Social foraging: individual learning and cultural transmission of innovations

We present two stochastic models of individual and social learningthat count the number of individuals exhibiting a learned, resource-producingtrait in a group of social foragers. The novelty of our modelingresults from incorporating the empirically based assumptionthat rates of both individual and social learning should dependon the frequency of the learned trait within the group. Whenresources occur as clumps shared by group members, a naive individual'sacquisition of the skill required for clump discovery/productionshould involve opposing processes of frequency dependence. Theopportunity to learn via cultural transmission should increasewith the trait's frequency, but the opportunity for learningindividually should decrease as the trait's frequency increases.The results of the model suggest that the evolution of the capacityfor cultural transmission may be promoted in environments wherescrounging at resource clumps inhibits rates of individual learning.     

Individual variation in the rate of use of tree-hole tools among wild orang-utans: implications for hominin evolution

Primate tool use varies among species, populations, and individuals. Individual variation is especially poorly understood. Orang-utans in the Sumatran swamp forest of Suaq Balimbing varied widely in rates of tool use to extract honey, ants or termites from tree holes and in the degree to which they specialized on this tree-hole tool use. We tested whether individual variation was best explained by effects of social dominance, habitat differences, or by opportunities for socially learning the skills during ontogeny. There was no evidence for the first two hypotheses. However, we found a strong relationship between tool use specialization and mean female party size, which was used as a proxy for the opportunities for socially mediated learning in a foraging context during their development. This use was justified because females are rather philopatric and their mean party size remained stable over time, thus reflecting long-term tendencies. The correlation was not an artifact of a direct effect of party size on tool use tendencies, and did not hold for males, the dispersing sex. Thus, variation in the number of opportunities for social learning explains tool use variation within populations, corroborating hypotheses for between-population variation. The emergence of human culture was accompanied by vastly improved mechanisms of social learning. In order for these improvements to be favored by natural selection, the cultural potential must have actually been expressed. Thus, a combination of strong sociability and a reliance on tool-using or other technical skills acquired through social learning must have characterized early hominins.     

Social enhancement can create adaptive,arbitrary and maladaptive cultural traditions

Many animals are known to learn socially, i.e. they are able to acquire new behaviours by using information from other individuals. Researchers distinguish between a number of different social-learning mechanisms such as imitation and social enhancement. Social enhancement is a simple form of social learning that is among the most widespread in animals. However, unlike imitation, it is debated whether social enhancement can create cultural traditions. Based on a recent study on capuchin monkeys, we developed an agent-based model to test the hypotheses that (i) social enhancement can create and maintain stable traditions and (ii) social enhancement can create cultural conformity. Our results supported both hypotheses. A key factor that led to the creation of cultural conformity and traditions was the repeated interaction of individual reinforcement and social enhancement learning. This result emphasizes that the emergence of cultural conformity does not necessarily require cognitively complex mechanisms such as ‘copying the majority’ or group norms. In addition, we observed that social enhancement can create learning dynamics similar to a ‘copy when uncertain’ learning strategy. Results from additional analyses also point to situations that should favour the evolution of learning mechanisms more sophisticated than social enhancement.     

A model for tool-use traditions in primates: implications for the coevolution of culture and cognition

Inspired by the demonstration that tool-use variants among wild chimpanzees and orangutans qualify as traditions (or cultures), we developed a formal model to predict the incidence of these acquired specializations among wild primates and to examine the evolution of their underlying abilities. We assumed that the acquisition of the skill by an individual in a social unit is crucially controlled by three main factors, namely probability of innovation, probability of socially biased learning, and the prevailing social conditions (sociability, or number of potential experts at close proximity). The model reconfirms the restriction of customary tool use in wild primates to the most intelligent radiation, great apes; the greater incidence of tool use in more sociable populations of orangutans and chimpanzees; and tendencies toward tool manufacture among the most sociable monkeys. However, it also indicates that sociable gregariousness is far more likely to produce the maintenance of invented skills in a population than solitary life, where the mother is the only accessible expert. We therefore used the model to explore the evolution of the three key parameters. The most likely evolutionary scenario is that where complex skills contribute to fitness, sociability and/or the capacity for socially biased learning increase, whereas innovative abilities (i.e., intelligence) follow indirectly. We suggest that the evolution of high intelligence will often be a byproduct of selection on abilities for socially biased learning that are needed to acquire important skills, and hence that high intelligence should be most common in sociable rather than solitary organisms. Evidence for increased sociability during hominin evolution is consistent with this new hypothesis.     

