Competition for resources can explain patterns of social and individual learning in nature

In nature, animals often ignore socially available information despite the multiple theoretical benefits of social learning over individual trial-and-error learning. Using information filtered by others is quicker, more efficient and less risky than randomly sampling the environment. To explain the mix of social and individual learning used by animals in nature, most models penalize the quality of socially derived information as either out of date, of poor fidelity or costly to acquire. Competition for limited resources, a fundamental evolutionary force, provides a compelling, yet hitherto overlooked, explanation for the evolution of mixed-learning strategies. We present a novel model of social learning that incorporates competition and demonstrates that (i) social learning is favoured when competition is weak, but (ii) if competition is strong social learning is favoured only when resource quality is highly variable and there is low environmental turnover. The frequency of social learning in our model always evolves until it reduces the mean foraging success of the population. The results of our model are consistent with empirical studies showing that individuals rely less on social information where resources vary little in quality and where there is high within-patch competition. Our model provides a framework for understanding the evolution of social learning, a prerequisite for human cumulative culture.     

The role of conformity in foraging when personal and social information conflict

There is currently considerable interest in the interplay betweenpersonal and social information in decision-making processes.Two experiments are presented exploring the relative use ofprior personal information and subsequent social informationin foraging decisions of guppies. Experiment 1 tested the assumptionthat when the use of information acquired through personal experienceis not costly, conflicting social information will be ignored.The assumption was confirmed because, when given a choice betweenfeeding at two food patches, at one of which they had previouslyseen conspecifics feed, individual fish with prior experienceof feeding at the alternative site chose the alternative, whereasfish with no prior experience chose the site at which theirconspecifics had fed. Experiment 2 tested theoretical predictionsthat when the use of information acquired through personal experienceis potentially costly, conflicting social information will beweighed more heavily than will personal information. The predictionwas confirmed because, when given a choice between feeding attwo food patches, one at which they had previously seen conspecificsfeed and one behind a visual barrier, individual fish with priorexperience of feeding behind the barrier chose the site at whichtheir conspecifics had fed. These findings suggest that conformitycan promote social learning in naïve individuals, but priorexperience can insulate individuals from conformity providedthe costs of relying on that experience are small. In addition,the experiments highlight the fact that personal and socialinformation are not always weighed equally.     

Attraction to and learning from social cues in fruitfly larvae

We examined the use of social information in fruitfly larvae, which represent an ideal model system owing to their robust learning abilities, small number of neurons and well-studied neurogenetics. Focal larvae showed attraction to the distinct odour emanating from food occupied by other larvae. In controlled learning experiments, focal larvae preferred novel odours previously paired with food occupied by other larvae over novel odours previously paired with unoccupied food. When we gave groups of larvae a choice between food patches differing in quality, more larvae aggregated on the higher-quality food, suggesting that attraction to and learning about cues associated with other larvae can be beneficial. Furthermore, larvae were more likely to find the best available food patch in trials when that food patch was occupied by other larvae than in trials when that food patch was unoccupied. Our data suggest, however, that the benefits from joining others may be at least partially offset by the fitness costs of increased competition, because larvae reared in isolation did as well as or better than larvae reared in groups on three key fitness parameters: developmental rate, survival rate and adult dry body mass. Our work establishes fruitfly larvae as a highly tractable model species for further research on the mechanisms that modulate behaviour and learning in a social context.     

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.     

Social learning of novel route preferences in adult humans

Non-human animals can acquire novel route preferences by following knowledgeable individuals. Such socially learned route preferences can be stably maintained over multiple transmission episodes, sometimes forming long-lived traditions. In humans, preferences for familiar routes or heavily used worn trails over unfamiliar ones have been described in various contexts. However, social learning of route preferences has not been experimentally demonstrated in humans. Here, we demonstrate that social learning and tradition influence route choice. We led adult male and female participants into a room by one of two routes. Participants followed the demonstrated route choices, and later remembered and preferred this choice even when determinably suboptimal (i.e. longer and not preferred by control participants) or when the choice was indicated as arbitrary (the demonstrator took one route to retrieve a poster that had ostensibly fallen). Moreover, route preferences were stably maintained over multiple transmission episodes. We suggest that simple social learning processes, often neglected in human and primate research, can result in long-lived route preferences that may influence a range of additional behaviour patterns.     

