Emerging infectious diseases and animal social systems

Emerging infectious diseases threaten a wide diversity of animals, and important questions remain concerning disease emergence in socially structured populations. We developed a spatially explicit simulation model to investigate whether—and under what conditions—disease-related mortality can impact rates of pathogen spread in populations of polygynous groups. Specifically, we investigated whether pathogen-mediated dispersal (PMD) can occur when females disperse after the resident male dies from disease, thus carrying infections to new groups. We also examined the effects of incubation period and virulence, host mortality and rates of background dispersal, and we used the model to investigate the spread of the virus responsible for Ebola hemorrhagic fever, which currently is devastating African ape populations. Output was analyzed using regression trees, which enable exploration of hierarchical and non-linear relationships. Analyses revealed that the incidence of disease in single-male (polygynous) groups was significantly greater for those groups containing an average of more than six females, while the total number of infected hosts in the population was most sensitive to the number of females per group. Thus, as expected, PMD occurs in polygynous groups and its effects increase as harem size (the number of females) increases. Simulation output further indicated that population-level effects of Ebola are likely to differ among multi-male–multi-female chimpanzees and polygynous gorillas, with larger overall numbers of chimpanzees infected, but more gorilla groups becoming infected due to increased dispersal when the resident male dies. Collectively, our results highlight the importance of social system on the spread of disease in wild mammals.     

Possibly unique characteristics of learning by Primates

The experimental literature on learning by Primate and non-Primate mammals is reviewed, with the aim of identifying peculiarly Primate features of learning. The evidence indicates that quantitative comparisons of learning by Primates and other mammals are intrinsically equivocal and uninformative because of the impossibility of equating experimental conditions for members of different species. The comparative results of early learning set studies were seriously misleading because the test conditions discriminated against representatives of species in which vision is not a dominant modality.Analyses of transfer between different learning tasks strongly suggest that rhesus macaques differ qualitatively from non-Primates like cats in that they develop generalized, trans-situationally valid response strategies during training on a particular problem which can facilitate learning in other situations. Non-Primate mammals appear not to develop such strategies under the same circumstances. There is also evidence that monkeys are more able than cats to discard previously learned strategies when they are no longer maximally profitable.