The pervasive role of social learning in primate lifetime development

Repeatability of measures of behavioral organization over two years in captive infant rhesus macaques, Macaca mulatta

Individual differences of infant temperament have been associated with future health outcomes that provide explanatory power beyond adult personality. Despite the importance of such a metric, our developmental understanding of personality-like traits is poor. Therefore, we examined whether young primates show consistency in personality traits throughout development. We replicated a Biobehavioral Assessment (BBA) at three time periods: 3-4 months, 1 year, and 2 years of age in 47 rhesus macaque (Macaca mulatta) subjects from large mixed-sex outdoor social housing units at the California National Primate Research Center. We report results for tests focused on responses and adaptation to the temporary separation and relocation, responses to a threatening stimulus, and ratings of overall temperament. We found consistently repeatable associations in measures of Emotionality; these associations were stronger in males, but also present in females, and broadly consistent between Years 1 and 2. We also explored whether behavioral responses to this experimental relocation might be influenced by their experience being relocated for other reasons (i.e., hospitalizations) as individuals' responses might be influenced by similar experiences to the BBA procedure. Only locomotion, during one of the assessments, was associated with past hospitalization events. Overall, repeatability in Emotionality-associated behaviors was evident across the 2 years, in both sexes. We did, however, find evidence of the emergence of sex differences via differentiated expression of behavioral responses during the BBA. We emphasize that there is likely contextual nuance in the use of these BBA factor-associated behaviors. Further research is required to determine whether and how shifts occur in underlying factor structure and the expression of associated behaviors.

Disentangling genetic, plastic and social learning drivers of sex-specific foraging behaviour in Trinidadian guppies (Poecilia reticulata)

Evolutionary biologists have long been interested in parsing out the roles of genetics, plasticity and their interaction on adaptive trait divergence. Since males and females often have different ecological and reproductive roles, separating how their traits are shaped by interactions between their genes and environment is necessary and important. Here, we disentangle the sex-specific effects of genetic divergence, developmental plasticity, social learning and contextual plasticity on foraging behaviour in Trinidadian guppies (Poecilia reticulata) adapted to high- or low-predation habitats. We reared second-generation siblings from both predation regimes with or without predator chemical cues, and with adult conspecifics from either high- or low-predation habitats. We then quantified their foraging behaviour in water with and without predator chemical cues. We found that high-predation guppies forage more efficiently than low-predation guppies, but this behavioural difference is context-dependent and shaped by different mechanisms in males and females. Higher foraging efficiency in high-predation females is largely genetically determined, and to a smaller extent socially learned from conspecifics. However, in high-predation males, higher foraging efficiency is plastically induced by predator cues during development. Our study demonstrates sex-specific differences in genetic versus plastic responses in foraging behaviour, a trait of significance in organismal fitness and ecosystem dynamics.

Orangutan males make increased use of social learning opportunities, when resource availability is high

Humans' colonization of diverse habitats relied on our ancestors' abilities to innovate and share innovations with others. While ecological impacts on innovations are well studied, their effect on social learning remains poorly understood. We examined how food availability affects social learning in migrant orangutan unflanged males, who may learn from local orangutans through peering (i.e., observational social learning). We analyzed 1,384 dyadic associations, including 360 peering events, among 46 wild Sumatran orangutan and 25 Bornean orangutan males, collected over 18 years. Migrants' peering rates significantly increased with higher food availability and time spent in proximity to others. Furthermore, migrants in the more sociable Sumatran population exhibited significantly higher peering rates compared to the Borneans, suggesting intrinsic and/or developmental effects of food availability on social learning. These findings emphasize the importance of investigating ecological effects on social learning on the immediate, developmental, and intrinsic levels for our understanding of cultural evolution.

Role of immigrant males and muzzle contacts in the uptake of a novel food by wild vervet monkeys

The entry into and uptake of information in social groups is critical for behavioral adaptation by long-lived species in rapidly changing environments. We exposed five groups of wild vervet monkeys to a novel food to investigate the innovation of processing and consuming it. We report that immigrant males innovated in two groups, and an infant innovated in one group. In two other groups, immigrant males imported the innovation from their previous groups. We compared uptake between groups with respect to the initial innovator to examine the extent to which dispersing males could introduce an innovation into groups. Uptake of the novel food was faster in groups where immigrant males ate first rather than the infants. Younger individuals were more likely overall, and faster, to subsequently acquire the novel food. We also investigated the role of muzzle contact behavior in information seeking around the novel food. Muzzle contacts decreased in frequency over repeated exposures to the novel food. Muzzle contacts were initiated the most by naïve individuals, high rankers, and juveniles; and were targeted most towards knowledgeable individuals and high rankers, and the least towards infants. We highlight the potential importance of dispersers in rapidly exploiting novel resources among populations.

