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京都大学 / 新制・課程博士 / 博士(理学) / 甲第24076号 / 理博第4843号 / 新制||理||1693(附属図書館) / 京都大学大学院理学研究科生物科学専攻 / (主査)教授 中川 尚史, 准教授 中村 美知夫, 教授 中務 真人 / 学位規則第4条第1項該当 / Doctor of Science / Kyoto University / DGAM

<p>Social learning, defined as learning from other individuals, has been well studied in vertebrates and social insect species. In order to promote further understanding of the evolution of social learning, I tested a non-social insect for social learning and socially influenced behaviour. The desert locust (Schistocerca gregaria) is a gregarious insect which has the opportunity for social learning and can benefit from such ability. Locusts showed rapid individual learning, preferring a diet they have experienced over another of equal nutritional quality. Adult locusts also showed socially influenced behaviour, preferring to eat and lay eggs in the vicinity of other locusts over doing so alone. Fifth instar locusts did not show the same socially influenced behaviours. Neither adult nor nymphs showed social learning after interacting with previously fed models or after observing models feed through a screen. These results provide evidence for socially influenced behaviour in locusts and for a difference in social behaviour between nymphs and adults. Further research utilizing locusts as a model system may help us gain a better understanding of the evolution of social learning.</p> / Master of Science (MS)

<p>Animals utilize information about their environments in order to adaptively modify behaviour. Such information may come from individual experience or from social sources, both of which have costs and benefits to the animal. Here I first show benefits of individual learning with respect to foraging performance, a good proxy of fitness, in bumblebees in a naturalistic setting. Second, I show that despite fitness costs associated with learning, fruit flies do not modify their investment in learning ability due to environmental complexity of larval foraging environment. Third, I show that fruit fly larvae utilize social information in their foraging decisions, including social learning, despite increased competition costs. Fourth, I show that adult fruit flies also use the presence of larvae as a source of social information to find suitable food patches. Finally, I show that larvae spontaneously form small foraging aggregations, one benefit of which may be an improved ability to dig and burrow into the surface of the food. I discuss the costs and benefits of both individual and social learning, as well as the potential for insect model systems in future studies of sociality and learning.</p> / Doctor of Philosophy (PhD)

What is the most effective problem solving method at the environmental policy table in the context of a radical diversity of worldviews? I answer the question in the dissertation by developing a theory that accommodates diversity in policymaking. My line of reasoning is as follows. In Chapter One, I survey the diverse discourse about Global Climate Models in detail. I demonstrate that a radical diversity of worldviews is expressed in the discourse. In Chapter Two, I advance a model of language that is an accurate foundation for discourse in policymaking. In Chapter Three, I consider the best policymaking strategy in view of the language model: idea-based policymaking. I then demonstrate that the policymaking strategy is weakly theorized. I introduce a theory of its operation at the end of Chapter Three, and develop it in detail in Chapters Four and Five. Because there is not currently a model, I consider an analogue model in play and explain the analogy in Chapter Four. I apply the analogue to the policy table in Chapter Five and fully develop an operational theory to explicate the problem solving method in policymaking. The force of the dissertation's contribution is made in Chapters Three to Five. Chapters One and Two are a ground of the argument. In Chapters Three to Five, I argue that idea-based policymaking is a promising form of policymaking practice because social learning is the operative problem-solving mechanism. In social learning: (1) the worldviews of the actors are leveraged in discourse and (2) power relations are dynamically distributed among actors (Hajer). The result is a fortified problem solving operation. This is because in (1) the heterogeneous problem solving resources of the group members are distributed and in (2) social learning shifts power relations by dislodging, mediating, and subsuming a new power regime. In summary, the dissertation is a contribution in applied philosophy. I comprehensively demonstrate that an effective policymaking method will manage the incommensurability of worldview and stipulate a problem solving method that engages the basic condition of policymaking--radical diversity--rather than denies it. / Philosophy

School-based social and emotional learning (SEL) interventions have the potential to promote healthy development among children, including social and emotion regulation and academic achievement. Higher levels of implementation quality are associated with greater student outcomes compelling research to identify factors that contribute to successful implementation. Social validity refers to the social significance of an intervention and is thought to improve the uptake of interventions. The ecological model of teacher implementation proposes that individual and contextual factors influence social validity. The present study used a mixed-method design to examine how teacher and school factors were associated with the social validity of SEL interventions. Participants included 112 PK-5 teachers who completed an online survey about their perceptions of social validity of SEL interventions, their demographics, SEL beliefs, self-efficacy, stress level, multicultural competence (MCC), school climate, school location, and proportions of students and teachers of color. Participants responded to four open-ended questions regarding their perceptions of SEL interventions. Structural equation modeling was used to test model fit and estimate relationships between variables. Teacher SEL Competence (indicated by SEL beliefs, self-efficacy, and MCC), School Diversity (indicated by location, proportions of students and teachers of color), stress level, race/ethnicity, and school climate were examined in their association with the social validity (i.e., acceptability, willingness, perceived effectiveness, and disruption) of SEL interventions. Thematic analysis was used to extract common themes from qualitative data and expand the understanding of teachers’ perceptions about SEL interventions. Quantitative and qualitative results showed that teacher and school factors were significantly associated with social validity. Overall, teachers reported positive perceptions about SEL interventions; particularly, teachers with higher SEL competence perceived SEL interventions to be more acceptable and effective and were more willing to engage in them. Teachers with higher stress levels also perceived SEL interventions as more acceptable, suggesting they may think SEL interventions can improve both student behavior and teacher well-being. On the other hand, teachers with more years of teaching experience perceived SEL interventions as more disruptive to classroom routines. This may point to barriers in school settings such as lack of time for non-academic activities. Notably, teachers of color also perceived SEL interventions to be more disruptive, and teachers working in more diverse schools rated SEL interventions to be less acceptable. Teachers noted that SEL interventions should be customized to students’ context and reality. Teachers of color and those working in diverse schools may be more aware of the lack of cultural responsiveness of SEL interventions, and therefore find them less socially valid. Providing trainings and supports that develop teacher SEL competence can significantly increase social validity and, consequently, engagement in interventions. It is also important to promote teachers’ MCC and infuse multicultural considerations into school practices. Research on intervention development, evaluation, and dissemination should account for cultural diversity as well as investigate adaptations to improve implementation quality, sustainability, and student outcomes. Advancing SEL interventions in these areas has the potential to promote a healthier development among students particularly those from diverse communities.