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Social facilitation is a well-known phenomenon where the presence of organisms belonging to the same species enhances an individual organism's performance in a specific task. As far as fishes are concerned, most studies on social facilitation have been conducted in standing-water conditions. However, for riverine species, fish are most commonly located in moving waters, and the effects of hydrodynamics on social facilitation remain largely unknown. To bridge this knowledge gap, we designed and performed flume experiments where the behaviour of wild juvenile Italian riffle dace (Telestes muticellus) in varying group sizes and at different mean flow velocities, was studied. An artificial intelligence (AI) deep learning algorithm was developed and employed to track fish positions in time and subsequently assess their exploration, swimming activity, and space use. Results indicate that energy-saving strategies dictated space use in flowing waters regardless of group size. Instead, exploration and swimming activity increased by increasing group size, but the magnitude of this enhancement (which quantifies social facilitation) was modulated by flow velocity. These results have implications for how future research efforts should be designed to understand the social dynamics of riverine fish populations, which can no longer ignore the contribution of hydrodynamics. [ABSTRACT FROM AUTHOR]

Simple Summary: Virtual fencing is an alternative to the ubiquitously used physical fences. It uses GPS to determine the location of livestock relative to a virtual line. The system deters livestock from leaving the enclosure by using an auditory warning followed by an electric impulse during approach and crossing of the fence line. This paper assessed the social effects on learning between cattle with and without prior experience with virtual fencing through three case studies: one with a gradual and two with an instant introduction method. These were applied to assess if improvements in associative learning could be made. Due to the non-standardised experiments, it was not possible to analyse the effect across the case studies and therefore to conclude whether the number of experienced cattle or the different introduction methods influenced the inexperienced cattle. Agricultural industries rely on physical fences to manage livestock. However, these present practical, financial, and ecological challenges, which may be solved using virtual fencing. This study aimed to identify how experienced cattle through social facilitation and the introduction method influence inexperienced cattle. Based on three stocks held in Fanø, Denmark, containing 12, 17 and 13 Angus (Bos taurus), we examined the virtual fence learning in three case studies using one gradual introduction with zero experienced cattle (A) and two different instant introductions with one (B) and ten (C) experienced cattle. Gradual introduction had the virtual fence moved 20 m every other day for eleven days, and in the two instant introductions, the physical fence was removed in one day. Warnings and impulses were recorded during an 11-day learning period and a 26-day post-learning period, using the impulses per warning to quantify if the cattle adapted. Case studies A and B showed a significant reduction in the warnings and impulses, but only A showed a significant reduction in the impulses per warning when comparing the learning period to the post-learning period. Due to the non-standardised experiments, it was not possible to conclude if the number of experienced cattle or the introduction method had an effect on the results. [ABSTRACT FROM AUTHOR]

Research on the educational applications of social robots has shown how they can motivate children and help improve academic learning outcomes. Here, we examine how robots can support skill learning and, more specifically, musical instrument practice. Drawing from social facilitation theory and evaluation apprehension theory we expected that the robot's mere presence would impact children's performance and that this effect would be contingent upon the children expecting the robot to evaluate their performance. We report an experiment with children (N = 31) aged nine to twelve who practiced a familiar and new piece alone, in the presence of an evaluative robot, and in the presence of a non‐evaluative robot. We found that children performed better in terms of rhythm, pitch, and general impression in the presence of the non‐evaluative robot. These findings offer important insights for designing robot tutors for music learning. Practitioner notesWhat is already known about this topic Social robots have been applied in different educational scenarios (e.g., second language, math, and programming) and were proven to be beneficial for children's motivation.Musical instrument learning requires practice, perseverance, and social support to become successful.Social robots can be used as a provider of social support during musical instrument practice.Children tend to perform better on easy or well‐rehearsed tasks and worse on complex tasks or new ones with the presence of observers, but only when they believe the observer can evaluate them.What this paper adds Social robots are beneficial for children's performance in musical instrument learning.Limited evidence was found to prove that children tend to perform better on old melodies and worse on new melodies in the presence of a social robot. However, the results confirmed that the level of evaluative of the robot matters.Children tend to have better performance with the robot that did not provide evaluative comments when practicing a new melody (a difficult task) than alone and with the robot that offered evaluative comments.This study confirmed that social robots can provide support to children in practicing music, helping to improve their performance.Implications for practice and/or policy Social facilitation and evaluation apprehension effects need to be taken into consideration during the behaviour design of companion robots in learning scenarios.Robots, which were intended to motivate children in learning, should be designed to not provide evaluative comments. [ABSTRACT FROM AUTHOR]

Observation and replication of observed behavior are two key components to organisms surviving and flourishing. In a corresponding manner, people observe the behavior of others in organizations, replicating adaptive while avoiding detrimental behaviors. Learning by observation allows workers to develop repertoires in which adaptive behaviors are reinforced while maladaptive behaviors undergo extinction or are socially and financially punished. Moreover, observers often improve their own performance when monitoring and recording the behavior of others. However, observers also might replicate inappropriate behavior. Imitation, observational learning, observational performance, and rule-governed behavior are discussed in these contexts. Finally, being viewed by others frequently enhances worker responding and accomplishments. These behaviors occur at the individual, group, and organizational levels, allowing some workers, teams, and organizations to flourish. [ABSTRACT FROM AUTHOR]

