Social learning of fear and safety is determined by the demonstrator's racial group

Social learning offers an efficient route through which humans and other animals learn about potential dangers in the environment. Such learning inherently relies on the transmission of social information and should imply selectivity in what to learn from whom. Here, we conducted two observational learning experiments to assess how humans learn about danger and safety from members (‘demonstrators'') of an other social group than their own. We show that both fear and safety learning from a racial in-group demonstrator was more potent than learning from a racial out-group demonstrator.     

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.     

Learning multiple routes in homing pigeons

The aerial lifestyle of central-place foraging birds allows wide-ranging movements, raising fundamental questions about their remarkable navigation and memory systems. For example, we know that pigeons (Columba livia), long-standing models for avian navigation, rely on individually distinct routes when homing from familiar sites. But it remains unknown how they cope with the task of learning several routes in parallel. Here, we examined how learning multiple routes influences homing in pigeons. We subjected groups of pigeons to different training protocols, defined by the sequence in which they were repeatedly released from three different sites, either sequentially, in rotation or randomly. We observed that pigeons from all groups successfully developed and applied memories of the different release sites (RSs), irrespective of the training protocol, and that learning several routes in parallel did not impair their capacity to quickly improve their homing efficiency over multiple releases. Our data also indicated that they coped with increasing RS uncertainty by adjusting both their initial behaviour upon release and subsequent homing efficiency. The results of our study broaden our understanding of avian route following and open new possibilities for studying learning and memory in free-flying animals.     

The social transmission of spatial information in homing pigeons

We adapted a technique to explore the social transmission of spatial information in homing pigeons Columba livia. Five demonstrator pigeons were first trained to find a food goal within an indoor arena. This arena consisted of nine lidded cups laid out within a 12x12 grid on the floor. The task was to find the goal cup and flip the lid to obtain the food hidden within. Once the demonstrators had reached criterion the experiment proper began. During stage 1 of the experiment, 10 target birds, which had not previously been trained to find the goal, were introduced to the spatial task either in isolation or paired with a demonstrator. We measured how long they took to complete the task, the number of squares crossed on the grid, and the number of incorrect lids flipped. In stage 2, the target birds were introduced to the arena a second time, by themselves, and we compared the performance of the birds in the two treatments. The pigeons that had been introduced to the task with a demonstrator in stage 1 walked further and made more incorrect choices when searching for the food goal in stage 2 than the pigeons that were introduced to the task alone. This indicates that pigeons learn a spatial, food-finding task more effectively when performing the task alone than when accompanied by a knowledgeable conspecific. We discuss possible reasons for this in the light of previous experiments. Copyright 1999 The Association for the Study of Animal Behaviour.     

Landscape complexity influences route-memory formation in navigating pigeons

Observations of the flight paths of pigeons navigating from familiar locations have shown that these birds are able to learn and subsequently follow habitual routes home. It has been suggested that navigation along these routes is based on the recognition of memorized visual landmarks. Previous research has identified the effect of landmarks on flight path structure, and thus the locations of potentially salient sites. Pigeons have also been observed to be particularly attracted to strong linear features in the landscape, such as roads and rivers. However, a more general understanding of the specific characteristics of the landscape that facilitate route learning has remained out of reach. In this study, we identify landscape complexity as a key predictor of the fidelity to the habitual route, and thus conclude that pigeons form route memories most strongly in regions where the landscape complexity is neither too great nor too low. Our results imply that pigeons process their visual environment on a characteristic spatial scale while navigating and can explain the different degrees of success in reproducing route learning in different geographical locations.     

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.     

