Identification of learning mechanisms in a wild meerkat population

Vigorous debates as to the evolutionary origins of culture remain unresolved due to an absence of methods for identifying learning mechanisms in natural populations. While laboratory experiments on captive animals have revealed evidence for a number of mechanisms, these may not necessarily reflect the processes typically operating in nature. We developed a novel method that allows social and asocial learning mechanisms to be determined in animal groups from the patterns of interaction with, and solving of, a task. We deployed it to analyse learning in groups of wild meerkats (Suricata suricatta) presented with a novel foraging apparatus. We identify nine separate learning processes underlying the meerkats' foraging behaviour, in each case precisely quantifying their strength and duration, including local enhancement, emulation, and a hitherto unrecognized form of social learning, which we term 'observational perseverance'. Our analysis suggests a key factor underlying the stability of behavioural traditions is a high ratio of specific to generalized social learning effects. The approach has widespread potential as an ecologically valid tool to investigate learning mechanisms in natural groups of animals, including humans.     

Social Environment Influences Performance in a Cognitive Task in Natural Variants of the Foraging Gene

In Drosophila melanogaster, natural genetic variation in the foraging gene affects the foraging behaviour of larval and adult flies, larval reward learning, adult visual learning, and adult aversive training tasks. Sitters (for ^s) are more sedentary and aggregate within food patches whereas rovers (for^R) have greater movement within and between food patches, suggesting that these natural variants are likely to experience different social environments. We hypothesized that social context would differentially influence rover and sitter behaviour in a cognitive task. We measured adult rover and sitter performance in a classical olfactory training test in groups and alone. All flies were reared in groups, but fly training and testing were done alone and in groups. Sitters trained and tested in a group had significantly higher learning performances compared to sitters trained and tested alone. Rovers performed similarly when trained and tested alone and in a group. In other words, rovers learning ability is independent of group training and testing. This suggests that sitters may be more sensitive to the social context than rovers. These differences in learning performance can be altered by pharmacological manipulations of PKG activity levels, the foraging (for) gene''s gene product. Learning and memory is also affected by the type of social interaction (being in a group of the same strain or in a group of a different strain) in rovers, but not in sitters. These results suggest that for mediates social learning and memory in D. melanogaster.     

The role of social context and individual experience in novel task acquisition in cottontop tamarins, Saguinus oedipus

In socially tolerant settings, na?ve individuals may have opportunities to interact jointly with knowledgeable demonstrators and novel tasks. This process is expected to facilitate social learning. Individual experience may also be important for reinforcing and honing socially acquired behaviours. We examined the role of joint interaction and individual experience in the acquisition of a novel foraging task in captive cottontop tamarins. The task involved learning how to locate and access two hidden food rewards from among 10 differently cued forage sites. Tamarins were tested in three different conditions: (1) individually, (2) while interacting with a na?ve mate, and (3) while interacting with a mate trained as a knowledgeable demonstrator. For tamarins tested with mates present, we interspersed social input test days with exposure to the task while alone. Tamarins were tested again 17 months after their last exposure to the task, to assess long-term memory. All tamarins tested with knowledgeable demonstrators solved the task. In contrast, tamarins tested alone or with na?ve mates had similarly high levels of neophobia and low levels of task acquisition. We conclude that joint interaction occurs in mated pairs of cottontop tamarins and facilitates the spread of novel behaviour. Interspersing test days with a knowledgeable demonstrator present and test days alone with the task helped tamarins to achieve the ultimate goal of the task: obtaining food rewards. Tamarins performed similarly when tested 17 months later, regardless of their initial learning environment. Tamarins had memory deficits for the location of hidden food rewards, but retained memory of the necessary motor actions and solved the task.     

