Social Learning in the Caracara Chimango,Milvago chimango (Aves: Falconiformes): an Age Comparison

Milvago chimango is a gregarious raptor showing great ecological plasticity. Their ability to explore new resources has allowed them to survive in areas with increasing human modification. In this study, we evaluated the social learning ability in wild‐caught individuals of M. chimango. In particular, we tested whether an ‘observer’ individual could improve the acquisition of a novel behaviour by watching a ‘demonstrator,’ and we examined the effects of age of both observers and demonstrators on social learning. We measured the ability of 18 observers to open an opaque Plexiglas box containing food, and we compared their performance to that of 10 control birds who did not watch a demonstrator solve the task. Prior to watching a demonstrator, only two of the observers and two of the control birds were able to open the box. After watching a demonstrator, 67% of observers were able to open the box, outperforming control birds in speed and success. Juvenile observers were more successful and faster than adults at contacting and opening the box. The age of the demonstrator did not influence the observers’ likelihood of success. These results showed that M. chimango are able to learn a box‐opening task with a hidden food reward by observing the behaviour of a conspecific and that this behaviour persisted over several days. Social learning ability in M. chimango might allow certain behavioural patterns, such as those related to novel resource acquisition in modified environments, to be socially transmitted among individuals in a population.     

Improving anti‐predator responses of hatchery reared salmonids by social learning

Predation shortly after release is the main source of mortality among hatchery‐reared fish used to restore or enhance endangered salmonid populations. We found, that hatchery‐reared salmonid young originating from endangered stocks have weak innate responses to their natural fish predators. The ability to avoid predation in fish can be improved through social learning from experienced to naïve individuals. Huge benefits would be achieved, if social learning processes could be successfully applied on a large scale to enhance viability of hatchery fish prior to release into the wild. By using model predators together with chemical cues from real predators we tested if social learning could be used to train hatchery‐reared salmonid young to avoid fish predators. As there are clear differences in social behaviour among the salmonid species, we first examined whether these differences affect the probability and efficiency of learning anti‐predator skills from trained demonstrators. We compared anti‐predator responses of observers (fish trained by using experienced fish as demonstrators) with those of control fish, which had been ‘trained’ by untrained naïve conspecifics. We also examined how the efficiency of social learning depends on the ratio of experienced to naïve fish involved in social transmission trials. The results of these experiments will give guidelines how social learning could be utilized in developing hatchery scale training protocols.     

Sequence Skill Acquisition and Off-Line Learning in Normal Aging

It is well known that certain cognitive abilities decline with age. The ability to form certain new declarative memories, particularly memories for facts and events, has been widely shown to decline with advancing age. In contrast, the effects of aging on the ability to form new procedural memories such as skills are less well known, though it appears that older adults are able to acquire some new procedural skills over practice. The current study examines the effects of normal aging on procedural memory more closely by comparing the effects of aging on the encoding or acquisition stage of procedural learning versus its effects on the consolidation, or between-session stage of procedural learning. Twelve older and 14 young participants completed a sequence-learning task (the Serial Reaction Time Task) over a practice session and at a re-test session 24 hours later. Older participants actually demonstrated more sequence skill during acquisition than the young. However, older participants failed to show skill improvement at re-test as the young participants did. Age thus appears to have a differential effect upon procedural learning stages such that older adults'' skill acquisition remains relatively intact, in some cases even superior, compared to that of young adults, while their skill consolidation may be poorer than that of young adults. Although the effect of normal aging on procedural consolidation remains unclear, aging may actually enhance skill acquisition on some procedural tasks.     

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.     

NMDA receptor‐deficient mice display sexual dimorphism in the onset and severity of behavioural abnormalities

N‐methyl‐d ‐aspartate (NMDA) receptor‐deficient mice can be used to understand the role that NMDA receptors (NMDARs) play in the pathophysiology of neurodevelopmental disorders such as schizophrenia. Genetically modified mice with low levels of NR1 subunit (NR1 knockdown mice) have reduced receptor levels throughout development, and have robust abnormalities in behaviours that are relevant to schizophrenia. We traced the onset and severity of these behaviours at three developmental stages to understand when in development the underlying circuits depend on intact NMDAR function. We examined social behaviour, working memory, executive function, locomotor activity and stereotypy at 3, 6 and 12 weeks of age in NR1 knockdown mice and their wild‐type littermates. We discovered that each of these behaviours had a unique developmental trajectory in mutant mice, and males showed an earlier onset and severity than females in several behaviours. Hyperlocomotion was most substantial in juvenile mice and plateaued in adult mice, whereas stereotypy progressively worsened with age. Impairments in working memory and sociability were sexually dimorphic, with deficits first detected in peri‐adolescent males but only detected in adult females. Interestingly, executive function was most impaired in peri‐adolescent mice of either sex. Furthermore, while juvenile mutant mice had some ability to problem solve in the puzzle box test, the same mice lost this ability when tested 4 weeks later. Our studies highlight key developmental periods for males and females in the expression of behaviours that are relevant to psychiatric disorders.     