Interaction between individual experience and social learning in dogs

We investigated the interaction between individual experience and social learning in domestic dogs,Canis familiaris . We conducted two experiments using detour tests, where an object or food was placed behind a transparent, V-shaped wire-mesh fence, such that the dogs could get the reward by going around the fence. In some groups, two open doors were offered as an alternative, easier way to reach the reward. In experiment 1 we opened the doors only in trial 1, then closed them for trials 2 and 3. In experiment 2 other dogs were first taught to detour the fence with closed doors after they had observed a detouring human demonstrator, then we opened the doors for three subsequent trials. In experiment 1 all dogs reached the reward by going through the doors in trial 1, but their detouring performance was poor after the doors had been closed, if they had to solve the task on their own. However, dogs in the experimental group that were allowed to watch a detouring human demonstrator after the doors had been closed showed improved detouring ability compared with those that did not receive a demonstration of detouring. In experiment 2 the dogs tended to keep on detouring along the fence even if the doors had been opened, giving up a chance to get behind the fence by a shorter route. These results show that dogs can use information gained by observing a human demonstrator to overcome their own mistakenly preferred solution in a problem situation. In a reversed situation social learning can also contribute to a preference for a less adaptive behaviour. However, only repeated individual and social experience leads to a durable manifestation of maladaptive behaviour. Copyright 2003 Published by Elsevier Science Ltd on behalf of The Association for the Study of Animal Behaviour.      

Pigeon Homing: The Navigational Map Developed in Adulthood is Based on Olfactory Information

Homing pigeons raised in a shielded aviary and kept confined until the day of the test releases are not able to navigate even if, once adult, the screens are removed and the birds are exposed to natural winds for a sufficiently long period for map learning. However, pigeons raised in the same condition but, once adult, allowed to perform spontaneous flights around the loft are able to develop navigational abilities which, however, never reach the level of controls. In the present study, we show that the navigational map learned by the adult birds, which had the possibility to perform spontaneous flights, is based on olfactory information.     

Pigeon homing: The influence of topographical features in successive releases at the same site

A new device, the direction-recorder, offered the possibility to extend earlier studies of homing behaviour of pigeons when relevant topographical elements (mountains and large tracts of water) interpose between the release site and the home loft. Three series of experiments were carried out at three different sites to investigate intraindividual and interindividual variability in subsequent tosses from the same locality. Two release sites were chosen behind a mountain chain with respect to home; at the third site homeward directed route crosses the sea. From our results it turns out that homing pigeons may adopt different strategies. Moreover, a wide intraindividual variability was observed in repeated tosses at the same site; some pigeons remained faithful to the first route, whereas other birds tried successive new routes which, in most cases, were significantly shorter than previous ones. This result indicates that pigeons try, and are actually able, to improve their performance in subsequent releases from the same site.     

Pigeon Navigation: Different Routes Lead to Frankfurt

Background

Tracks of pigeons homing to the Frankfurt loft revealed an odd phenomenon: whereas birds returning from the North approach their loft more or less directly in a broad front, pigeons returning from the South choose, from 25 km from home onward, either of two corridors, a direct one and one with a considerable detour to the West. This implies differences in the navigational process.

Methodology/Principle Findings

Pigeons released at sites at the beginning of the westerly corridor and in this corridor behave just like pigeons returning from farther south, deviating to the west before turning towards their loft. Birds released at sites within the straight corridors, in contrast, take more or less straight routes. The analysis of the short-term correlation dimension, a quantity reflecting the complexity of the system and with it, the number of factors involved in the navigational process, reveals that it is significantly larger in pigeons choosing the westerly corridor than in the birds flying straight - 3.03 vs. 2.85. The difference is small, however, suggesting a different interpretation of the same factors, with some birds apparently preferring particular factors over others.

Conclusions

The specific regional distribution of the factors which pigeons use to determine their home course seems to provide ambiguous information in the area 25 km south of the loft, resulting in the two corridors. Pigeons appear to navigate by deriving their routes directly from the locally available navigational factors which they interpret in an individual way. The fractal nature of the correlation dimensions indicates that the navigation process of pigeons is chaotic-deterministic; published tracks of migratory birds suggest that this may apply to avian navigation in general.     

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.     

