemaking. One recommendation of this study is to set a district-wide vision for SEL learning to align practices and provide a framework for principal autonomy. This study also recommends establishing structures that support collaboration in order to promote sensemaking through SEL interactions
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Malerba, Candilio Maria Luisa. "Social Networking in Second Language Learning." Doctoral thesis, Universitat Oberta de Catalunya, 2015. http://hdl.handle.net/10803/565551.
Full textEsta tesis está centrada en el aprendizaje informal de una segunda lengua en comunidades en línea como Livemocha y Busuu. Los objetivos son: (1) analizar el potencial de las comunidades en línea para lograr resultados de aprendizaje a largo plazo; (2) examinar las acciones de los estudiantes mientras construyen oportunidades de uso de la segunda lengua en estos entornos, y (3) explorar las potencialidades y las limitaciones de las herramientas de las comunidades en línea. Con la finalidad de alcanzar estos objetivos, el estudio, que se inscribe en el marco teórico de la perspectiva sociocultural y de la teoría de la actividad, ha utilizado una metodología de investigación principalmente cualitativa y centrada en el método etnográfico. La investigación concluye con una reflexión crítica sobre la importancia de la autonomía del estudiante. Se ha destacado que la autonomía del estudiante es un requisito importante para que la experiencia de aprendizaje informal en estos entornos sea eficaz. Además, este estudio traduce los resultados obtenidos en una serie de recomendaciones pedagógicas dirigidas a expertos de entornos de aprendizaje, a estudiantes y a profesores de idiomas, con el fin de fomentar una mejor experiencia de aprendizaje en las comunidades en línea tomando en consideración también su posible aplicación en un contexto de aprendizaje formal.
This thesis deals with informal second language learning in online communities such as Livemocha and Busuu. The thesis' objectives are: (1) analyse the potential effectiveness of these communities for long-term learning outcomes; (2) examine learners' construction of opportunities for L2 use in these environments; (3) explore affordances and constraints of online communities. To this end, a longitudinal multiple ethnographic case study approach was used under the theoretical framework of Socio-Cultural Theory and Activity Theory (AT). The research concludes with a critical reflection on the role of learner autonomy as a prerequisite for the creation of effective learning experiences in these environments, as this study clearly demonstrates. Moreover, the study translates its findings into a set of pedagogical recommendations for platform developers, learners and teachers to maximize the advantages of L2 learning in online communities as well as establish possible applications in formal learning settings.
Bordianu, Gheorghita. "Learning influence probabilities in social networks." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=114597.
Full textL'analyse des réseaux sociaux est un domaine d'études interdisciplinaires qui comprend des applications en biologie, épidémiologie, marketing et même politique. La maximisation de l'influence représente un problème où l'on doit trouver l'ensemble des noeuds de semence dans un processus de diffusion de l'information qui en même temps garantit le maximum de propagation de son influence dans un réseau social avec une structure connue. La plupart des approches à ce genre de problème font appel à deux hypothèses. Premièrement, la structure générale du réseau social est connue. Deuxièmement, les probabilités des influences entre deux noeuds sont connues à l'avance, fait qui n'est d'ailleurs pas valide dans des circonstances pratiques. Dans cette thèse, on propose un procédé différent visant la problème de l'apprentissage de ces probabilités d'influence à partir des données passées, en utilisant seulement la structure locale du réseau social. Le procédé se base sur l'apprentissage automatique sans surveillance et il est relié à une forme de regroupement hiérarchique, ce qui nous permet de faire la distinction entre les noeuds influenceurs et les noeuds influencés. Finalement, on fournit des résultats empiriques en utilisant des données réelles extraites du réseau social Facebook.
Patnam, Manasa. "Essays in social interactions and learning." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607718.
Full textJindani, Sam. "Social norms and learning in games." Thesis, University of Oxford, 2017. https://ora.ox.ac.uk/objects/uuid:90268309-1920-4f1d-a769-f50783f435be.
Full textWatson, Stuart Kyle. "Factors shaping social learning in chimpanzees." Thesis, University of St Andrews, 2018. http://hdl.handle.net/10023/12781.
Full textSharad, Kumar. "Learning to de-anonymize social networks." Thesis, University of Cambridge, 2016. https://www.repository.cam.ac.uk/handle/1810/262750.