The evolution of animal 'cultures' and social intelligence

Decades-long field research has flowered into integrative studies that, together with experimental evidence for the requisite social learning capacities, have indicated a reliance on multiple traditions ('cultures') in a small number of species. It is increasingly evident that there is great variation in manifestations of social learning, tradition and culture among species, offering much scope for evolutionary analysis. Social learning has been identified in a range of vertebrate and invertebrate species, yet sustained traditions appear rarer, and the multiple traditions we call cultures are rarer still. Here, we examine relationships between this variation and both social intelligence--sophisticated information processing adapted to the social domain--and encephalization. First, we consider whether culture offers one particular confirmation of the social ('Machiavellian') intelligence hypothesis that certain kinds of social life (here, culture) select for intelligence: 'you need to be smart to sustain culture'. Phylogenetic comparisons, particularly focusing on our own study animals, the great apes, support this, but we also highlight some paradoxes in a broader taxonomic survey. Second, we use intraspecific variation to address the converse hypothesis that 'culture makes you smart', concluding that recent evidence for both chimpanzees and orangutans support this proposition.     

Cooperation and human cognition: the Vygotskian intelligence hypothesis

Nicholas Humphrey's social intelligence hypothesis proposed that the major engine of primate cognitive evolution was social competition. Lev Vygotsky also emphasized the social dimension of intelligence, but he focused on human primates and cultural things such as collaboration, communication and teaching. A reasonable proposal is that primate cognition in general was driven mainly by social competition, but beyond that the unique aspects of human cognition were driven by, or even constituted by, social cooperation. In the present paper, we provide evidence for this Vygotskian intelligence hypothesis by comparing the social-cognitive skills of great apes with those of young human children in several domains of activity involving cooperation and communication with others. We argue, finally, that regular participation in cooperative, cultural interactions during ontogeny leads children to construct uniquely powerful forms of perspectival cognitive representation.     

Persistent social interactions beget more pronounced personalities in a desert-dwelling social spider

The social niche specialization hypothesis predicts that repeated social interactions will generate social niches within groups, thereby promoting consistent individual differences in behaviour. Current support for this hypothesis is mixed, probably because the importance of social niches is dependent upon the ecology of the species. We test whether repeated interactions among group mates generate consistent individual differences in boldness in the social spider, Stegodyphus dumicola. In support of the social niche specialization hypothesis, we found that consistent individual differences in boldness increased with longer group tenure. Interestingly, these differences took longer to appear than in previous work suggesting this species needs more persistent social interactions to shape its behaviour. Recently disturbed colonies were shyer than older colonies, possibly reflecting differences in predation risk. Our study emphasizes the importance of the social environment in generating animal personalities, but also suggests that the pattern of personality development can depend on subtle differences in species'' ecologies.     

Natural pedagogy as evolutionary adaptation

We propose that the cognitive mechanisms that enable the transmission of cultural knowledge by communication between individuals constitute a system of 'natural pedagogy' in humans, and represent an evolutionary adaptation along the hominin lineage. We discuss three kinds of arguments that support this hypothesis. First, natural pedagogy is likely to be human-specific: while social learning and communication are both widespread in non-human animals, we know of no example of social learning by communication in any other species apart from humans. Second, natural pedagogy is universal: despite the huge variability in child-rearing practices, all human cultures rely on communication to transmit to novices a variety of different types of cultural knowledge, including information about artefact kinds, conventional behaviours, arbitrary referential symbols, cognitively opaque skills and know-how embedded in means-end actions. Third, the data available on early hominin technological culture are more compatible with the assumption that natural pedagogy was an independently selected adaptive cognitive system than considering it as a by-product of some other human-specific adaptation, such as language. By providing a qualitatively new type of social learning mechanism, natural pedagogy is not only the product but also one of the sources of the rich cultural heritage of our species.     

How Do Hunter-Gatherer Children Learn Subsistence Skills?