Does Innovation Success Influence Social Interactions? An Experimental Test in House Sparrows

In group‐living animals, individuals may benefit from the presence of an innovative group‐mate because new resources made available by innovators can be exploited, for example by scrounging or social learning. As a consequence, it may pay off to take the group‐mates' problem‐solving abilities into account in social interactions such as aggression or spatial association, for example because dominance over an innovative group‐mate can increase scrounging success, while spatial proximity may increase the chance of both direct exploitation and social learning. In this study, we tested whether the individuals' innovation success influences their social interactions with group‐mates in small captive flocks of house sparrows (Passer domesticus). First, we measured the birds' actual problem‐solving success in individual food‐extracting tasks. Then, we manipulated their apparent problem‐solving success in one task (by allowing or not allowing them to open a feeder repeatedly) while a new, unfamiliar group‐member (focal individual) had the opportunity to witness their performance. After this manipulation, we observed the frequency and intensity of aggression and the frequency of spatial associations between the focal individuals and their manipulated flock‐mates. Although flock‐mates behaved according to their treatments during manipulations, their apparent problem‐solving success did not affect significantly the focal individuals' agonistic behaviour or spatial associations. These results do not support that sparrows take flock‐mates' problem‐solving abilities into account during social interactions. However, focal individuals attacked those flock‐mates more frequently that had higher actual problem‐solving success (not witnessed directly by the focal individuals), although aggression intensity and spatial association by the focal birds were unrelated to the flock‐mates' actual success. If this association between flock‐mates' actual innovativeness and focal individuals' aggression is not due to confounding effects, it may imply that house sparrows can use more subtle cues to assess the group‐mates' problem‐solving ability than direct observation of their performance in simple foraging tasks.     

Ecological Differences in Social Learning between Adjacent,Mixing, Populations of Zenaida Doves

In Zenaida doves, Zenaida aurita, of Barbados, previous work has shown that social learning is associated with foraging ecology in the field: in captive experiments, group-foraging birds learn more readily from a conspecific tutor, while territorial birds learn from the heterospecific they most often feed with in mixed-species aggregations, the Carib grackle, Quiscalus lugubris. This study examines foraging ecology and social learning in a dove population that experiences both territorial defence and occasional group feeding, Brandon's Beach. In part I, we document the dual foraging pattern seen in this population, which lives only a few hundred metres from the group-foraging harbour population studied in previous work. In part II, we show that doves from Brandon's Beach, consistent with their dual foraging experience, learn as readily from a conspecific as they do from a heterospecific tutor; control doves from the adjacent harbour site learn primarily from a conspecific tutor. Field sightings of banded individuals caught at the harbour and Brandon's show strong site fidelity, but sufficient movement between areas (4%) to make reproductive divergence between the two neighbouring populations highly unlikely, suggesting that social learning differences between them are non-genetic.     

Identifying Social Learning in Animal Populations: A New ‘Option-Bias’ Method

Background

Studies of natural animal populations reveal widespread evidence for the diffusion of novel behaviour patterns, and for intra- and inter-population variation in behaviour. However, claims that these are manifestations of animal ‘culture’ remain controversial because alternative explanations to social learning remain difficult to refute. This inability to identify social learning in social settings has also contributed to the failure to test evolutionary hypotheses concerning the social learning strategies that animals deploy.

Methodology/Principal Findings

We present a solution to this problem, in the form of a new means of identifying social learning in animal populations. The method is based on the well-established premise of social learning research, that - when ecological and genetic differences are accounted for - social learning will generate greater homogeneity in behaviour between animals than expected in its absence. Our procedure compares the observed level of homogeneity to a sampling distribution generated utilizing randomization and other procedures, allowing claims of social learning to be evaluated according to consensual standards. We illustrate the method on data from groups of monkeys provided with novel two-option extractive foraging tasks, demonstrating that social learning can indeed be distinguished from unlearned processes and asocial learning, and revealing that the monkeys only employed social learning for the more difficult tasks. The method is further validated against published datasets and through simulation, and exhibits higher statistical power than conventional inferential statistics.

Conclusions/Significance

The method is potentially a significant technological development, which could prove of considerable value in assessing the validity of claims for culturally transmitted behaviour in animal groups. It will also be of value in enabling investigation of the social learning strategies deployed in captive and natural animal populations.     

