Applying evolutionary models to the laboratory study of social learning

Cultural evolution is driven, in part, by the strategies that individuals employ to acquire behavior from others. These strategies themselves are partly products of natural selection, making the study of social learning an inherently Darwinian project. Formal models of the evolution of social learning suggest that reliance on social learning should increase with task difficulty and decrease with the probability of environmental change. These models also make predictions about how individuals integrate information from multiple peers. We present the results of microsociety experiments designed to evaluate these predictions. The first experiment measures baseline individual learning strategy in a two-armed bandit environment with variation in task difficulty and temporal fluctuation in the payoffs of the options. Our second experiment addresses how people in the same environment use minimal social information from a single peer. Our third experiment expands on the second by allowing access to the behavior of several other individuals, permitting frequency-dependent strategies like conformity. In each of these experiments, we vary task difficulty and environmental fluctuation. We present several candidate strategies and compute the expected payoffs to each in our experimental environment. We then fit to the data the different models of the use of social information and identify the best-fitting model via model comparison techniques. We find substantial evidence of both conformist and nonconformist social learning and compare our results to theoretical expectations.     

Phenotypic assortment mediates the effect of social selection in a wild beetle population

Social interactions often have major fitness consequences, but little is known about how specific interacting phenotypes affect the strength of natural selection. Social influences on the evolutionary process can be assessed using a multilevel selection approach that partitions the effects of social partner phenotypes on fitness (referred to as social or group selection) from those of the traits of a focal individual (nonsocial or individual selection). To quantify the contribution of social selection to total selection affecting a trait, the patterns of phenotypic association among interactants must also be considered. We estimated selection gradients on male body size in a wild population of forked fungus beetles (Bolitotherus cornutus). We detected positive nonsocial selection and negative social selection on body size operating through differences in copulation success, indicating that large males with small social partners had highest fitness. In addition, we found that, in low-density demes, the phenotypes of focal individuals were negatively correlated with those of their social partners. This pattern reversed the negative effect of group selection on body size and led to stronger positive selection for body size. Our results demonstrate multilevel selection in nature and stress the importance of considering social selection whenever conspecific interactions occur nonrandomly.     

The evolution of conformist social learning can cause population collapse in realistically variable environments

Why do societies collapse? We use an individual-based evolutionary model to show that, in environmental conditions dominated by low-frequency variation (“red noise”), extirpation may be an outcome of the evolution of cultural capacity. Previous analytical models predicted an equilibrium between individual learners and social learners, or a contingent strategy in which individuals learn socially or individually depending on the circumstances. However, in red noise environments, whose main signature is that variation is concentrated in relatively large, relatively rare excursions, individual learning may be selected from the population. If the social learning system comes to lack sufficient individual learning or cognitively costly adaptive biases, behavior ceases tracking environmental variation. Then, when the environment does change, fitness declines and the population may collapse or even be extirpated. The modeled scenario broadly fits some human population collapses and might also explain nonhuman extirpations. Varying model parameters showed that the fixation of social learning is less likely when individual learning is less costly, when the environment is less red or more variable, with larger population sizes, and when learning is not conformist or is from parents rather than from the general population. Once social learning is fixed, extirpation is likely except when social learning is biased towards successful models. Thus, the risk of population collapse may be reduced by promoting individual learning and innovation over cultural conformity, or by preferential selection of relatively fit individuals as models for social learning.     

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.     

Oxytocin promotes attention to social cues regardless of group membership

The social saliency account proposes that oxytocin (OT) plays a major role in modulating attentional shifts toward social cues at early stages of processing. We investigated how OT promotes early attention toward nonsocial and social stimuli and explored differences between in-group- and out-group-related social cues. After participants intranasally self-administered OT or placebo, they were eye-tracked while observing a nonsocial and social cues that were assigned to the in- or out-group by a minimal group paradigm. Participants under placebo did not differ in their fixation durations between stimuli, whereas participants administered OT increased gaze durations toward social but not nonsocial stimuli. In this early stage of processing, no in-group bias occurred: in-group- and out-group-related social cues were fixated equally long. These findings support that OT works by a simple illumination of social cues that seem to be processed regardless of social identity aspects at early stages of attention.     