Hunting and gathering is, evolutionarily, the defining subsistence strategy of our species. Studying how children learn foraging skills can, therefore, provide us with key data to test theories about the evolution of human life history, cognition, and social behavior. Modern foragers, with their vast cultural and environmental diversity, have mostly been studied individually. However, cross-cultural studies allow us to extrapolate forager-wide trends in how, when, and from whom hunter-gatherer children learn their subsistence skills. We perform a meta-ethnography, which allows us to systematically extract, summarize, and compare both quantitative and qualitative literature. We found 58 publications focusing on learning subsistence skills. Learning begins early in infancy, when parents take children on foraging expeditions and give them toy versions of tools. In early and middle childhood, children transition into the multi-age playgroup, where they learn skills through play, observation, and participation. By the end of middle childhood, most children are proficient food collectors. However, it is not until adolescence that adults (not necessarily parents) begin directly teaching children complex skills such as hunting and complex tool manufacture. Adolescents seek to learn innovations from adults, but they themselves do not innovate. These findings support predictive models that find social learning should occur before individual learning. Furthermore, these results show that teaching does indeed exist in hunter-gatherer societies. And, finally, though children are competent foragers by late childhood, learning to extract more complex resources, such as hunting large game, takes a lifetime.     

Fragility of Traditions: The Disturbance Hypothesis for the Loss of Local Traditions in Orangutans

Chimpanzees and orangutans have increasingly well documented local traditions involving learned skillful behaviors, often involving tools, which vary from place to place and are maintained by social transmission. These local traditions are most likely the antecedents of human culture. The complexity of local traditions is thought largely to be a function of the cumulative frequency of opportunities for social learning, and hence of the extent of tolerant gregarious foraging. Data on orangutans and chimpanzees are consistent with this hypothesis. This reliance on continued social transmission makes local traditions vulnerable to interruptions of transmission. I examine the disturbance hypothesis, which suggests that local extinction, hunting pressure, selective logging, and habitat loss in general affect the key parameters of the transmission process—innovation, diffusion, horizontal transmission—and hence will significantly impoverish the repertoire of complex skills for subsistence. Given current trends in orangutan habitats, serious erosion of local traditions is taking place. I also speculate that disturbance in the past has led to a significant loss of orangutan traditions.     

The role of terrestriality in promoting primate technology

"Complex technology" has often been considered a hallmark of human evolution. However, recent findings show that wild monkeys are also capable of habitual tool use. Here we suggest that terrestriality may have been of crucial importance for the innovation, acquisition, and maintenance of "complex" technological skills in primates. Here we define complex technological skills as tool-use variants that include at least two tool elements (for example, hammer and anvil), flexibility in manufacture or use (that is, tool properties are adjusted to the task at hand), and that skills are acquired in part by social learning. Four lines of evidence provide support for the terrestriality effect. First, the only monkey populations exhibiting habitual tool use seem to be particularly terrestrial. Second, semi-terrestrial chimpanzees have more complex tool variants in their repertoire than does their arboreal Asian relative, the orangutan. Third, tool variants of chimpanzees used in a terrestrial setting tend to be more complex than those used exclusively in arboreal contexts. Fourth, the higher frequency in tool use among captive versus wild primates of the same species may be attributed in part to a terrestriality effect. We conclude that whereas extractive foraging, intelligence, and social tolerance are necessary for the emergence of habitual tool use, terrestriality seems to be crucial for acquiring and maintaining complex tool variants, particularly expressions of cumulative technology, within a population. Hence, comparative evidence among primates supports the hypothesis that the terrestriality premium may have been a major pacemaker of hominin technological evolution.     

Social learning across the life cycle: cultural knowledge acquisition for honey collection among the Jenu Kuruba,India

Accounting for age-dependent patterns of knowledge transmission is critical for understanding cultural evolution in age-structured populations. Cultural evolution theory predicts which social learning biases we expect people to use, but much less often when—during a person's life cycle— different social learning biases will be used. By measuring knowledge and skill variation among age cohorts, it is possible to infer how people socially acquire different types of knowledge at different ages. We use this strategy among the Jenu Kuruba, a tribal community in South India. We document the accumulation of local knowledge required for collecting wild honey among 71 children and 125 adults from five communities. Combining quantitative measurements of knowledge with measures of four honey-collecting skills and self-reported data on learning age, we infer patterns of social learning across the lifecycle. We find that (1) most knowledge related to honey collecting is acquired by the early 20s, and later social learning mainly functions to update information; (2) the eldest cohort has the highest average explicit knowledge, although the most knowledgeable or skilled individuals do not always belong to the most elderly cohort; (3) length of learning can be affected by age-dependent trade-offs of costs and benefits to learners; and (4) children tend to learn from parents, but individuals use other demonstrators later in life. These results have implications for current models of cultural evolution.     