Testing Problem Solving in Ravens: String-Pulling to Reach Food

The aim of our study was to re‐examine the acquisition of problem‐solving behaviour in ravens: accessing meat suspended from a perch by a string. In contrast to a previous study, here we: (i) controlled for possible effects of fear of the string, competition by dominants, and social learning and (ii) devised a mechanically equivalent but non‐intuitive task to test for the possibility of means–end understanding. One‐year‐old ravens confronted with meat on a string for the first time tried several ways to reach the food. However, five of six birds suddenly performed a coherent sequence of pulling up and stepping on loops of string, essential for solving the problem. Those five birds were also successful in the non‐intuitive task where they had to pull down the string to lift the meat. A second group of birds with similar exposure to strings but without any experience in pulling up meat failed the pull‐down test. These results support the idea that the ravens’ behaviour in accessing meat on a string is not only a product of rapid learning but may involve some understanding of cause–effect relation between string, food and certain body parts.     

The relationship between dominance behaviour and growth as a function of habitat stability and community complexity: a test using salmon and trout

Predation shortly after release is the main source of mortality among hatchery‐reared fish used to restore or enhance endangered salmonid populations. We found, that hatchery‐reared salmonid young originating from endangered stocks have weak innate responses to their natural fish predators. The ability to avoid predation in fish can be improved through social learning from experienced to naïve individuals. Huge benefits would be achieved, if social learning processes could be successfully applied on a large scale to enhance viability of hatchery fish prior to release into the wild. By using model predators together with chemical cues from real predators we tested if social learning could be used to train hatchery‐reared salmonid young to avoid fish predators. As there are clear differences in social behaviour among the salmonid species, we first examined whether these differences affect the probability and efficiency of learning anti‐predator skills from trained demonstrators. We compared anti‐predator responses of observers (fish trained by using experienced fish as demonstrators) with those of control fish, which had been 'trained' by untrained naïve conspecifics. We also examined how the efficiency of social learning depends on the ratio of experienced to naïve fish involved in social transmission trials. The results of these experiments will give guidelines how social learning could be utilized in developing hatchery scale training protocols.     

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.     

Relation between the learning of young rainbow trout in a shuttle-box and survival in the presence of an unfamiliar predator

The analysis of the curves of acquisition of a conditioned reflex (CR) in a shuttle box allowed to reveal three stages of this process and establish in two-year rainbow trouts the presence of four types of individuals differing in the dynamics of processes of the CR formation. A direct positive connection is established between the speed of learning in a shuttle box and surviving of young fish in the presence of artificial predator.     

Push or Pull: Imitation vs. Emulation in Great Apes and Human Children

All four species of great apes and young human children (12–24 mo of age) were administered an imitation task designed to distinguish between results learning (emulation) and action learning (imitation). Some subjects were exposed to a demonstrator either pushing or pulling a door to open a box, whereas others simply saw the door of the box opening itself in one of the two directions (the ghost control). Most of the apes successfully opened the box in both experimental conditions, as well as in a baseline condition, but without being influenced either by the demonstrator's actions or by the door's motions. In contrast, human children over 12 mo of age were influenced by the demonstration: the 18‐mo‐olds were influenced by the demonstrator's actions, and the 24‐mo‐olds were influenced both by the demonstrator's actions and by the door's motions in the ghost control. These results provide support for the hypothesis that human children have a greater propensity than great apes for focusing either on a demonstrator's action or on the result of their action, as needed, in social learning situations.     

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.     

