A social learning model of conflict and cooperation in human societies

Patterns of conflict and cooperation both within and between societies may be related to the degree of cultural similarity within and between the same societies. A simple model of social learning is used to predict patterns of conflict and cooperation in hypothetical societies that differ in the roles of relatives and nonrelatives in the enculturation of children. The model is illustrated by comparing its predictions to known differences in the patterns of conflict between males inpatrilocal and matrilocal societies.     

The role of context, colour and location cues in socially learned novel food source preferences in starlings, Sternus vulgaris

Although the opportunity for errors in social learning is widely recognised, as yet little research has been directed towards understanding specific inaccuracies, biases and limitations in social learning and the mechanisms that give rise to them. In two experiments I ask how starlings, Sternus vulgaris, identify exemplars of novel feeders previously learned about socially. I find that starlings have a stronger response to feeders in the same context as that in which social learning took place, compared to identical and nonidentical feeders in a different context. Within a context that matches where social learning took place, starlings prefer feeders that show the same location and colour as the feeder demonstrated by the demonstrator starling, and show no preference when colour and location cues are dissociated. This suggests that starlings are relatively accurate social learners, since they show strong responses to novel foraging options only if they match the context, colour and location of options learned about socially, and they do so after very few trials. Furthermore, the responses of the subjects were compatible with conditioned learning-like mechanisms, which provide a useful basis for the further investigation of the origins and implications of errors in social learning.     

Ability of predatory native Australian fishes to learn to avoid toxic larvae of the introduced toad Bufo marinus

Of two native Australian fishes naïve to the introduced toad Bufo marinus most barramundi Lates calcarifer rapidly learned to avoid B. marinus tadpoles, while sooty grunter Hephaestus fuliginosus exhibited considerable intraspecific variation in their learning ability. Some sooty grunter learned to avoid tadpoles after only a few attacks, while other individuals continued to attack and reject tadpoles throughout the entire laboratory trials. Individuals of both species recognized and avoided tadpoles 1 day after their previous encounter. None of the fishes died during the trials. The observed variation in behavioural responses of fishes to B. marinus may be due to differences in (1) learning ability, (2) fish hunger levels, and or (3) tadpole palatability and toxicity. The results demonstrate that most barramundi and sooty grunter learn to avoid B. marinus tadpoles with minimal trauma. Consequently, it is anticipated that the toads are unlikely to have a significant negative impact on wild populations of these fishes through direct toxic effects.     

Foraging Efficacy of a Larval Parasitoid in a Cotton Patch: Influence of Chemical Cues and Learning

Plant-herbivore chemical signals and behavioral plasticity may enhance parasitoid host-foraging efficacy in the field; however, no studies have quantified the potential benefits from these factors under field-type conditions. The effect of plant-herbivore signals and learning on the foraging efficacy of Microplitis croceipes was quantified by directly observing and recording total and sequential duration of various foraging behaviors relative to 5 randomly placed herbivore-damaged and host-infested cotton plants and 20 undamaged and non-host-infested plants. Microplitis croceipes spent significantly more time searching (flying and antennation) on host infested versus uninfested plants. Antennation time was significantly and negatively correlated with successive host stings. Contrary to expectations of increased duration, flight time remained constant throughout the foraging bout, which may indicate that there was some learning associated with flight. These results suggest that plant-herbivore chemical signals and learning enhances the foraging efficacy of M. croceipes.