Social learning in non-grouping animals

Social learning is widespread in the animal kingdom and is involved in behaviours from navigation and predator avoidance to mate choice and foraging. While social learning has been extensively studied in group-living species, this article presents a literature review demonstrating that social learning is also seen in a range of non-grouping animals, including arthropods, fishes and tetrapod groups, and in a variety of behavioural contexts. We should not be surprised by this pattern, since non-grouping animals are not necessarily non-social, and stand to benefit from attending to and responding to social information in the same ways that group-living species do. The article goes on to ask what non-grouping species can tell us about the evolution and development of social learning. First, while social learning may be based on the same cognitive processes as other kinds of learning, albeit with social stimuli, sensory organs and brain regions associated with detection and motivation to respond to social information may be under selection. Non-grouping species may provide useful comparison taxa in phylogenetic analyses investigating if and how the social environment drives selection on these input channels. Second, non-grouping species may be ideal candidates for exploring how ontogenetic experience of social cues shapes the development of social learning, allowing researchers to avoid some of the negative welfare implications associated with raising group-living animals under restricted social conditions. Finally, while non-grouping species may be capable of learning socially under experimental conditions, there is a need to consider how non-grouping restricts access to learning opportunities under natural conditions and whether this places a functional constraint on what non-grouping animals actually learn socially in the wild.     

The evolutionary basis of human social learning

Humans are characterized by an extreme dependence on culturally transmitted information. Such dependence requires the complex integration of social and asocial information to generate effective learning and decision making. Recent formal theory predicts that natural selection should favour adaptive learning strategies, but relevant empirical work is scarce and rarely examines multiple strategies or tasks. We tested nine hypotheses derived from theoretical models, running a series of experiments investigating factors affecting when and how humans use social information, and whether such behaviour is adaptive, across several computer-based tasks. The number of demonstrators, consensus among demonstrators, confidence of subjects, task difficulty, number of sessions, cost of asocial learning, subject performance and demonstrator performance all influenced subjects' use of social information, and did so adaptively. Our analysis provides strong support for the hypothesis that human social learning is regulated by adaptive learning rules.     

Orbital prefrontal cortex volume predicts social network size: an imaging study of individual differences in humans

The social brain hypothesis, an explanation for the unusually large brains of primates, posits that the size of social group typical of a species is directly related to the volume of its neocortex. To test whether this hypothesis also applies at the within-species level, we applied the Cavalieri method of stereology in conjunction with point counting on magnetic resonance images to determine the volume of prefrontal cortex (PFC) subfields, including dorsal and orbital regions. Path analysis in a sample of 40 healthy adult humans revealed a significant linear relationship between orbital (but not dorsal) PFC volume and the size of subjects' social networks that was mediated by individual intentionality (mentalizing) competences. The results support the social brain hypothesis by indicating a relationship between PFC volume and social network size that applies within species, and, more importantly, indicates that the relationship is mediated by social cognitive skills.     

Predictions and tests of climate-based hypotheses of broad-scale variation in taxonomic richness

Broad‐scale variation in taxonomic richness is strongly correlated with climate. Many mechanisms have been hypothesized to explain these patterns; however, testable predictions that would distinguish among them have rarely been derived. Here, we examine several prominent hypotheses for climate–richness relationships, deriving and testing predictions based on their hypothesized mechanisms. The ‘energy–richness hypothesis’ (also called the ‘more individuals hypothesis’) postulates that more productive areas have more individuals and therefore more species. More productive areas do often have more species, but extant data are not consistent with the expected causal relationship from energy to numbers of individuals to numbers of species. We reject the energy–richness hypothesis in its standard form and consider some proposed modifications. The ‘physiological tolerance hypothesis’ postulates that richness varies according to the tolerances of individual species for different sets of climatic conditions. This hypothesis predicts that more combinations of physiological parameters can survive under warm and wet than cold or dry conditions. Data are qualitatively consistent with this prediction, but are inconsistent with the prediction that species should fill climatically suitable areas. Finally, the ‘speciation rate hypothesis’ postulates that speciation rates should vary with climate, due either to faster evolutionary rates or stronger biotic interactions increasing the opportunity for evolutionary diversification in some regions. The biotic interactions mechanism also has the potential to amplify shallower, underlying gradients in richness. Tests of speciation rate hypotheses are few (to date), and their results are mixed.     