Reciprocity is one of the most prominent explanations for the evolution of stable cooperation. Although reciprocity has been studied for decades in numerous animal species and behavioural contexts, its underlying proximate mechanisms remain unclear. Domestic dogs provide a useful model species for the study of proximate mechanisms, though there are currently inconsistent findings regarding dogs' propensity to reciprocate. Here, we investigated whether, after minimal training, pet dogs would press a button, which remotely controlled a food dispenser, to deliver food to an enclosure occupied by a helpful conspecific that had provided them with food or an unhelpful conspecific that had not provided them with food. We included an asocial control condition in which the enclosure was unoccupied and a social facilitation control in which the food delivery mechanism was non‐functional. Whether subjects were familiar with the helpful and unhelpful conspecifics was also varied. In addition, to investigate potential mechanisms underlying reciprocity, we measured subjects salivary oxytocin concentration before and after they experienced the helpful and unhelpful acts. There was no effect of the previous helpfulness or the familiarity of the partner on the number of times subjects pressed the button. However, there was also no effect of the presence of a partner or the operationality of the food delivery mechanism on the number of button presses, indicating that subjects were not pressing the button to provision the partner. Moreover, the experience of the helpful or unhelpful act did not influence subjects' salivary oxytocin concentration. Variation in findings of reciprocity across studies appears to correspond with differing training protocols. Subjects' understanding of the task in the current study may have been constrained by the limited training received. Additional tests to verify subjects' understanding of such tasks are warranted in future studies. [ABSTRACT FROM AUTHOR]

Background: Facilitation is an implementation strategy that supports the uptake of evidence-based practices. Recently, use of virtual facilitation (VF), or the application of facilitation using primarily video-based conferencing technologies, has become more common, especially since the COVID-19 pandemic. Thorough assessment of the literature on VF, however, is lacking. This scoping review aimed to identify and describe conceptual definitions of VF, evaluate the consistency of terminology, and recommend "best" practices for its use as an implementation strategy. Methods: We conducted a scoping review to identify literature on VF following the PRISMA-ScR guidance. A search of PubMed, Embase, Web of Science, and CINAHL databases was conducted in June 2022 for English language articles published from January 2012 through May 2022 and repeated in May 2023 for articles published from January 2012 through April 2023. Identified articles, including studies and conference abstracts describing VF, were uploaded into Covidence and screened independently by two reviewers. Data extraction was done by two reviewers in Microsoft Excel; additionally, studies were evaluated based on the Proctor et al. (2013) reporting guidelines for specifying details of implementation strategies. Results: The search strategy identified 19 articles. After abstract and full-text screening, eight studies described by 10 articles/abstracts were included in analysis. Best practices summarized across studies included (1) stakeholder engagement, (2) understanding the recipient's organization, (3) facilitator training, (4) piloting, (5) evaluating facilitation, (6) use of group facilitation to encourage learning, and (7) integrating novel tools for virtual interaction. Three papers reported all or nearly all components of the Proctor et al. reporting guidelines; justification for use of VF was the most frequently omitted. Conclusions: This scoping review evaluated available literature on use of VF as a primary implementation strategy and identified significant variability on how VF is reported, including inconsistent terminology, lack of details about how and why it was conducted, and limited adherence to published reporting guidelines. These inconsistencies impact generalizability of these methods by preventing replicability and full understanding of this emerging methodology. More work is needed to develop and evaluate best practices for effective VF to promote uptake of evidence-based interventions. Trial registration: N/A. [ABSTRACT FROM AUTHOR]

According to Zajonc's (1965) motivation based theory, the presence of a conspecific should increase motivation and the effect of an increase in motivation should depend on the nature of the target behavior. If the target behavior is already in the animals repertoire, the presence of a conspecific should increase the target behavior. If, however, the target behavior needs to be acquired, it should retard its acquisition. There is evidence that pigeons will choose suboptimally when given a choice between a 20% chance of signaled reinforcement and a 50% chance of unsignaled reinforcement. Under these conditions, once a preference is found, Zajonc's theory suggests that the presence of a conspecific should increase suboptimal choice. However, there is also evidence that social experience by pigeons outside the experimental context reduces suboptimal choice. In the present experiment, pigeons performed this task either in the presence of a conspecific or without a conspecific present. Inconsistent with Zajonc's theory, the results indicated that pigeons that performed the task in the presence of a conspecific chose suboptimally less often than pigeons that performed the task on their own. The results suggest that the presence of a conspecific may provide an alternative source of reinforcement, thus replacing some of the effect of the conditioned stimulus provided by the signal for reinforcement. Further testing with increased experimental sample size is recommended to confirm these preliminary findings. [ABSTRACT FROM AUTHOR]