Full textAdjodah, Dhaval D. K. (Adjodlah Dhaval Dhamnidhi Kumar). "Social inductive biases for reinforcement learning." Thesis, Massachusetts Institute of Technology, 2019. https://hdl.handle.net/1721.1/128415.
Full textCataloged from the official PDF of thesis. "The Table of Contents does not accurately represent the page numbering"--Disclaimer page.
Includes bibliographical references (pages 117-126).
How can we build machines that collaborate and learn more seamlessly with humans, and with each other? How do we create fairer societies? How do we minimize the impact of information manipulation campaigns, and fight back? How do we build machine learning algorithms that are more sample efficient when learning from each other's sparse data, and under time constraints? At the root of these questions is a simple one: how do agents, human or machines, learn from each other, and can we improve it and apply it to new domains? The cognitive and social sciences have provided innumerable insights into how people learn from data using both passive observation and experimental intervention. Similarly, the statistics and machine learning communities have formalized learning as a rigorous and testable computational process.
There is a growing movement to apply insights from the cognitive and social sciences to improving machine learning, as well as opportunities to use machine learning as a sandbox to test, simulate and expand ideas from the cognitive and social sciences. A less researched and fertile part of this intersection is the modeling of social learning: past work has been more focused on how agents can learn from the 'environment', and there is less work that borrows from both communities to look into how agents learn from each other. This thesis presents novel contributions into the nature and usefulness of social learning as an inductive bias for reinforced learning.
I start by presenting the results from two large-scale online human experiments: first, I observe Dunbar cognitive limits that shape and limit social learning in two different social trading platforms, with the additional contribution that synthetic financial bots that transcend human limitations can obtain higher profits even when using naive trading strategies. Second, I devise a novel online experiment to observe how people, at the individual level, update their belief of future financial asset prices (e.g. S&P 500 and Oil prices) from social information. I model such social learning using Bayesian models of cognition, and observe that people make strong distributional assumptions on the social data they observe (e.g. assuming that the likelihood data is unimodal).
I were fortunate to collect one round of predictions during the Brexit market instability, and find that social learning leads to higher performance than when learning from the underlying price history (the environment) during such volatile times. Having observed the cognitive limits and biases people exhibit when learning from other agents, I present an motivational example of the strength of inductive biases in reinforcement learning: I implement a learning model with a relational inductive bias that pre-processes the environment state into a set of relationships between entities in the world. I observe strong improvements in performance and sample efficiency, and even observe the learned relationships to be strongly interpretable.
Finally, given that most modern deep reinforcement learning algorithms are distributed (in that they have separate learning agents), I investigate the hypothesis that viewing deep reinforcement learning as a social learning distributed search problem could lead to strong improvements. I do so by creating a fully decentralized, sparsely-communicating and scalable learning algorithm, and observe strong learning improvements with lower communication bandwidth usage (between learning agents) when using communication topologies that naturally evolved due to social learning in humans. Additionally, I provide a theoretical upper bound (that agrees with our empirical results) regarding which communication topologies lead to the largest learning performance improvement.
Given a future increasingly filled with decentralized autonomous machine learning systems that interact with humans, there is an increasing need to understand social learning to build resilient, scalable and effective learning systems, and this thesis provides insights into how to build such systems.
by Dhaval D.K. Adjodah.
Ph. D.
Ph.D. Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences
Rogers, Brian W. Palfrey Thomas R. "Learning and status in social networks /." Diss., Pasadena, Calif. : Caltech, 2006. http://resolver.caltech.edu/CaltechETD:etd-05262006-004112.
Full textOver, Harriet. "Social influence and social learning in young children and infants." Thesis, Cardiff University, 2009. http://orca.cf.ac.uk/54866/.
Full textAsano, Takahiro. "Professional learning as a way of being a social worker : post-qualifying learning among Japanese social workers." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/11499/.
Full textRhamachan, Molly. "Social movement learning: Collective,participatory learning within the jyoti jivanam movement of south Africa." University of the Western Cape, 2014. http://hdl.handle.net/11394/4401.
