Kimmo Eriksson

I am a professor of mathematics/applied mathematics at Mälardalen University. I am also a long-time affiliate of the Centre for the Study of Cultural Evolution at Stockholm University, where I was employed as a guest professor 2010-2014. Board member of the Institute of Analytical Sociology at Linköping University. Academic editor of PLOS ONE and editorial board member of Social Justice Research.

My research spans both mathematics and behavioral science. My current main interest is to examine the processes whereby culture changes. My approach is to use behavioral science studies to understand the underlying mechanisms and to use mathematical modelling to understand what cultural changes these mechanisms are expected to lead to over time. In this work I tend to collaborate with Pontus Strimling.

Three recently published works:

  • Daniel Cownden, Kimmo Eriksson & Pontus Strimling (2015). The implications of learning across perceptually and strategically distinct situations. Synthese. 1-18.
  • Kimmo Eriksson, Pontus Strimling, & Julie Coultas (in press). Bidirectional associations between descriptive and injunctive norms. To appear in Organizational Behavior and Human Decision Processes. Published online before print October 29, 2014. doi:10.1016/j.obhdp.2014.09.011
  • Kimmo Eriksson, Per A Andersson, & Pontus Strimling (in press). Moderators of the disapproval of peer punishment. To appear in Group Processes and Intergroup Relations. Published online before print May 10, 2015, doi: 10.1177/1368430215583519

Three frequently cited works:

  • L. Rendell, R. Boyd, D. Cownden, M. Enquist, K. Eriksson, M.W. Feldman, L. Fogarty, S. Ghirlanda, T. Lillicrap, & K.N. Laland (2010). Why copy others? Insights from the social learning tournament, Science 328 (5975), 208 – 213.
  • M. Enquist, K. Eriksson, & S. Ghirlanda (2010). Critical social learning: a solution to Rogers’s paradox of nonadaptive culture. American Anthropologist 109 (4), 727-734.
  • G.E. Andrews, & K. Eriksson (2004). Integer Partitions. Cambridge University Press.