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Focus on the success of others leads to selfish behavior.

ABSTRACT: It has often been argued that the spectacular cognitive capacities of humans are the result of selection for the ability to gather, process, and use information about other people. Recent studies show that humans strongly and consistently differ in what type of social information they are interested in. Although some individuals mainly attend to what the majority is doing (frequency-based learning), others focus on the success that their peers achieve with their behavior (success-based learning). Here, we show that such differences in social learning have important consequences for the outcome of social interactions. We report on a decision-making experiment in which individuals were first classified as frequency- and success-based learners and subsequently grouped according to their learning strategy. When confronted with a social dilemma situation, groups of frequency-based learners cooperated considerably more than groups of success-based learners. A detailed analysis of the decision-making process reveals that these differences in cooperation are a direct result of the differences in information use. Our results show that individual differences in social learning strategies are crucial for understanding social behavior.

SUBMITTER: van den Berg P

PROVIDER: S-EPMC4352783 | biostudies-literature | 2015 Mar

REPOSITORIES: biostudies-literature

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Focus on the success of others leads to selfish behavior.

van den Berg Pieter P Molleman Lucas L Weissing Franz J FJ

Proceedings of the National Academy of Sciences of the United States of America 20150217 9

It has often been argued that the spectacular cognitive capacities of humans are the result of selection for the ability to gather, process, and use information about other people. Recent studies show that humans strongly and consistently differ in what type of social information they are interested in. Although some individuals mainly attend to what the majority is doing (frequency-based learning), others focus on the success that their peers achieve with their behavior (success-based learning) ...[more]

PMID: 25730855

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Project description:Many studies suggest that preschoolers initially privilege outcome over intention in their moral judgments. The present findings reveal that, in contrast, even younger preschoolers can privilege intentions when evaluating characters who successfully or unsuccessfully help or hinder a third party in achieving its goal. Following a live-action puppet show originally created for infant populations, children made a forced-choice social judgment (which puppet was liked) and two forced-choice moral judgments (which puppet was nicer, which puppet should be punished), and were asked to explain their punishment allocations. In two experiments (N = 195), 3- and 4-year-olds evaluated characters with distinct intentions to help or to hinder who were associated with either positive or negative outcomes. Both ages judged characters with more positive intentions as nicer, and allocated punishment to characters with more negative intentions; neither of these tendencies depended on the outcomes the characters were associated with. Three-year-olds' responses were somewhat less consistent than were 4-year-olds', in that 3-year-olds' judgments were disrupted by ambiguous harmful intent. Notably, children's social judgments were less consistent than their moral judgments. In a third and final experiment (N = 100), children evaluated characters with the same intention but who were associated with different outcomes. Children showed inconsistent responding across age and outcome valence, but only 4-year-olds evaluating two characters with positive intentions reliably responded based on outcome. When providing informative responses in all three studies, children most frequently explained their punishment allocations by appealing to the puppet's (attempted) hindering action or failure to help. These findings raise questions as to what underlies different patterns of response across studies in the literature, and suggests that observing live interactions may facilitate young children's intention-based moral judgments.

Project description:Restriction-modification (RM) systems are composed of genes that encode a restriction enzyme and a modification methylase. RM systems sometimes behave as discrete units of life, like viruses and transposons. RM complexes attack invading DNA that has not been properly modified and thus may serve as a tool of defense for bacterial cells. However, any threat to their maintenance, such as a challenge by a competing genetic element (an incompatible plasmid or an allelic homologous stretch of DNA, for example) can lead to cell death through restriction breakage in the genome. This post-segregational or post-disturbance cell killing may provide the RM complexes (and any DNA linked with them) with a competitive advantage. There is evidence that they have undergone extensive horizontal transfer between genomes, as inferred from their sequence homology, codon usage bias and GC content difference. They are often linked with mobile genetic elements such as plasmids, viruses, transposons and integrons. The comparison of closely related bacterial genomes also suggests that, at times, RM genes themselves behave as mobile elements and cause genome rearrangements. Indeed some bacterial genomes that survived post-disturbance attack by an RM gene complex in the laboratory have experienced genome rearrangements. The avoidance of some restriction sites by bacterial genomes may result from selection by past restriction attacks. Both bacteriophages and bacteria also appear to use homologous recombination to cope with the selfish behavior of RM systems. RM systems compete with each other in several ways. One is competition for recognition sequences in post-segregational killing. Another is super-infection exclusion, that is, the killing of the cell carrying an RM system when it is infected with another RM system of the same regulatory specificity but of a different sequence specificity. The capacity of RM systems to act as selfish, mobile genetic elements may underlie the structure and function of RM enzymes.

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Focus on the success of others leads to selfish behavior.

Publications

Focus on the success of others leads to selfish behavior.

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