Full textThe purpose of this research paper is to explore and examine the nature of learning within the context of and situated within a social movement. Based on an exploratory qualitative study of learning within the Jyoti Jivanam Movement of South Africa, this research explores the nature and purpose/s of learning within a social movement. Accordingly, this study is guided by the research questions: How and why do adults learn as they collectively participate in social movements; and what factors facilitate, contribute, hinder and influence learning within social movement? This study confirms that social movements are important sites for. Collective learning and knowledge construction. For this reason, social movements need to be acknowledged as pedagogical sites that afford adults worthwhile learning opportunities. Furthermore, social movements, as pedagogical sites, not only contribute to conceptions of what constitute legitimate knowledge(s), social movements also contribute to the creation of transformative knowledge(s).
Frisk, Martin. "Social robot learning with deep reinforcement learning and realistic reward shaping." Thesis, Uppsala universitet, Institutionen för informationsteknologi, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-395918.
Full textMcGarrigle, Donna M. "The Role of Leadership in Social-Emotional Learning Implementation: Principal and Counselor Practices to Support Social-Emotional Learning." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:107977.
Full textThis case study of a public school district in the Northeast United States explores the leadership practices of elementary and middle school counseling staff and principals in supporting SEL, using a distributed leadership framework (Spillane, 2006). Data sources included 24 interviews with administrators, guidance counselors and social workers and document review. Findings indicate counseling staff support students and staff in a variety of ways through both formal and informal leadership practices. Principals support SEL by establishing SEL programs or strategies to match the needs of their student population. Two different models were found for how guidance counselor and social worker responsibilities are structured. The most common model, in six of the nine schools, is a tiered model where guidance counselors work with the majority of students on academic support/monitoring and delivering SEL lessons. Social workers focus on smaller numbers of students with more intensive needs. The second but less common model, in three of the nine schools, does not differentiate the roles of social workers and guidance counselors and instead assigns responsibilities by grade level. Concerns with this second model were raised by some administrators and several counselors. The quality of peer and administrator relationships was reported to be supportive and collaborative in the schools with differentiated roles. In the non-differentiated schools, it varied, and was related to shifting staff, a misunderstanding of the role differences, and challenges in developing collaborative relationships. Recommendations include assessing support structures to ensure the model adequately supports the SEL needs of the school
Thesis (EdD) — Boston College, 2018
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
Isaacs, Lorraine Ann. "Social constructivism and collaborative learning in social networks: the case of an online masters programme in adult learning." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/5130.
Full textThis study investigates how students in an online Masters Programme in Adult Learning, although geographically dispersed used SNs to develop a supportive environment that enables collaborative learning to support and deepen their learning. Web 2.0 social software provided the tools for various forms of communication and information sharing amongst student within the social networks. This study shows how the use of Web 2.0 tools such as wikis, podcasts, blogs, chat rooms, social networking sites and email have the potential to expand the learning environment, increase participation and enrich the learning experience. Rapid technological developments transform our world into a global society which is ever changing and interconnected. The SNs as a learning environment in this technological driven global society is complex and not clearly defined; therefore it was not easy for me to understand the nature of the SNs as learning environment. The social nature of this study has therefore urged me to use social constructivism as a conceptual framework to gain insights into how students have used the social networks to develop a supportive environment that enables collaborative learning to support and deepen their learning. The utilisation of social constructivism as theoretical lens has helped to broaden my perceptions of the SNs as learning environment, to deepen my understanding of how learning occurs in the SNs and to comprehend learner behaviour within this pedagogical space. Social constructivists view learning as a social process in which people make sense of their world by interacting with other people (Doolittle & Camp, 1999). Social constructivists belief in the social nature of knowledge, and the belief that knowledge is the result of social interaction and language usage, and, thus, is a shared, rather than an individual, experience (Prawat & Floden, 1994). Furthermore, they believe that this social interaction always occurs within a socio-cultural context, resulting in knowledge that is bound to a specific time and place (Vygotsky, 1978).
Li, Xudong. "The Impact of Social Learning and Social Norms on Auditor Choice." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc700085/.
Full textLeadbeater, Ellouise Anderson. "Social information use and social learning in the Bumblebee (Bombus terrestris)." Thesis, Queen Mary, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.499999.
Full textSmith, Elizabeth R. "Social media and social learning| A critical intersection for journalism education." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251916.