The context of social learning: association patterns in a captive flock of brown-headed cowbirds

Much work on social learning has involved behaviour transmission between pairs of individuals, but recently the need to examine the social context in which learning occurs has been recognized. Previous studies using small numbers of animals have shown social influence on the behavioural development of juvenile male brown-headed cowbirds, Molothrus ater. Here we looked at the larger social context that forms the framework for such influence in more natural settings. We allowed a captive group of over 70 cowbirds, comprising adult and juvenile males and females, to associate freely in a large complex of connected aviaries. Highly organized social assortment emerged in the group, with individuals associating with others based on similarity in age and sex. Juvenile males that associated more with adult males had higher courtship success. Juvenile males that associated more with females sang less over the year. These results indicate that the social context of social learning for juvenile males is not just random association with all other birds in the social group, but is a selective and structured pattern of interaction. Differences in navigating this social structure correlated with courtship success and vocalization, behaviour known to be affected by social learning. Studies such as this, using large groups with free assortment of individuals, are the first step towards understanding the effects of the larger social context surrounding social learning.     

What influences aggression and foraging activity in social birds? Measuring individual,group and environmental characteristics

For specialised feeders, accessing food resources may impact on the performance of appetitive foraging and social behaviours at individual and population levels. Flamingos are excellent examples of social species with complex, species-specific feeding strategies. As attainment of coloured plumage depends upon intake of dietary carotenoids, and as study of free-ranging flamingos shows that foraging is disrupted by aggression from other birds, we investigated the effect of four feeding styles on foraging and aggression in captive lesser flamingos. We evaluated individual and group differences in foraging and aggression when birds consumed bespoke “flamingo pellet” from a bowl, an indoor feeding pool and an outdoor feeding section of their pool. Natural foraging (when birds were feeding irrespective of the presence of pellet) was recorded for comparison with artificial feeding styles. One-minute long video footage of the birds' activities in these different locations, recorded between 2013 and 2016, was used to evaluate behaviour. Total number of seconds engaged in feeding and in aggression was recorded by continuous sampling. The colour of individual birds was scored from 1 (mainly white) to 4 (mainly pink). For natural filter feeding in the outdoor pool, maximum foraging was twice as much as bowl feeding, whilst aggression was less than half as much as other feeding methods. Overall, a more restricted feeding style significantly predicted aggression, along with increasing group size. Plumage colour significantly influenced aggression (brightest flamingos were more aggressive) and showed a non-significant trend with foraging (brighter birds fed less than paler birds). No sex effect on feeding or aggression was found. This study enhances our understanding of husbandry and species' biology impacts on captive behaviour and provides data-based evidence to improve food presentation. For flamingos, implementation of spacious outdoor feeding areas can encourage natural foraging patterns by reducing excess aggression and enhances welfare by improving flock social stability.     

Sex ratio affects sex-specific innovation and learning in captive ruffed lemurs (Varecia variegata and Varecia rubra)

Recent years have witnessed extensive research into problem solving and innovation in primates, yet lemurs have not been subjected to the same level of attention as apes and monkeys, and the social context in which novel behavior appears has rarely been considered. We gave novel foraging puzzlebox devices to seven groups of ruffed lemurs (Varecia variegata and Varecia rubra) to examine the factors affecting rates of innovation and social learning. We found, across a range of group sex ratios, that animals of the less-represented sex were more likely to contact and solve the puzzlebox sooner than those of the more-represented sex. We established that while some individuals were able to solve the puzzleboxes there was no evidence of social learning. Our findings are consistent with previously reported male deference as a sexual strategy, but we conclude that the need for male deference diminishes when, within a group, males are rare.     

Decision time modulates social foraging success in wild common ravens,Corvus corax

Social foraging provides several benefits for individuals but also bears the potential costs of higher competition. In some species, such competition arises through kleptoparasitism, that is when an animal takes food which was caught or collected by a member of its social group. Except in the context of caching, few studies have investigated how individuals avoid kleptoparasitism, which could be based on physical strength/dominance but also cognitive skills. Here, we investigated the foraging success of wild common ravens, Corvus corax, experiencing high levels of kleptoparasitism from conspecifics when snatching food from the daily feedings of captive wild boars in a game park in the Austrian Alps. Success in keeping the food depended mainly on the individuals’ age class and was positively correlated with the time to make a decision in whether to fly off with food or consume it on site. While the effect of age class suggests that dominant and/or experienced individuals are better in avoiding kleptoparasitism, the effect of decision time indicates that individuals benefit from applying cognition to such decision-making, independently of age class. We discuss our findings in the context of the ecological and social intelligence hypotheses referring to the development of cognitive abilities. We conclude that investigating which factors underline kleptoparasitism avoidance is a promising scenario to test specific predictions derived from these hypotheses.     