The effect of ostensive cues on dogs’ performance in a manipulative social learning task

In contrast to animal social learning (e.g. dogs learning from observing another dog), humans typically teach by attracting the attention of the learner. Also during the training of dogs, humans tend to attract their attention in a similar way. Here, we investigated dogs’ ability to learn both from a dog and a human demonstrator in a manipulative task, where the models demonstrated which part of a box to manipulate in order to get a food reward. We varied the communicative context both during the dog and during the human demonstration comparably: a second experimenter directed the attention of the subjects to the model (dog/human ostensive demonstration) or remained silent (dog/human non-ostensive demonstration). Moreover, we investigated whether the training level of the dogs (well-trained vs. untrained) affected how the dogs performed in the manipulative tasks after the different demonstrations.We found that better trained dogs showed significantly better problem solving abilities. They paid more attention to the human demonstration than to the dog model, whereas such a difference in attentiveness of the less trained dogs was not found. Despite slight differences in paying attention to the different demonstrators, the presence of human or the dog demonstrators exerted equally effectiveness on the test performance of the dogs. However, the effectiveness of the demonstrations was significantly reduced if ostensive cues were given during the demonstrations by a second experimenter. Analysis of attentiveness and activity of the observer dogs during the demonstrations indicates that the reason for this negative effect was a combination of distracted attention paid to the demonstration and a higher level of excitement in the ostensive than in the non-ostensive demonstrations.This study suggests that third party communication during demonstration attracts dogs’ attention to the communicator instead of paying close attention to the model. We suggest that precise timing and synchronization of attention-calling and demonstration is necessary to avoid this distracting effect.     

Language development: breaking the code

This paper reviews the major achievements of the preschool years regarding language acquisition. Although most children appear to master their native language with little apparent effort, learning a language is a complex task. It requires the ability to extract clues from environmental stimuli and to discover how those stimuli convey meanings and are modified according to the meaning conveyed. In general, language learning follows a similar sequence regardless of the language being learned. The major accomplishments in the areas of speech perception, early sound production, phonology, lexicon, syntax, and morphology are described, with specific examples from recent studies of acquisition of French in young children from Québec. These examples confirm major milestones observed in other languages, but also illustrate how comparisons across languages and across children learning the same language can be challenging. For each area, current issues are identified regarding the bases (neurological, genetic) of language development, as well as the processes (social, cognitive, linguistic) involved. Current hypotheses regarding language acquisition and language disorders are briefly discussed.     

Early experience affects learning performance and neophobia in a cooperatively breeding cichlid

The ability to respond flexibly to environmental challenges, for instance by learning or by responding appropriately to novel stimuli, may be crucial for survival and reproductive success. Experiences made during early ontogeny can shape the degree of behavioural flexibility maintained by individuals during later life. In natural habitats, animals are exposed to a multitude of social and non‐social ecological factors during early ontogeny, but their relative influences on future learning ability and behavioural flexibility are only poorly understood. In the cooperatively breeding cichlid Neolamprologus pulcher, we investigated whether early social and predator experiences shape the learning performance, flexibility, and response to novelty of adults. Fish were reared either with or without parents and helpers and with or without perceived predation risk in a full‐factorial experiment. We investigated the influence of these treatments on learning performance and flexibility in a spatial acquisition and reversal learning task. To test for response to novelty, we performed a neophobia test. We found that fish reared with predator experience, but without the presence of older group members outperformed fish with other rearing backgrounds in reversal learning and that individuals, which had been reared in a socially more complex environment together with older group members responded less neophobic toward a novel object than individuals reared among siblings only. Comparative evidence from fish and rats suggests that these developmental effects may be driven by the cues of safety perceived in the presence of guarding parents.     

Opening the Social Gateway: Early Vocal and Social Sensitivities in Brown-Headed Cowbirds (Molothrus ater)

The organization of cowbird ( Molothrus ater ) social groups affords individuals living in the groups different opportunities for learning and also structures trajectories of social development. Here, we studied the influence of adults on social organization of very young cowbirds. In three experiments, we housed juvenile birds in large, seminatural environments that either contained or did not contain adult conspecifics. We then observed the social associations and vocalizations of juveniles in each environment. The presence of adults in the social environment influenced the assortment and singing patterns of juveniles, although throughout the three experiments adults rarely interacted physically with juveniles. Juveniles housed with adults interacted with other juveniles more often and sang significantly less often than juveniles housed without adults. Effects of adult presence or absence on social organization and singing patterns emerged extremely rapidly and could be reversed quickly. Taken as a whole, the experiments revealed that very young cowbirds, in the first days of independence from their hosts, were sensitive to, and reacted rapidly to, the composition of their social environment. Specifically, presence of other age classes of individuals within the group increased juvenile associations and delayed production of vocalizations by juvenile males. Self-organization within the social group produced different social environments, which could in turn create different gateways for social learning and vocal development.     

Social learning in young-of-the-year perch encountering a novel food type

Young-of-the-year perch Perca fluviatilis were presented with a novel food type, dry feed, in the presence or absence of demonstrators, who were experienced to the feed. Most inexperienced fish lost mass in the beginning of the study, but untrained fish in the presence of demonstrators already had positive average growth during the first time period. There was a positive correlation between boldness and body mass change. Both social environment and individual characteristics thus seem to affect learning in perch.     