Full textFor the past decade, the profession of journalism has been under intense pressure to adapt to changing business models, technology, and forms of communication. Likewise, journalism education has been under intense scrutiny for failing to keep pace with the industry and inadequately preparing students for a rapidly changing professional environment. Social media has become a nexus for the pressures being experienced by both the profession and academia. This study uses Wenger’s (1998) model of Communities of Practice to consider how a student newsroom functions and how student journalists adapt within a newsroom and on social media. This study used a quantitative self-reported survey (N=334) design to understand the relationship of students’ social media use and newsroom participation, social media use and digital skills, and the differences relationships between demographic variables and the use of social media. Items in the survey were in one of four categories: newsroom participation, social media use, digital skills, and demographics. Results demonstrated that as students take on more responsibilities in a newsroom, the more likely they are to have relationships in the newsroom, to have a voice (in both editorial content and newsroom policy), to share their experiences with newer staff members, and to see the importance of social media use in their newsroom experience. Findings also related to meaning, identity, and practice within Wenger’s (1998) notions of Communities of Practice. Significant correlations among items measuring digital skills are related to length of time on staff, use of social media (e.g. watch breaking news and find story ideas), holding a digital position, frequency of use of social media, and critical knowledge of digital skills (including high-level relationships among libel, audience analytics, and multi-media content). Analysis showed that participants who held primarily digital positions demonstrated patterns of the more sophisticated digital skills.
Houff, J. Keith. "The effects of social learning intervention procedures on occupational social adjustment." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54446.
Full textEd. D.
Cortese, Juliann. "A social cognitivist view of hypermedia learning." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1117124538.
Full textTitle from first page of PDF file. Document formatted into pages; contains xv, 201 p.; also includes graphics. Includes bibliographical references (p. 191-201). Available online via OhioLINK's ETD Center
Hällsten, Martin. "Essays on social reproduction and lifelong learning /." Stockholm : The Swedish Institute for Social Research (SOFI), Stockholm University, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37315.
Full textMilán, Pau. "The Social economics of networks and learning." Doctoral thesis, Universitat Pompeu Fabra, 2016. http://hdl.handle.net/10803/393733.
Full textEsta tesis explora diversos entornos económicos en los que la estructura de las interacciones sociales entre los individuos determina los distintos resultados. En el primer capítulo, se estudia acuerdos de seguro mutuo restringidos en una red social. Utilizo datos de comunidades bolivianas para medir las predicciones teóricas y encuentro que los intercambios observados entre los hogares coinciden con la regla de reparto basada en la red obtenida por la teoría. Sostengo que este marco ofrece una reinterpretación de los resultados estándar de distribución de riesgos, prediciendo heterogeneidad entre los hogares en respuesta a los shocks de ingresos. En el segundo artículo, estudio el comportamiento individual y colectivo en juegos de coordinación, donde la información se dispersa a través de una red. Demuestro cómo los cambios en la distribución de las conectividades de la población afectan a los tipos de coordinación en equilibrio, así como la probabilidad de éxito. En el tercer capítulo, analizo un marco de aprendizaje y cambio de personal en el mercado de trabajo. Muestro que emparejamiento selectivo positivo (PAM) se extiende más allá del entorno estable de Eeckhout y Weng (2010) a una situación de incertidumbre residual que exhibe períodos de des-aprendizaje. También extiendo esta configuración para permitir elementos de career concerns y muestro que el equilibrio de PAM sólo puede sostenerse bajo fuertes supuestos.
Bas, Jesús 1990. "Influence of social hierarchies on infants' learning." Doctoral thesis, Universitat Pompeu Fabra, 2018. http://hdl.handle.net/10803/664967.
Full textLos humanos son animales sociales que viven en grupos y que tienden a organizarse jerárquicamente. Esta estratificación social influye en las interacciones entre individuos, así como en sus procesos cognitivos, como por ejemplo el aprendizaje. Debido a que el aprendizaje es esencial durante la infancia, en esta tesis queremos explorar la representación infantil de las jerarquías sociales y su influencia en el aprendizaje. Un primer conjunto de estudios mostró que los bebés entienden y vinculan desde la perspectiva de un tercero dos tipos de jerarquías sociales: las que regulan conflictos (relaciones dominante-subordinado) y las que regulan acciones colectivas (relaciones líder-seguidor). Un último estudio demostró que los bebés están predispuestos a aprender de los individuos de alto rango (dominantes). Proponemos que el aprendizaje de los bebés está influenciado por los agentes de alto rango porque son representados como líderes. Planteamos las posibles razones detrás de la tendencia a imitar a los agentes de alto rango (líderes) y formulamos una propuesta de estudios futuros que aborden la representación infantil del liderazgo.