On the value of information: studying changes in patch assessment abilities through learning

Little is known about how animals acquire and use prior information, particularly for Bayesian patch assessment strategies. Because different patch assessment strategies rely upon distinct capabilities to obtain information, we analyzed whether foragers can alter their foraging strategy when they exploit predictable patches with periodic renewal. For this, we evaluated if learning contribute to increase foraging efficiency by improving patch assessment abilities in degus (Octodon degus), a diurnal caviomorph rodent from central Chile. Single degus exploited pairs of depleting patches that were renewed daily. During the initial two days of the experiment, degus exploited patches in agreement with a fixed‐time strategy, i.e. at the population level, giving‐up densities (GUD) were not distinguishable from density‐independence (i.e. consumption proportional to initial patch densities), and richer patches were under‐exploited. After day five, degus improved significantly their assessment strategy, showing agreement with Bayesian information updating. However, on day 15 and afterwards, degus foraged patches in agreement with a prescient strategy, because GUDs across patches indicated positive density‐dependence and equalization of GUDs. Although highly variable, the GUD ratio between rich and poor patches decreased significantly throughout time. Within‐subject data showed that as subjects learned patch qualities they showed a tendency toward GUD equalization and differentiation from density‐independence. By the end of the experiment, degus allocated more time to richer patches during the initial period of each trial, and allocated similar amounts of time by the end of trials. Further, the first visit of a session was significantly biased toward the rich patch by the final days of the experiment. The results suggest that assessment abilities can change when exploiting novel but predictable patches. When degus can incorporate adequate environmental information, prior and current information may become accurate enough to make animals exploit patches efficiently.     

Social networks predict patch discovery in a wild population of songbirds

Animals use social information in a wide variety of contexts. Its extensive use by individuals to locate food patches has been documented in a number of species, and various mechanisms of discovery have been identified. However, less is known about whether individuals differ in their access to, and use of, social information to find food. We measured the social network of a wild population of three sympatric tit species (family Paridae) and then recorded individual discovery of novel food patches. By using recently developed methods for network-based diffusion analysis, we show that order of arrival at new food patches was predicted by social associations. Models based only on group searching did not explain this relationship. Furthermore, network position was correlated with likelihood of patch discovery, with central individuals more likely to locate and use novel foraging patches than those with limited social connections. These results demonstrate the utility of social network analysis as a method to investigate social information use, and suggest that the greater probability of receiving social information about new foraging patches confers a benefit on more socially connected individuals.     

Sons learn songs from their social fathers in a cooperatively breeding bird

Song learning is hypothesized to allow social adaptation to a local song neighbourhood. Maintaining social associations is particularly important in cooperative breeders, yet vocal learning in such species has only been assessed in systems where social association was correlated with relatedness. Thus, benefits of vocal learning as a means of maintaining social associations could not be disentangled from benefits of kin recognition. We assessed genetic and cultural contributions to song in a species where social association was not strongly correlated with kinship: the cooperatively breeding, reproductively promiscuous splendid fairy-wren (Malurus splendens). We found that song characters of socially associated father-son pairs were more strongly correlated (and thus songs were more similar) than songs of father-son pairs with a genetic, but no social, association (i.e. cuckolding fathers). Song transmission was, therefore, vertical and cultural, with minimal signatures of kinship. Additionally, song characters were not correlated with several phenotypic indicators of male quality, supporting the idea that there may be a tradeoff between accurate copying of tutors and quality signalling via maximizing song performance, particularly when social and genetic relationships are decoupled. Our results lend support to the hypothesis that song learning facilitates the maintenance of social associations by permitting unrelated individuals to acquire similar signal phenotypes.     