Cumulative cultural dynamics and the coevolution of cultural innovation and transmission: an ESS model for panmictic and structured populations

When individuals in a population can acquire traits through learning, each individual may express a certain number of distinct cultural traits. These traits may have been either invented by the individual himself or acquired from others in the population. Here, we develop a game theoretic model for the accumulation of cultural traits through individual and social learning. We explore how the rates of innovation, decay, and transmission of cultural traits affect the evolutionary stable (ES) levels of individual and social learning and the number of cultural traits expressed by an individual when cultural dynamics are at a steady‐state. We explore the evolution of these phenotypes in both panmictic and structured population settings. Our results suggest that in panmictic populations, the ES level of learning and number of traits tend to be independent of the social transmission rate of cultural traits and is mainly affected by the innovation and decay rates. By contrast, in structured populations, where interactions occur between relatives, the ES level of learning and the number of traits per individual can be increased (relative to the panmictic case) and may then markedly depend on the transmission rate of cultural traits. This suggests that kin selection may be one additional solution to Rogers's paradox of nonadaptive culture.     

Balancing sampling and specialization: an adaptationist model of incremental development

Development is typically a constructive process, in which phenotypes incrementally adapt to local ecologies. Here, we present a novel model in which natural selection shapes developmental systems based on the evolutionary ecology, and these systems adaptively guide phenotypic development. We assume that phenotypic construction is incremental and trades off with sampling cues to the environmental state. We computed the optimal developmental programmes across a range of evolutionary ecological conditions. Using these programmes, we simulated distributions of mature phenotypes. Our results show that organisms sample the environment most extensively when cues are moderately, not highly, informative. When the developmental programme relies heavily on sampling, individuals transition from sampling to specialization at different times in ontogeny, depending on the consistency of their sampled cue set; this finding suggests that stochastic sampling may result in individual differences in plasticity itself. In addition, we find that different selection pressures may favour similar developmental mechanisms, and that organisms may incorrectly calibrate development despite stable ontogenetic environments. We hope our model will stimulate adaptationist research on the constructive processes guiding development.     

Boldness and Information Use in Three‐Spined Sticklebacks

In foraging groups, individuals may utilise information from their social environment to aid decision making when choosing where to search for food. Little work has looked at the costs or benefits of behavioural differences, such as consistent individual variation in boldness, with respect to learning ability. Here, we investigate the response of three‐spined stickleback (Gasterosteus aculeatus) to ‘social cues’, ‘local enhancement’ and ‘public information’ during foraging tasks. Our results confirm previous work suggesting that this species responds to social cues and local enhancement but not public information. Variation in boldness did not affect the use of different types of information. However, time taken to make a choice and reach a patch varied between fish with different levels of boldness. Contrary to expectation, shy fish were the more variable individuals, having a greater range of reaction times when responding to the tasks. This suggests that individual behavioural differences still play a role when utilising information obtained from the environment and may influence the relative benefits that could result in different contexts.     

Bumble-bees learn the value of social cues through experience

Natural selection should lead animals to use social cues (SC) when they are useful, and disregard them when they are not. Theoretical investigation predicts that individuals should thus employ social learning ‘strategies’, but how might such context specificity be achieved on a proximate level? Operant conditioning, whereby the use of SC is reinforced through rewarding results, provides a potential mechanism. We investigate the role of reinforcement in joining behaviour in bumble-bees, Bombus terrestris. When bees visit unfamiliar flower species, they prefer to probe inflorescences where others are also foraging, and here we show that such behaviour is promoted through experience when conspecific presence reliably predicts reward. Our findings highlight a straightforward, but rarely discussed, mechanism by which animals can be selective about when to use SC.     

