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 frequencyand 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.social learning | cooperation | individual differences | cultural evolution | personality A cquiring information about others is a prominent feature of the human behavioral repertoire (1-3). Observing the behavior of others can allow individuals to improve their own knowledge and skills, but it can also be instrumental in anticipating how others will behave in future social interactions. Clues that help to predict how others will behave can allow for better coordination, or for being able to outsmart others for personal gain (4, 5). Indeed, the ability to keep a mental tab about the past actions of others has been put forward as one of the main mechanisms that allowed for the evolution of cooperation in humans (6, 7).This focus on social information comes with a spectacular capacity to imitate. Imitation and other forms of social learning govern the spread of information between individuals and are therefore at the basis of cultural change. Indeed, it has been argued that these mechanisms of transmission underlie a process of cultural evolution, which is in many ways analogous to genetic evolution (8-10). Social learning has allowed humans to rapidly adapt to all kinds of environmental circumstances and is ultimately responsible for the wide variety of languages, habits, forms of organization, and social norms that are found across cultures (11)(12)(13)(14). Because of this, social learning and its grouplevel consequences have been the object of considerable scientific scrutiny. Laboratory studies and theoretical models have gone hand-in-hand in respectively identifying the social learning strategies that people use (15-18) and determining how these different strategies are shaped by selection (19-21) and affect the outcome of cultural evolution (22-26). The framework of cultural evolution has b...