Environmental Unpredictability and the Value of Social Information for Foraging Starlings

Environmental and behavioral cues are useful sources of information that allow group foraging individuals to improve their foraging success. Few studies to date, however, have examined how varying degrees of environmental unpredictability may affect when and how individuals use the social information they obtain in foraging groups. In this experiment, European starlings (Sturnus vulgaris) were tested to determine in which type of environment, predictable or unpredictable, social information would be the most valuable. Subjects were placed under one of four conditions: an unpredictable environment with either (1) an informing demonstrator bird or (2) an uninforming demonstrator; or a predictable environment with either (3) an informing demonstrator or (4) an uninforming demonstrator. Environmental predictability was manipulated by altering the meaning of available color cues. Subjects in the unpredictable environment that had an informing demonstrator performed significantly better than subjects in an unpredictable environment with an uninforming demonstrator, although only on the second day of testing. Subjects in both the predictable conditions performed similarly to each other. The results suggest that social information is more valuable to individuals in an unpredictable environment than it is in a predictable environment; however, there appears to be a time lag in the ability of the birds to recognize the value of this information.     

Social transmission of maladaptive information in the guppy

Many animals are capable of learning from others, a processreferred to as social learning. There is little doubt that acapacity for social learning is an adaptation and that it typicallyresults in adaptive behavior. What is less clear is whetherthere are circumstances under which social learning can resultin the transmission of outdated, inappropriate, or maladaptiveinformation. Here we report an experimental study that investigatedthe social learning and transmission of maladaptive foraginginformation through small social groups of guppies, Poeciliareticulata. This experiment used a transmission chain designin which fish in small founder groups were trained to take eitheran energetically costly circuitous route to a feeder or a lesscostly short route, with trained founder members gradually replacedby untrained conspecifics. Three days after all the foundershad been removed, the behavioral traditions of groups of untrainedfish were still strongly influenced by their founder's behavior.Moreover, the rate at which untrained subjects that shoaledwith founder conspecifics trained to take the long route learnedto take the short route was significantly slower than for fishforaging alone. The results provide unequivocal evidence thatmaladaptive information can be socially transmitted throughanimal populations and imply that socially learned informationcan inhibit learning of the optimal behavior pattern.     

Accurate route demonstration by experienced homing pigeons does not improve subsequent homing performance in naive conspecifics.

We describe an experiment that uses the grouping tendencies and navigational abilities of the homing pigeon (Columba livia) to investigate the possibility of socially mediated information transfer in a field setting. By varying the composition of paired-release types, we allowed some naive birds to receive an accurate demonstration of the home route whilst others were paired with similarly naive conspecifics. After this 'paired phase', we predicted that if any learning of spatial information occurred then naive members of the former pairs would outperform their untutored conspecifics when re-released individually during the subsequent 'single phase' of the experiment. This prediction was not confirmed. Neither homing speed nor initial orientation was superior in individually released tutored versus untutored birds, despite the fact that both performance measures were better in the earlier 'paired phase' with experienced demonstrators. Our results suggest that although naive homing pigeons clearly interact with their experienced partners, they are unable to transfer any individually useful spatial information to subsequent homing flights.     

Group decisions and individual differences: route fidelity predicts flight leadership in homing pigeons (Columba livia)

How social-living animals make collective decisions is currently the subject of intense scientific interest, with increasing focus on the role of individual variation within the group. Previously, we demonstrated that during paired flight in homing pigeons, a fully transitive leadership hierarchy emerges as birds are forced to choose between their own and their partner''s habitual routes. This stable hierarchy suggests a role for individual differences mediating leadership decisions within homing pigeon pairs. What these differences are, however, has remained elusive. Using novel quantitative techniques to analyse habitual route structure, we show here that leadership can be predicted from prior route-following fidelity. Birds that are more faithful to their own route when homing alone are more likely to emerge as leaders when homing socially. We discuss how this fidelity may relate to the leadership phenomenon, and propose that leadership may emerge from the interplay between individual route confidence and the dynamics of paired flight.     

Homing behavior: decisions, dominance and democracy

When flying in pairs, pigeons with different preferred paths back to the loft often agree on a joint route, and in doing so get home faster than either would have done on its own.     

