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dc.contributor.authorGreggor, Alisonen
dc.contributor.authorThornton, Aen
dc.contributor.authorClayton, Nicolaen
dc.date.accessioned2017-02-06T15:06:38Z
dc.date.available2017-02-06T15:06:38Z
dc.date.issued2017-01-01en
dc.identifier.issn0340-5443
dc.identifier.urihttps://www.repository.cam.ac.uk/handle/1810/262330
dc.description.abstractSocial learning can influence how animals respond to anthropogenic changes in the environment, determining whether animals survive novel threats and exploit novel resources or produce maladaptive behaviour and contribute to human-wildlife conflict. Predicting where social learning will occur and manipulating its use are, therefore, important in conservation, but doing so is not straightforward. Learning is an inherently biased process that has been shaped by natural selection to prioritize important information and facilitate its efficient uptake. In this regard, social learning is no different from other learning processes because it too is shaped by perceptual filters, attentional biases and learning constraints that can differ between habitats, species, individuals and contexts. The biases that constrain social learning are not understood well enough to accurately predict whether or not social learning will occur in many situations, which limits the effective use of social learning in conservation practice. Nevertheless, we argue that by tapping into the biases that guide the social transmission of information, the conservation applications of social learning could be improved. We explore the conservation areas where social learning is highly relevant and link them to biases in the cues and contexts that shape social information use. The resulting synthesis highlights many promising areas for collaboration between the fields and stresses the importance of systematic reviews of the evidence surrounding social learning practices.
dc.description.sponsorshipBBSRC David Phillips Fellowship (BB/H021817/1)
dc.languageengen
dc.language.isoenen
dc.publisherSpringer
dc.rightsAttribution 4.0 Internationalen
dc.rightsAttribution 4.0 Internationalen
dc.rightsAttribution 4.0 Internationalen
dc.rightsAttribution 4.0 Internationalen
dc.rightsAttribution 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/en
dc.subjectconservationen
dc.subjectenvironmental changeen
dc.subjectlearning biasesen
dc.subjectsocial learningen
dc.titleHarnessing learning biases is essential for applying social learning in conservationen
dc.typeArticle
prism.issueIdentifier1en
prism.number16en
prism.publicationDate2017en
prism.publicationNameBehavioral Ecology and Sociobiologyen
prism.volume71en
dc.identifier.doi10.17863/CAM.7591
dcterms.dateAccepted2016-11-14en
rioxxterms.versionofrecord10.1007/s00265-016-2238-4en
rioxxterms.versionVoRen
rioxxterms.licenseref.urihttp://creativecommons.org/licenses/by/4.0/en
rioxxterms.licenseref.startdate2017-01-01en
dc.contributor.orcidClayton, Nicola [0000-0003-1835-423X]
dc.identifier.eissn1432-0762
rioxxterms.typeJournal Article/Reviewen
pubs.funder-project-idEuropean Research Council (339993)
pubs.funder-project-idBBSRC (BB/H021817/1)
cam.issuedOnline2016-12-07en
cam.orpheus.successThu Jan 30 12:56:58 GMT 2020 - The item has an open VoR version.*
rioxxterms.freetoread.startdate2100-01-01


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Attribution 4.0 International
Except where otherwise noted, this item's licence is described as Attribution 4.0 International