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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