Age-dependent social learning in a lizard

Evidence of social learning, whereby the actions of an animal facilitate the acquisition of new information by another, is taxonomically biased towards mammals, especially primates, and birds. However, social learning need not be limited to group-living animals because species with less interaction can still benefit from learning about potential predators, food sources, rivals and mates. We trained male skinks (Eulamprus quoyii), a mostly solitary lizard from eastern Australia, in a two-step foraging task. Lizards belonging to ‘young’ and ‘old’ age classes were presented with a novel instrumental task (displacing a lid) and an association task (reward under blue lid). We did not find evidence for age-dependent learning of the instrumental task; however, young males in the presence of a demonstrator learnt the association task faster than young males without a demonstrator, whereas old males in both treatments had similar success rates. We present the first evidence of age-dependent social learning in a lizard and suggest that the use of social information for learning may be more widespread than previously believed.     

Extremely detoured migration in an inexperienced bird: interplay of transport costs and social interactions

We tagged two juvenile short‐toed eagles in southern Italian peninsula with GPS satellite transmitters. According to previous visual observations, two different migratory routes for Italian short‐toed eagles to reach Africa in autumn have been proposed: via Sicily and via Gibraltar. These routes include different over‐water distances to cross the Mediterranean Sea, and thus different proportions of flight modes (soaring–gliding vs flapping–gliding) with resulting different transport costs. Considering different scenarios of energy cost of transport, with flapping–gliding flight over water being more costly than flying over land using soaring–gliding flight, we predicted a maximum optimal detour of 1218 km. Both individuals reached Africa using the longest, detoured, route, avoiding the longest water crossing. To achieve this they began migrating northwards, keeping for ca 700 km a direction opposite to that followed by any other migrating bird from the Northern hemisphere in autumn. The comparison of optimal detour predictions with observed migratory tracks suggests that this migratory strategy prioritizes not only energy minimization, but also safety, given the mortality risk associated with the sea crossing. Finally, it is unlike that these inexperienced individuals followed such a complex route relying only on endogenous information and we therefore suggest, also on the basis of field observations, that social interactions (adult guidance) allow these individuals to learn the detoured route.     

Deciding to learn: modulation of learning flights in honeybees, <Emphasis Type="Italic">Apis mellifera</Emphasis>

Upon discovering new sources of food, honeybees and other insects perform learning flights to memorize visual landmarks that can guide their return. Learning flights are longest following initial visits to the food and subsequently decline in duration, which suggests that the investment in learning results from an active decision modulated by a bee's accumulating experience. We document various factors that influence this decision: (1). learning flights reappear when experienced bees encounter a delay in finding food at a familiar place and the durations of such "reorientation flights" increase with the length of the delay; (2). the decay in learning flight duration over visits following such reorientation flights is more rapid than following initial discovery of the food; (3). learning flight duration increases with the visual complexity of the scene surrounding the food, and when spatial relationships among landmarks are unstable; and (4). durations of learning flights at a new feeding place are influenced by the sucrose concentration in the food. Taken together, these experiments suggest that bees can adjust their learning efforts in response to changing needs for visual information and that both sources of spatial uncertainty and the quality of the food influence the value of such information.     

How does time since feeding affect the fuels pigeons use during flight?

Time between meals can vary from multiple hours to days within and among species. We investigated the effects of time since feeding on lipid, protein, and carbohydrate oxidation in flying pigeons (Columba livia) by interpreting changes in blood plasma metabolite concentrations and mass during flight. Five pigeons were flown or rested for 4 h after food deprivations of 2, 12, 24, and 48 h. After flight, blood plasma concentrations of uric acid and beta-hydroxybutyrate were elevated over control and preflight values, indicating elevated protein and lipid catabolism during flight. Lipid oxidation, as indicated by changes in beta-hydroxybutyrate concentration, increased more in unfed flying pigeons compared with recently fed flying pigeons and with resting controls. Protein oxidation, as indicated by changes in uric acid concentrations, also positively covaried with feeding time; the covariation was mostly caused by increases in 48-h food-deprived pigeons. Unfed birds lost less mass during a 4-h flight than recently fed birds. We reasoned that recently fed pigeons oxidized more glycogen in flight than pigeons not recently fed; calculated glycogen stores explained 72%-117% of mass loss differences between 2- and 48-h-fed pigeons. Thus, time since feeding was an important determinant of the fuels pigeons used in flight.