Immature gannets follow adults in commuting flocks providing a potential mechanism for social learning

Group travel is a familiar phenomenon among birds but the causes of this mode of movement are often unclear. For example, flocking flight may reduce flight costs, enhance predator avoidance or increase foraging efficiency. In addition, naive individuals may also follow older, more experienced conspecifics as a learning strategy. However, younger birds may be slower than adults so biomechanical and social effects on flock structure may be difficult to separate. Gannets are wide‐ranging (100s–1000s km) colonial seabirds that often travel in V or echelon‐shaped flocks. Tracking suggests that breeding gannets use memory to return repeatedly to prey patches 10s–100s km wide but it is unclear how these are initially discovered. Public information gained at the colony or by following conspecifics has been hypothesised to play a role, especially during early life. Here, we address two hypotheses: 1) flocking reduces flight costs and 2) young gannets follow older ones in order to locate prey. To do so, we recorded flocks of northern gannets commuting to and from a large colony and passing locations offshore and used a biomechanical model to test for age differences in flight speeds. Consistent with the aerodynamic hypothesis, returning flocks were significantly larger than departing flocks, while, consistent with the information gathering hypothesis, immatures travelled in flocks more frequently than adults and these flocks were more likely to be led by adults than expected by chance. Immatures did not systematically occupy the last position in flocks and had similar theoretical airspeeds to adults, making it unlikely that they follow, rather than lead, for biomechanical reasons. We therefore conclude that while gannets are likely to travel in flocks in part to reduce flight costs, the positions of immatures in those flocks may result in a flow of information from adults to immatures, potentially leading to social learning.     

Social Transfer of Predation Risk Information Reduces Food Locating Ability in European Minnows (Phoxinus phoxinus)

Little is known about how food location ability of animals is affected by social information of predation risk. This question was therefore addressed in an experimental study where naïve ‘observer’ European minnows (Phoxinus phoxinus) were allowed to search for food in a maze in the presence or absence of a predator (Salmo trutta). Observer minnows were accompanied by conspecific demonstrators which had previously been trained in the same maze either in the presence or absence of the predator. Observer minnows were most likely to locate food when the predator was absent both during their trial and during the pre‐training of demonstrators. When demonstrators had been trained with predators, observer success in locating the food was halved, although they were never exposed to predation risk themselves. When observers were exposed to predation risk their probability of locating food was further reduced regardless of the experience of their demonstrators. Our results show that predation risk can affect the foraging ability of minnows both directly and indirectly through social information from conspecifics. We conclude that social information may influence and constrain individual behavioural decisions, especially in rapidly changing environments where private information is often insufficient.     

Shoal and prey patch choice by co-occurring fishes and prawns: inter-taxa use of socially transmitted cues

Animals can use socially transmitted information to learn about the distribution and quality of resources without incurring the costs associated with having to search for and sample them first hand. Recently, it has been shown that the use of chemical social information specific to patterns of diet and habitat use is an important mechanism underpinning recognition and social organization in shoaling fishes. In this study we revealed that the use of resource-specific chemical information is not limited to conspecifics, or even members of the same taxon. In a series of laboratory experiments, we showed that threespine sticklebacks (Gasterosteus aculeatus) could recognize similar patterns of habitat use in common prawns (Leander serratus), preferentially orientating towards groups of prawns exposed to the same habitats as themselves, and even selecting foraging patches located close to them. Prawns were seen to use habitat-specific cues generated by conspecifics, but not by sticklebacks, suggesting that the benefits of forming these heterospecific social association patterns may be unequal for prawns and fishes. Our findings suggest that some species might use co-occurring, unrelated species as information centres in order to orient and locate resources within their surroundings.     