The evolution of primate general and cultural intelligence

There are consistent individual differences in human intelligence, attributable to a single 'general intelligence' factor, g. The evolutionary basis of g and its links to social learning and culture remain controversial. Conflicting hypotheses regard primate cognition as divided into specialized, independently evolving modules versus a single general process. To assess how processes underlying culture relate to one another and other cognitive capacities, we compiled ecologically relevant cognitive measures from multiple domains, namely reported incidences of behavioural innovation, social learning, tool use, extractive foraging and tactical deception, in 62 primate species. All exhibited strong positive associations in principal component and factor analyses, after statistically controlling for multiple potential confounds. This highly correlated composite of cognitive traits suggests social, technical and ecological abilities have coevolved in primates, indicative of an across-species general intelligence that includes elements of cultural intelligence. Our composite species-level measure of general intelligence, 'primate g(S)', covaried with both brain volume and captive learning performance measures. Our findings question the independence of cognitive traits and do not support 'massive modularity' in primate cognition, nor an exclusively social model of primate intelligence. High general intelligence has independently evolved at least four times, with convergent evolution in capuchins, baboons, macaques and great apes.     

Origins of learned reciprocity in solitary ciliates searching grouped ‘courting’ assurances at quantum efficiencies

Learning to reciprocate socially valued actions, such as cheating and cooperation, marks evolutionary advances in animal intelligence thought unequalled by even colonial microbes known to secure respective individual or group fitness tradeoffs through genetic and epigenetic processes. However, solitary ciliates, unique among microbes for their emulation of simple Hebbian-like learning contingent upon feedback between behavioral output and vibration-activated mechanosensitive Ca²⁺ channels, might be the best candidates to learn to reciprocate necessary preconjugant touches perceived during complex ‘courtship rituals’. Testing this hypothesis here with mock social trials involving an ambiguous vibration source, the large heterotrich ciliate Spirostomum ambiguum showed it can indeed learn to modify emitted signals about mating fitness to encourage paired reproduction. Ciliates, improving their signaling expertise with each felt vibration, grouped serial escape strategies gesturing opposite ‘courting’ assurances of playing ‘harder to get’ or ‘easier to get’ into separate, topologically invariant computational networks. Stored strategies formed patterns of action or heuristics with which ciliates performed fast, quantum-like distributed modular searches to guide future replies of specific fitness content. Heuristic-guided searches helped initial inferior repliers, ciliates with high initial reproductive costs, learn to sensitize their behavioral output and opportunistically compete with presumptive mating ‘rivals’ advertising higher quality fitness. Whereas, initial superior repliers, ciliates with low initial reproductive costs, learned with the aid of heuristics to habituate their behavioral output and sacrifice net reproductive payoffs to cooperate with presumptive ‘suitors’, a kind of learned altruism only before attributed to animal social intelligences. The present findings confirm that ciliates are highly competent decision makers capable of achieving paired fitness goals through learning.     

Task‐Dependent Differences in Learning by Subordinate and Dominant Wild Arabian Babblers

Learning and innovation abilities have been studied extensively in flocking birds, but their importance and relevance in cooperatively breeding birds have been relatively unexplored. We studied the acquisition of novel foraging skills in 14 groups of wild, cooperatively breeding Arabian babblers (Turdoides squamiceps). While in a previous study we found that subordinate individuals were usually the first to learn to remove black rubber lids from a foraging grid, here we show that dominant individuals were the first to succeed in shifting from these black rubber lids to newly introduced white rubber lids. We also found that in all groups where one forager learned to shift to the white lids, the rest of the foragers also learned to do so, suggesting that this behaviour may be transmitted among group members. Although dominant individuals were almost always the first to remove white lids, once starting to remove white lids, dominants and subordinates learned equally well to prefer white over black lids based on differential reinforcement (food was provided only under white lids). Together with our previous study, our results suggest that differences in learning between dominants and subordinates may be task‐specific, which may represent different cognitive strategies: subordinates may explore a more diverse range of foraging opportunities, while dominants may be better at generalizing from familiar tasks to similar ones.