Foraging zebra finches (Taeniopygia guttata) are public information users rather than conformists

Social learning enables adaptive information acquisition provided that it is not random but selective. To understand species typical decision-making and to trace the evolutionary origins of social learning, the heuristics social learners use need to be identified. Here, we experimentally tested the nature of majority influence in the zebra finch. Subjects simultaneously observed two demonstrator groups differing in relative and absolute numbers (ratios 1 : 2/2 : 4/3 : 3/1 : 5) foraging from two novel food sources (black and white feeders). We find that demonstrator groups influenced observers'' feeder choices (social learning), but that zebra finches did not copy the majority of individuals. Instead, observers were influenced by the foraging activity (pecks) of the demonstrators and in an anti-conformist fashion. These results indicate that zebra finches are not conformist, but are public information users.     

Conformist learning in nine-spined sticklebacks' foraging decisions

Theoretical analyses have reported that in most circumstances where natural selection favours reliance on social learning, conformity (positive frequency-dependent social learning) is also favoured. These findings suggest that much animal social learning should involve a copy-the-majority strategy, yet there is currently surprisingly little evidence for conformist learning among animals. Here, we investigate this possibility in the nine-spined stickleback (Pungitius pungitius) by manipulating the number of demonstrator fish at two feeders, one rich and one poor, during a demonstration phase and evaluating how this affects the likelihood that the focal fish copy the demonstrators'' apparent choices. As predicted, we observed a significantly increased level of copying with increasing numbers of demonstrators at the richer of the two feeders, with copying increasing disproportionately, rather than linearly, with the proportion of demonstrators at the rich foraging patch. Control conditions with non-feeding demonstrators showed that this was not simply the result of a preference for shoaling with larger groups, implying that nine-spined sticklebacks copy in a conformist manner.     

Social influences are associated with BMI and weight loss intentions in young adults

Christakis and colleagues have shown that health behaviors cluster in social networks and suggest social norms may account for the clustering. This study examined: (i) whether obesity clusters among young adults and whether social norms do in fact account for the clustering, and (ii) among overweight/obese (OW/OB) young adults, whether number of social contacts trying to lose weight is associated with weight loss intentions and whether social norms for weight loss account for this effect. Normal weight (NW) and OW/OB young adults (N = 288; 66% female; 75% white) completed measures assessing number of OW social contacts and social norms for obesity. OW/OB young adults also indicated number of OW social contacts currently trying to lose weight, social norms for weight loss, and weight loss intentions. Compared to NW, OW/OB young adults were more likely to have OW romantic partners and best friends and had more OW casual friends and family members (Ps < 0.05), but social norms for obesity did not differ between groups, and social norms did not mediate the relationship between OW social contacts and participants' weight status. However, among OW/OB young adults, having more social contacts trying to lose weight was associated with greater intention to lose weight (r = 0.20, P = 0.02) and social norms for weight loss fully mediated this effect (P < 0.01). This study is the first to show that social contacts and normative beliefs influence weight status and intentions for weight control in young adults. Findings underscore the importance of targeting social influence in the treatment and prevention of obesity in this high-risk age group.     

BALB/c和ICR小鼠的学习记忆能力等行为学研究

目的研究不同品系小鼠学习记忆能力的差异,为学习记忆的基础研究提供应用信息。方法80只BALB/c和80只ICR小鼠分别分为Morris水迷宫组、跳台组、穿梭组、ROTA-ROD组,每组20例,进行学习记忆能力及行动能力测试。结果水迷宫组在9轮水迷宫训练学习期BALB/c小鼠空间学习记忆能力没有明显提高。ICR小鼠从9轮水迷宫训练学习期的第4次开始,逃避潜伏期显著缩短,与前3次相比差异有显著性(P<0.001)。跳台组ICR和BALB/c小鼠训练前后5 min内错误次数及跳下潜伏期差异均具有显著性。穿梭组ICR小鼠学习期与记忆期主动逃避次数、被动逃避次数及电击时间的差异均有显著性,而BALB/c小鼠训练前后主动逃避次数、被动逃避次数及电击时间的差异均无显著性。ROTA-ROD组ICR小鼠的跑步动作维持时间显著高于BALB/c小鼠,其差异有显著性。结论以上结果提示在进行某些学习记忆实验时,使用ICR小鼠优于BALB/c小鼠。