Learning to forage in a regenerating patchy environment: Can it fail to be optimal?

The behaviour of animals foraging along closed traplines of regenerating patches of food has been simulated using a learning rule that determines when an animal should leave the patch at which it is currently feeding to search for another one. The rule causes the animal to stay at the patch as long as it is feeding faster than it remembers doing. The foraging behaviour of one animal, and of two or more animals together, feeding in traplines containing patches of the same and of differing types has been simulated, and in all cases the foraging behaviour generated by the rule allowed the animals to exploit the food very efficiently. The learning model is also responsible for indirect social interactions among animals sharing the same trapline because the feeding of each animal reduces the availability of food for the others. This causes a population of animals to disperse themselves, on average, among patches of food according to the ideal free distribution. The relationship between the learning model and conventional optimal foraging models is examined and it is shown that it is pointless to try to account for learned behaviour in the context of optimal foraging theory.     

The challenge of challenge: Can problem solving opportunities enhance animal welfare?

Cognitive mechanisms are an important part of the organization of the behavior systems of animals. In the wild, animals regularly face problems that they must overcome in order to survive and thrive. Solving such problems often requires animals to process, store, retrieve, and act upon information from the environment—in other words, to use their cognitive skills. For example, animals may have to use navigational, tool-making or cooperative social skills in order to procure their food. However, many enrichment programs for captive animals do not include the integration of these types of cognitive challenges. Thus, foraging enrichments typically are designed to facilitate the physical expression of feeding behaviors such as food-searching and food consumption, but not to facilitate complex problem solving behaviors related to food acquisition. Challenging animals by presenting them with problems is almost certainly a source of frustration and stress. However, we suggest here that this is an important, and even necessary, feature of an enrichment program, as long as animals also possess the skills and resources to effectively solve the problems with which they are presented. We discuss this with reference to theories about the emotional consequences of coping with challenge, the association between lack of challenge and the development of abnormal behavior, and the benefits of stress (arousal) in facilitating learning and memory of relevant skills. Much remains to be done to provide empirical support for these theories. However, they do point the way to a practical approach to improving animal welfare—to design enrichments to facilitate the cognitive mechanisms which underlie the performance of complex behaviors that cannot be performed due to the restrictions inherent to the captive environment.     

Learning process by goldfish and its use of a local site as a map

The issue we address is whether an animal knows or understands the significance of learning. We constructed an animal's own conceptualization via resolving a paradox underlying the process of learning. We found a kind of self-similar pattern in the behavior of goldfish resolving a paradoxical experimental problem. The pattern can be considered as a solution to the paradox in the experiment. An animal's own learning should be revised through solving paradoxes. The dualism of mechanistic thinking and vitalism can thus be avoided.     

Foraging enrichment alleviates oral repetitive behaviors in captive red-tailed black cockatoos (Calyptorhynchus banksii)

The relationship between inadequate foraging opportunities and the expression of oral repetitive behaviors has been well documented in many production animal species. However, this relationship has been less-well examined in zoo-housed animals, particularly avian species. The expression of oral repetitive behavior may embody a frustrated foraging response, and may therefore be alleviated with the provision of foraging enrichment. In this study, we examined the effect of different foraging-based enrichment items on a group of captive red-tailed black cockatoos who were previously observed performing oral repetitive behavior. A group of six cockatoos were presented with five foraging enrichment conditions (no enrichment (control), sliced cucumber, fresh grass, baffle cages, and millet discs). Baseline activity budgets were established over a 10-day preintervention period and interventions were then presented systematically over a 25-day experimental period. This study demonstrated that the provision of foraging interventions effectively increased the median percentage of time spent foraging compared to control conditions (range, 5.0–31.7% across interventions vs. 5.0% for control), with two of the interventions; grass and millet discs, significantly decreasing the expression of oral repetitive behaviors (control = 16.6 vs. 8.3% for both grass and millet discs). Finally, a rapid-scoring method utilized by zookeepers during the study proved to be a useful proxy for the amount of time the cockatoos spent interacting with the foraging interventions and overall time spent foraging.     