Information Transfer across Fish Shoals under Predator Threat

The hypothesis that shoaling fish can obtain information about a predator's approach from changes in the behaviour of other shoal members was tested in an experiment in which receiver minnows (Phoxinus phoxinus) behind a one-way-mirror could observe the reaction of transmitter minnows threatened by the stalk of a pike (Esox lucius) model. Although the receiver minnows were out of visual contact with the pike model they decreased their foraging behaviour and started hiding when the pike model came towards the feeding patch of the transmitter fish. The presence of skittering behaviour and inspection behaviour in the transmitter but not in the receiver fish suggests that individual confirmation of the predator does play a role in determining the nature of the anti-predator response. Nevertheless there is clear evidence that receiver fish modify their own behaviour on the basis of information obtained from individuals which have seen a predator.     

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.     

The Effect of Familiarity with Demonstrators on Social Learning in Three‐Spined Sticklebacks (Gasterosteus aculeatus)

Social learning is an important process in the spread of information, especially in changing environments where inherited behaviors may not remain relevant. In many species, the decision of whom to trust to have reliable information depends on the relationship between individuals. Many fish species, including three‐spined sticklebacks, preferentially associate with familiar individuals. Previous studies in three‐spined sticklebacks have provided mixed evidence about the effect of familiarity on social learning in this species. Therefore, this study further explores familiarity and social learning in sticklebacks, specifically from a demonstrator‐focused perspective. We found that in a food patch discrimination task, individuals with unfamiliar demonstrators performed significantly better than those with familiar demonstrators. In a problem‐solving task, we found that focal fish attended to the behavior of demonstrators, but we did not detect an effect of familiarity on performance, and indeed the proportion of individuals to solve the task after observing demonstrators was low. These results suggest that sticklebacks have a preference for unfamiliar demonstrators, but that the use of social information varies depending on context.     

Inhibition of optimal behavior by social transmission in the guppy depends on shoaling

Previous research has suggested social learning of foragingbehavior can inhibit learning of the optimal behavior pattern.Based on their transmission chain design, we used small groupsof guppies (Poecilia reticulata) to determine the degree towhich the optimal behavior pattern was inhibited by sociallylearned information. A founder group was trained to take a long, energetically costly route to a food source. The members ofthis group were gradually replaced with naive conspecifics.Replicating the findings of the earlier researchers, it wasclear that the behavior of the founders strongly influencedthe behavior of the naive fish, probably through a process oflocal enhancement. When tested as a group, the naive fish chosethe long route to the food source significantly more oftenthan chance. Each naive fish was also tested in isolation.When tested alone, there was a significant tendency to choosethe short route despite following the long route when testedas a group. These results suggest social learning does notinhibit learning of optimal behavior patterns but that a trade-offoccurs when tested in the group condition. It is possible thatthe advantages for an individual fish of swimming with theshoal, and thus following the socially learned route, may haveoutweighed the potential energetic costs of taking this longerroute.     

The reluctant innovator: orangutans and the phylogeny of creativity

Young orangutans are highly neophobic, avoid independent exploration and show a preference for social learning. Accordingly, they acquire virtually all their learned skills through exploration that is socially induced. Adult exploration rates are also low. Comparisons strongly suggest that major innovations, i.e. behaviours that have originally been brought into the population through individual invention, are made where ecological opportunities to do so are propitious. Most populations nonetheless have large innovation repertoires, because innovations, once made, are retained well through social transmission. Wild orangutans are therefore not innovative. In striking contrast, zoo-living orangutans actively seek novelty and are highly exploratory and innovative, probably because of positive reinforcement, active encouragement by human role models, increased sociality and an expectation of safety. The explanation for this contrast most relevant to hominin evolution is that captive apes generally have a highly reduced cognitive load, in particular owing to the absence of predation risk, which strongly reduces the costs of exploration. If the orangutan results generalize to other great apes, this suggests that our ancestors could have become more curious once they had achieved near-immunity to predation on the eve of the explosive increase in creativity characterizing the Upper Palaeolithic Revolution.     