McKee, Sherry A. "Social learning determinants of alcohol outcome expectancies." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0008/NQ40275.pdf.
Full textD'Souza, Lorraine. "Social learning in primates : patterns and processes." Thesis, Goldsmiths College (University of London), 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.429419.
Full textLarsson, Stephan. "Can Social Learning help facilitate Stormwater Management?" Thesis, Uppsala universitet, Institutionen för geovetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-254133.
Full textBilakhia, Sanjay. "Machine learning for high-level social behaviour." Thesis, Imperial College London, 2016. http://hdl.handle.net/10044/1/59041.
Full textLobel, Ilan. "Social networks : rational learning and information aggregation." Thesis, Massachusetts Institute of Technology, 2009. http://hdl.handle.net/1721.1/54232.
Full textThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 137-140).
This thesis studies the learning problem of a set of agents connected via a general social network. We address the question of how dispersed information spreads in social networks and whether the information is efficiently aggregated in large societies. The models developed in this thesis allow us to study the learning behavior of rational agents embedded in complex networks. We analyze the perfect Bayesian equilibrium of a dynamic game where each agent sequentially receives a signal about an underlying state of the world, observes the past actions of a stochastically-generated neighborhood of individuals, and chooses one of two possible actions. The stochastic process generating the neighborhoods defines the network topology (social network). We characterize equilibria for arbitrary stochastic and deterministic social networks and characterize the conditions under which there will be asymptotic learning -- that is, the conditions under which, as the social network becomes large, the decisions of the individuals converge (in probability) to the right action. We show that when private beliefs are unbounded (meaning that the implied likelihood ratios are unbounded), there will be asymptotic learning as long as there is some minimal amount of expansion in observations. This result therefore establishes that, with unbounded private beliefs, there will be asymptotic learning in almost all reasonable social networks. Furthermore, we provide bounds on the speed of learning for some common network topologies. We also analyze when learning occurs when the private beliefs are bounded.
(cont.) We show that asymptotic learning does not occur in many classes of network topologies, but, surprisingly, it happens in a family of stochastic networks that has infinitely many agents observing the actions of neighbors that are not sufficiently persuasive. Finally, we characterize equilibria in a generalized environment with heterogeneity of preferences and show that, contrary to a nave intuition, greater diversity (heterogeneity) 3 facilitates asymptotic learning when agents observe the full history of past actions. In contrast, we show that heterogeneity of preferences hinders information aggregation when each agent observes only the action of a single neighbor.
by Ilan Lobel.
Ph.D.
Buchsbaum, Daphna 1979. "Imitation and social learning for synthetic characters." Thesis, Massachusetts Institute of Technology, 2004. http://hdl.handle.net/1721.1/28775.
Full textIncludes bibliographical references (p. 137-149).
We want to build animated characters and robots capable of rich social interactions with humans and each other, and who are able to learn by observing those around them. An increasing amount of evidence suggests that, in human infants, the ability to learn by watching others, and in particular, the ability to imitate, could be crucial precursors to the development of appropriate social behavior, and ultimately the ability to reason about the thoughts, intents, beliefs, and desires of others. We have created a number of imitative characters and robots, the latest of which is Max T. Mouse, an anthropomorphic animated mouse character who is able to observe the actions he sees his friend Morris Mouse performing, and compare them to the actions he knows how to perform himself. This matching process allows Max to accurately imitate Morris's gestures and actions, even when provided with limited synthetic visual input. Furthermore, by using his own perception, motor, and action systems as models for the behavioral and perceptual capabilities of others (a process known as Simulation Theory in the cognitive literature), Max can begin to identify simple goals and motivations for Morris's behavior, an important step towards developing characters with a full theory of mind. Finally, Max can learn about unfamiliar objects in his environment, such as food and toys, by observing and correctly interpreting Morris's interactions with these objects, demonstrating his ability to take advantage of socially acquired information.
by Daphna Buchsbaum.
S.M.
Shi, Lei. "Scaffolding for social personalised adaptive e-learning." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/67201/.
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