Socially biased learning among adult cottontop tamarins (Saguinus oedipus)

We presented adult cottontop tamarins (Saguinus oedipus) with a novel foraging task that had been used previously to examine socially biased learning of juvenile observers [Humle & Snowdon, Animal Behaviour 75:267–277, 2008]. The task could be solved in one of two ways, and thus allowed for an analysis of behavioral matching between an observer and a skilled demonstrator (trained to use one of the two methods exclusively). Because the demonstrator was an adult in both this study and the juvenile study, the influence of the observer's age could be isolated and examined, as well as the behavior of demonstrators toward observers of different ages. Our main goals were to (1) compare adults and juveniles acquiring the same task to identify how the age of the observer affects socially biased learning and (2) examine the relationship between socially biased learning and behavioral matching in adults. Although adults spent less time observing the trained demonstrators than did juveniles, the adults were more proficient at solving the task. Furthermore, even though observers did not overtly match the behavior of the demonstrator, observation remained an important factor in the success of these individuals. The findings suggested that adult observers could extract information needed to solve a novel foraging task without explicitly matching the behavior of the demonstrator. Adult observers begged much less than juveniles and demonstrators did not respond to begging from adult. Skill acquisition and the process of socially biased learning are, therefore, age‐dependent and are influenced by the behavioral interactions between observer and demonstrator. To what extent this holds true for other primates or animal species still needs to be more fully investigated and considered when designing experiments and interpreting results. Am. J. Primatol. 72:287–295, 2010. © 2009 Wiley‐Liss, Inc.     

Social influences on the acquisition of sex-typical foraging patterns by juveniles in a group of wild tufted capuchin monkeys (Cebus nigritus)

Foraging traditions in primates are becoming the subject of increasing debate. Recent evidence for such a phenomenon was recently provided for wild Cebus capucinus [Fragaszy & Perry, 2003]. To better understand the bases of animal traditions, one should examine intrapopulation behavioral variability and the influence of social context on within-group transmission of specific foraging patterns. We studied the variability of foraging patterns across age and sex classes, and the proximity patterns of juveniles to adults of both sexes in a group of wild tufted capuchin monkeys (Cebus nigritus) living in the Iguazu National Park, Argentina. Foraging activity was examined for a period of 9 months in terms of proportions of focal samples devoted to foraging on certain food targets, microhabitats, and supports, and using specific foraging patterns. Proximity analyses were performed to reveal patterns of association between juveniles and adults. Sex differences in foraging behavior were present and overrode age differences. Overall, males ate more animal foods, foraged more for invertebrates on woody microhabitats (especially large branches), palms, and epiphytes, and used lower and larger supports than females. Females ate more fruits, foraged more on leaves and bamboo microhabitats, and used smaller supports than males. Juveniles were similar to adults of the same sex in terms of food targets, foraging substrates, and choice of supports, but were less efficient than adults. Proximity patterns indicated that juvenile males stayed in close spatial association with adult males and preferentially focused their "food interest" on them. This phenomenon was less evident in juvenile females. The degree to which juveniles, especially males, showed some of the sex-typical foraging patterns correlated positively with their proximity to adults of the same sex. These findings suggest that the acquisition of foraging behaviors by juvenile males is socially biased by their closeness to adults of the same sex.     

Tool use, aye-ayes, and sensorimotor intelligence

Humans, chimpanzees, capuchins and aye-ayes all display an unusually high degree of encephalization and diverse omnivorous extractive foraging. It has been suggested that the high degree of encephalization in aye-ayes may be the result of their diverse, omnivorous extractive foraging behaviors. In combination with certain forms of tool use, omnivorous extractive foraging has been hypothesized to be linked to higher levels of sensorimotor intelligence (stages 5 or 6). Although free-ranging aye-ayes have not been observed to use tools directly in the context of their extractive foraging activities, they have recently been reported to use lianas as tools in a manner that independently suggests that they may possess stage 5 or 6 sensorimotor intelligence. Although other primate species which display diverse, omnivorous extractive foraging have been tested for sensorimotor intelligence, aye-ayes have not. We report a test of captive aye-ayes' comprehension of tool use in a situation designed to simulate natural conditions. The results support the view that aye-ayes do not achieve stage 6 comprehension of tool use, but rather may use trial-and-error learning to develop tool-use behaviors. Other theories for aye-aye encephalization are considered.     