Social traits,social networks and evolutionary biology

The social environment is both an important agent of selection for most organisms, and an emergent property of their interactions. As an aggregation of interactions among members of a population, the social environment is a product of many sets of relationships and so can be represented as a network or matrix. Social network analysis in animals has focused on why these networks possess the structure they do, and whether individuals’ network traits, representing some aspect of their social phenotype, relate to their fitness. Meanwhile, quantitative geneticists have demonstrated that traits expressed in a social context can depend on the phenotypes and genotypes of interacting partners, leading to influences of the social environment on the traits and fitness of individuals and the evolutionary trajectories of populations. Therefore, both fields are investigating similar topics, yet have arrived at these points relatively independently. We review how these approaches are diverged, and yet how they retain clear parallelism and so strong potential for complementarity. This demonstrates that, despite separate bodies of theory, advances in one might inform the other. Techniques in network analysis for quantifying social phenotypes, and for identifying community structure, should be useful for those studying the relationship between individual behaviour and group‐level phenotypes. Entering social association matrices into quantitative genetic models may also reduce bias in heritability estimates, and allow the estimation of the influence of social connectedness on trait expression. Current methods for measuring natural selection in a social context explicitly account for the fact that a trait is not necessarily the property of a single individual, something the network approaches have not yet considered when relating network metrics to individual fitness. Harnessing evolutionary models that consider traits affected by genes in other individuals (i.e. indirect genetic effects) provides the potential to understand how entire networks of social interactions in populations influence phenotypes and predict how these traits may evolve. By theoretical integration of social network analysis and quantitative genetics, we hope to identify areas of compatibility and incompatibility and to direct research efforts towards the most promising areas. Continuing this synthesis could provide important insights into the evolution of traits expressed in a social context and the evolutionary consequences of complex and nuanced social phenotypes.     

Information use and resource competition: an integrative framework

Organisms may reduce uncertainty regarding how best to exploit their environment by collecting information about resource distribution. We develop a model to demonstrate how competition can facilitate or constrain an individual''s ability to use information when acquiring resources. As resource distribution underpins both selection on information use and the strength and nature of competition between individuals, we demonstrate interdependencies between the two that should be common in nature. Individuals in our model can search for resources either personally or by using social information. We explore selection on social information use across a comprehensive range of ecological conditions, generalizing the producer–scrounger framework to a wide diversity of taxa and resources. We show that resource ecology—defined by scarcity, depletion rate and monopolizability—determines patterns of individual differences in social information use. These differences suggest coevolutionary processes linking dominance systems and social information use, with implications for the evolutionary demography of populations.     

The evolution of social learning rules: Payoff-biased and frequency-dependent biased transmission

Humans and other animals do not use social learning indiscriminately, rather, natural selection has favoured the evolution of social learning rules that make selective use of social learning to acquire relevant information in a changing environment. We present a gene-culture coevolutionary analysis of a small selection of such rules (unbiased social learning, payoff-biased social learning and frequency-dependent biased social learning, including conformism and anti-conformism) in a population of asocial learners where the environment is subject to a constant probability of change to a novel state. We define conditions under which each rule evolves to a genetically polymorphic equilibrium. We find that payoff-biased social learning may evolve under high levels of environmental variation if the fitness benefit associated with the acquired behaviour is either high or low but not of intermediate value. In contrast, both conformist and anti-conformist biases can become fixed when environment variation is low, whereupon the mean fitness in the population is higher than for a population of asocial learners. Our examination of the population dynamics reveals stable limit cycles under conformist and anti-conformist biases and some highly complex dynamics including chaos. Anti-conformists can out-compete conformists when conditions favour a low equilibrium frequency of the learned behaviour. We conclude that evolution, punctuated by the repeated successful invasion of different social learning rules, should continuously favour a reduction in the equilibrium frequency of asocial learning, and propose that, among competing social learning rules, the dominant rule will be the one that can persist with the lowest frequency of asocial learning.     

Systems approach to studying animal sociality: individual position versus group organization in dynamic social network models

Social networks can be used to represent group structure as a network of interacting components, and also to quantify both the position of each individual and the global properties of a group. In a series of simulation experiments based on dynamic social networks, we test the prediction that social behaviors that help individuals reach prominence within their social group may conflict with their potential to benefit from their social environment. In addition to cases where individuals were able to benefit from improving both their personal relative importance and group organization, using only simple rules of social affiliation we were able to obtain results in which individuals would face a trade-off between these factors. While selection would favor (or work against) social behaviors that concordantly increase (or decrease, respectively) fitness at both individual and group level, when these factors conflict with each other the eventual selective pressure would depend on the relative returns individuals get from their social environment and their position within it. The presented results highlight the importance of a systems approach to studying animal sociality, in which the effects of social behaviors should be viewed not only through the benefits that those provide to individuals, but also in terms of how they affect broader social environment and how in turn this is reflected back on an individual's fitness.     