Network-based diffusion analysis: a new method for detecting social learning

Social learning has been documented in a wide diversity of animals. In free-living animals, however, it has been difficult to discern whether animals learn socially by observing other group members or asocially by acquiring a new behaviour independently. We addressed this challenge by developing network-based diffusion analysis (NBDA), which analyses the spread of traits through animal groups and takes into account that social network structure directs social learning opportunities. NBDA fits agent-based models of social and asocial learning to the observed data using maximum-likelihood estimation. The underlying learning mechanism can then be identified using model selection based on the Akaike information criterion. We tested our method with artificially created learning data that are based on a real-world co-feeding network of macaques. NBDA is better able to discriminate between social and asocial learning in comparison with diffusion curve analysis, the main method that was previously applied in this context. NBDA thus offers a new, more reliable statistical test of learning mechanisms. In addition, it can be used to address a wide range of questions related to social learning, such as identifying behavioural strategies used by animals when deciding whom to copy.     

Reproductive state affects reliance on public information in sticklebacks

The degree to which animals use public and private sources of information has important implications for research in both evolutionary ecology and cultural evolution. While researchers are increasingly interested in the factors that lead individuals to vary in the manner in which they use different sources of information, to date little is known about how an animal''s reproductive state might affect its reliance on social learning. Here, we provide experimental evidence that in foraging ninespine sticklebacks (Pungitius pungitius), gravid females increase their reliance on public information generated by feeding demonstrators in choosing the richer of two prey patches than non-reproductive fish, while, in contrast, reproductive males stop using public information. Subsequent experiments revealed reproductive males to be more efficient asocial foragers, less risk-averse and generally less social than both reproductive females and non-reproductives. These findings are suggestive of adaptive switches in reliance on social and asocial sources of information with reproductive condition, and we discuss the differing costs of reproduction and the proximate mechanisms that may underlie these differences in information use. Our findings have important implications for our understanding of adaptive foraging strategies in animals and for understanding the way information diffuses through populations.     

How does hunger affect convergence on prey patches in a social forager?

Internal state, in this case hunger, is known to influence both the organisation of animal groups and the social foraging interactions that occur within them. In this study, we investigated the effects of hunger upon the time taken to locate and converge upon hidden simulated prey patches in a socially foraging fish, the threespine stickleback (Gasterosteus aculeatus). We predicted that groups of food‐deprived fish would find and recruit to prey patches faster than recently fed groups, reasoning that they might search more rapidly and be more attentive to inadvertent social information produced by other foragers. Instead we saw no difference between the two groups in the time taken to find the patches and found that in fact, once prey patches had been discovered, it was the recently fed fish that converged on them most rapidly. This finding is likely due to the fact that recently fed fish tend to organise themselves into fewer but larger subgroups, which arrived at the food patch together. Hunger has a significant impact upon the social organisation of the fish shoals, and it appears that this has a stronger effect upon the rate at which they converged upon the food patches than does internal state itself.     

Success-biased social learning: Cultural and evolutionary dynamics

Success bias is a social learning strategy whereby learners tend to acquire the cultural variants of successful individuals. I develop a general model of success-biased social learning for discrete cultural traits with stochastic payoffs, and investigate its dynamics when only two variants are present. I find that success bias inherently favors rare variants, and consequently performs worse than unbiased imitation (i.e. random copying) when success payoffs are at least mildly stochastic and the optimal variant is common. Because of this weakness, success bias fails to replace unbiased imitation in an evolutionary model when selection is fairly weak or when the environment is relatively stable, and sometimes fails to invade at all. I briefly discuss the optimal strength of success bias, the complicated nature of defining success in social learning contexts, and the value of variant frequency as an important source of information to social learners. I conclude with predictions regarding the prevalence of success bias in different behavioral domains.