Learning,productivity, and noise: an experimental study of cultural transmission on the Bolivian Altiplano

The theory of cultural transmission distinguishes between biased and unbiased social learning. Biases simply mean that social learning is not completely random. The distinction is critical because biases produce effects at the aggregate level that then feed back to influence individual behavior. This study presents an economic experiment designed specifically to see if players use social information in a biased way. The experiment was conducted among a group of subsistence pastoralists in southern Bolivia. Treatments were designed to test for two widely discussed forms of biased social learning: a tendency to imitate success and a tendency to follow the majority. The analysis, based primarily on fitting specific evolutionary models to the data using maximum likelihood, found neither a clear tendency to imitate success nor conformity. Players instead seemed to rely largely on private feedback about their own personal histories of choices and payoffs. Nonetheless, improved performance in one treatment provides evidence for some important but currently unspecified social effect. Given existing experimental work on cultural transmission from other societies, the current study suggests that social learning is potentially conditional and culturally specific.     

Social interaction with non-averse group-mates modifies a learned food aversion in single- and mixed-species groups of tamarins (Saguinus fuscicollis and S. labiatus)

For social species, being a member of a cohesive group and performing activities as a coordinated unit appear to provide a mechanism for the efficient transmission of information about food. Social learning about food palatability was investigated in two captive primates, Saguinus fuscicollis and S. labiatus, which form stable and cohesive mixed-species groups in the wild. We explored whether an induced food aversion toward a preferred food is modified during and after social interaction with non-averse conspecifics or congeners. Sets of intra- and interspecific pairs were presented with two foods, one of which was considered distasteful by one of the pairs (the other was palatable), and their behavior was compared pre-interaction, during interaction, and post-interaction. For the aversely-conditioned individuals of both species, the change in social context corresponded to a change in their preference for the food that they considered unpalatable, regardless of whether they had interacted with a conspecific or congeneric pair, and the change in food preference was maintained post-interaction. In a control condition, in which averse individuals did not have the opportunity to interact with non-averse animals, S. fuscicollis sampled the preferred food, but not as quickly as when given the opportunity to interact. We conclude that the social learning demonstrated here may allow individual tamarins to track environmental change, such as fruit ripening, more efficiently than asocial learning alone, because social learners can more quickly and safely focus on appropriate behavior by sharing up-to-date foraging information. Furthermore, since the behavior of congeners, as well as conspecifics, acts to influence food choice in a more adaptive direction, social learning about food palatability may be an advantage of mixed-species group formation to tamarins of both species.     

Ape behavior in two alternating environments: comparing exhibit and short‐term holding areas

In many facilities, primates are voluntarily transferred between different enclosures on a daily basis to facilitate animal husbandry and exhibit maintenance. This procedure is particularly relevant in the management of great apes living in zoos, where the requirements of functional management must be balanced with the desire to maintain enriching and naturalistic exhibit enclosures that benefit ape residents and attract the visiting public. In these settings, examinations of ape behavior and welfare typically focus exclusively on activity in the primary exhibit area. However, physical, social and sensory experiences unique to each area may shape different patterns of behavior. In the current study, zoo‐living chimpanzees and gorillas were moved each day from exhibit areas to off‐exhibit holding areas for a short duration as a part of regular management procedures. Behavioral data indicated species‐specific reactions to the holding area, including increased aggression and self‐directed behavior by chimpanzees and increased activity and prosocial behavior among gorilla subjects. Both species showed more feeding‐foraging behavior while in the exhibit enclosure. Results suggest that holding areas may not meet all behavior needs of captive great apes and demonstrate the importance of including all components of the captive enclosure in comprehensive analyses of great ape behavior and welfare. Am. J. Primatol. 72:951–959, 2010. © 2010 Wiley‐Liss, Inc.