Evolution of learning in fluctuating environments: when selection favors both social and exploratory individual learning

Cumulative cultural change requires organisms that are capable of both exploratory individual learning and faithful social learning. In our model, an organism's phenotype is initially determined innately (by its genotypic value) or by social learning (copying a phenotype from the parental generation), and then may or may not be modified by individual learning (exploration around the initial phenotype). The environment alternates periodically between two states, each defined as a certain range of phenotypes that can survive. These states may overlap, in which case the same phenotype can survive in both states, or they may not. We find that a joint social and exploratory individual learning strategy-the strategy that supports cumulative culture-is likely to spread when the environmental states do not overlap. In particular, when the environmental states are contiguous and mutation is allowed among the genotypic values, this strategy will spread in either moderately or highly stable environments, depending on the exact nature of the individual learning applied. On the other hand, natural selection often favors a social learning strategy without exploration when the environmental states overlap. We find only partial support for the "consensus" view, which holds that individual learning, social learning, and innate determination of behavior will evolve at short, intermediate, and long environmental periodicities, respectively.     

When in Rome,do as the Romans do: the coevolution of altruistic punishment,conformist learning,and cooperation

We model the coevolution of behavioral strategies and social learning rules in the context of a cooperative dilemma, a situation in which individuals must decide whether or not to subordinate their own interests to those of the group. There are two learning rules in our model, conformism and payoff-dependent imitation, which evolve by natural selection, and three behavioral strategies, cooperate, defect, and cooperate, plus punish defectors, which evolve under the influence of the prevailing learning rules. Group and individual level selective pressures drive evolution.We also simulate our model for conditions that approximate those in which early hominids lived. We find that conformism can evolve when the only problem that individuals face is a cooperative dilemma, in which prosocial behavior is always costly to the individual. Furthermore, the presence of conformists dramatically increases the group size for which cooperation can be sustained. The results of our model are robust: they hold even when migration rates are high, and when conflict among groups is infrequent.     

KIN RECOGNITION: FUNCTIONS AND MECHANISMS A REVIEW

1. The aim of this paper has been to review the theory behind kin recognition to examine the benefits individuals obtain by recognizing their kin and to review the mechanisms used by individuals in their recognition of kin. 2. The ability to discriminate between kin and non-kin, and between different classes of kin gives individuals advantages in fitness greater than individuals unable to recognize their kin. Four specific areas of benefit were considered: altruistic behaviour, co-operative behaviour, parental care and mate choice. Finally the possibility that kin recognition has arisen as a byproduct from some other ability was discussed. 3. Mechanisms of kin recognition were considered with respect to three essential components of kin recognition. The cue used to discriminate kin, how individuals classify conspecifics as kin, etc. and how the ability to recognize kin develops. 4. Individuals can use a number of cues to discriminate kin from non-kin. These were divided into cues presented by conspecifics (conspecific cues), of which three types were considered: individual, genetic and group/colony cues, and non-conspecific cues, environmental, state and no cues. Kin recognition could be achieved by use of all these cues. 5. How individuals classify their conspecifics as kin, etc. can be achieved in a number of ways; dishabituation or self-matching, which require no learning of kinship cues, or by phenotype matching or familiarity, both of which require the learning of kinship information. 6. It may be necessary for individuals to acquire information concerning kinship. This may be learned, and can be achieved in a number of ways; physiological imprinting, exposure learning or associative learning. Acquisition by these means is non-selective, in that the cues which are most salient in the individual's environment will be learned. Selectivity can be introduced into this process to increase the probability of acquiring kinship information by a number of means; learning from parents, sensitive periods for learning and prenatal learning. Finally, kinship information could be supplied by recognition genes. 7. A distinction is drawn between cues which are used by an individual in the discrimination of kin, discriminators, and cues which are used by individuals in the acquisition of information about kinship, acquisitors. 8. Experiments used to support previous categories of mechanisms of kin recognition were examined in the light of this discussion and it was found that the results were open to a number of different interpretations and yielded little specific information about the mechanisms of kin recognition. 9. It was concluded that there was much evidence, both theoretical and experimental to support the proposed benefits individuals gain from recognizing kin, but much more research is required before the mechanisms of kin recognition are fully understood.     

Cost–benefit analysis of social/cultural learning in a nonstationary uncertain environment: An evolutionary simulation and an experiment with human subjects

Social/cultural learning is an effective way to reduce uncertainty about the environment, helping individuals adopt an adaptive behavior cheaply. Although this is evident for learning about temporally stable targets, such as acquisition of a skill in avoiding toxic foods, the utility of social/cultural learning in a temporally unstable environment is less clear, since knowledge acquired by social learning may be outdated. This paper addresses the adaptive value of social/cultural learning in a nonstationary environment both theoretically and empirically. We first conducted an evolutionary computer simulation that extended Henrich and Boyd's [Evol. Hum. Behav. 19 (1998) 215.] model of cultural transmission, with the following results. When individual learning about the nonstationary environment is costly, a mixed equilibrium emerges in the population, where members who engage in costly individual learning and members who skip the information search and free-ride on other members' search efforts coexist at a stable ratio. Such a “producer–scrounger” structure qualifies effectiveness of social/cultural learning severely, especially “conformity bias” when using social information. We then tested these propositions by an experiment implementing a nonstationary uncertain environment in a laboratory. The results supported our thesis. Implications of these findings and some future directions are discussed.     

Evolution of learning capacities and learning levels

Humans strongly depend on individual and social learning, both of which are highly effective and accurate. I study the effects of environmental change on the evolution of the effectiveness and accuracy of individual and social learning (individual and social learning levels) and the number of pieces of information learned individually and socially (individual and social learning capacities) by analyzing a mathematical model. I show that individual learning capacity decreases and social learning capacity increases when the environment becomes more stable; both decrease when the environment becomes milder. I also show that individual learning capacity increases when individual learning level increases or social learning level decreases, while social learning capacity increases when individual or social learning level increases. The evolution of high learning levels can be triggered when the environment becomes severe, but a high social learning level can evolve only when a high individual learning level can simultaneously evolve with it.     

Quantitative genetics of the use of conspecific and heterospecific social cues for breeding site choice

Social information use for decision-making is common and affects ecological and evolutionary processes, including social aggregation, species coexistence, and cultural evolution. Despite increasing ecological knowledge on social information use, very little is known about its genetic basis and therefore its evolutionary potential. Genetic variation in a trait affecting an individual's social and nonsocial environment may have important implications for population dynamics, interspecific interactions, and, for expression of other, environmentally plastic traits. We estimated repeatability, additive genetic variance, and heritability of the use of conspecific and heterospecific social cues (abundance and breeding success) for breeding site choice in a population of wild collared flycatchers Ficedula albicollis. Repeatability was found for two social cues: previous year conspecific breeding success and previous year heterospecific abundance. Yet, additive genetic variances for these two social cues, and thus heritabilities, were low. This suggests that most of the phenotypic variation in the use of social cues and resulting conspecific and heterospecific social environment experienced by individuals in this population stems from phenotypic plasticity. Given the important role of social information use on ecological and evolutionary processes, more studies on genetic versus environmental determinism of social information use are needed.     

It's all who you know: the evolution of socially cued anticipatory plasticity as a mating strategy

Selection has led to the evolution of a variety of different mating strategies, each adapted to different competitive challenges. But what happens if the competitive challenges depend on the social environment? Here we discuss and review examples of socially cued anticipatory plasticity: irreversible developmental tactics in which resource allocation during the juvenile stage is altered to develop an appropriate phenotype for the competitive or mate choice environment that an individual encounters when mature. There are numerous theoretical and empirical examinations of the role of the social environment on the strength and direction of selection. However, only a handful of empirical studies examine how the social environment affects juvenile allocation and whether such tactics are adaptive. The goal of this review is to synthesize current knowledge about socially cued anticipatory plasticity, including the sensory modalities that individuals use to predict the adult competitive and mating environment. We then outline the various factors that are necessary for the evolution of socially cued anticipatory plasticity and discuss how this can affect phenotypic evolution. We conclude by suggesting some directions that future studies should take in order to understand how social variation can alter selection and the evolution of development.