Empirical challenges from the comparative and developmental literature to the Shared Intentionality Theory - a review of alternative data on recursive mind reading, prosociality, imitation and cumulative culture

Humans have an irresistible inclination to coordinate actions with others, leading to species-unique forms of cooperation. According to the highly influential Shared Intentionality Theory (SITh), human cooperation is made possible by shared intentionality (SI), typically defined as a suite of socio-cognitive and motivational traits for sharing psychological states with others, thereby enabling individuals to engage in joint action in the mutually aware pursuit of shared goals. SITh theorises that SI evolved as late as 400,000 years ago, when our ancestors (in particular, Homo heidelbergensis) turned to a kind of food procurement that obligatorily required joint coordinated action. SI is, thus, hypothesized to be absent in other extant species, including our closest genetic relatives, the nonhuman great apes ("apes"). According to SITh, ape psychology is exclusively driven by individualistic motivations, as opposed to human psychology which is uniquely driven by altruistic motivations. The evolutionary scenario proposed by SITh builds on a series of findings from socio-cognitive research with apes and human children, and on the assumption that abilities expressed early in human development are human universals, unlikely to have been shaped by socio-cultural influences. Drawing on the primatological and developmental literature, we provide a systematic - albeit selective - review of SITh-inconsistent findings concerning psychological and behavioural traits theorised to be constitutive of SI. The findings we review pertain to all three thematic clusters typically addressed in SITh: (i) recursive mind reading; (ii) prosociality; (iii) imitation and cumulative culture. We conclude that such alternative data undermine two core SITh claims: the late evolutionary emergence of SI and the radical divide between ape and human psychology. We also discuss several conceptual and methodological limitations that currently hamper reliable comparative research on SI, in particular those engendered by Western-centric biases in the social sciences, where an overreliance on Western samples has promoted the formulation of Western-centric conceptualisations, operationalisations and methodologies.

The Development of Feeding Competence in Rehabilitant Orphaned Orangutans and How to Measure It

For critically endangered species, restorative conservation becomes increasingly important. Successful re-introduction of rescued wild orangutan orphans requires rehabilitation mimicking maternal rearing in the wild. Feeding competence-what to eat, where and when to find food-needs to be learned before re-introduction. We observed seven orphans (2-10 years old) for a period of 3 years during their rehabilitation at the Yayasan Jejak Pulang forest school. Of the 111 plant genera eaten by the orphans, 92 percent were known orangutan food plants. Five plant genera were eaten by all orphans in over 90 percent of the months within the observation period. The Fruit Availability Index (FAI) was used to predict which parts of a plant were consumed by the orphans. We found that the orphans ate primarily fruit when the FAI was high, but consumed more young leaves, cambium, and pith when FAI was low. Thus, the orphans exhibited food choices very similar to mature wild orangutans and appropriate to forest productivity. The orphans' acquisition of feeding competence was facilitated by their immersion into a natural forest environment in combination with possibilities for observational learning from conspecifics as well as caregivers modelling food processing and consumption.

Social network inheritance and differentiation in wild baboons

Immatures' social development may be fundamental to understand important biological processes, such as social information transmission through groups, that can vary with age and sex. Our aim was to determine how social networks change with age and differ between sexes in wild immature baboons, group-living primates that readily learn socially. Our results show that immature baboons inherited their mothers' networks and differentiated from them as they aged, increasing their association with partners of similar age and the same sex. Males were less bonded to their matriline and became more peripheral with age compared to females. Our results may pave the way to further studies testing a new hypothetical framework: in female-philopatric societies, social information transmission may be constrained at the matrilineal level by age- and sex-driven social clustering.

Face to face interactions in chimpanzee (Pan troglodytes) and human (Homo sapiens) mother-infant dyads

Human mothers interact with their infants in different ways. In Western, educated, industrialized, rich and democratic (WEIRD) societies, face-to-face interactions and mutual gazes are especially frequent, yet little is known about their developmental trajectories and if they differ from those of other primates. Using a cross-species developmental approach, we compared mother-infant interactions in 10 dyads of urban humans from a WEIRD society (Homo sapiens) and 10 dyads of captive zoo-based chimpanzees (Pan troglodytes), when infants were one, six and 12 months old. Results showed that face-to-face interactions with mutual gaze events were common in both groups throughout the infant's first year of life. The developmental trajectories of maternal and infants' looks partially differed between species, but mutual gaze events were overall longer in humans than in chimpanzees. Mutual gazes were also more frequent in humans, peaking at six months in humans, while increasing with age in chimpanzees. The duration and frequency of mutual gazes varied across contexts in both groups, with mutual gazes being longer during caring/grooming and feeding contexts. These findings confirm that some aspects of early socio-cognitive development are shared by humans and other primates, and highlight the importance of combining developmental and cross-species approaches to better understand the evolutionary roots of parenting behaviour. This article is part of a discussion meeting issue 'Face2face: advancing the science of social interaction'.

The influence of task difficulty, social tolerance and model success on social learning in Barbary macaques

Despite playing a pivotal role in the inception of animal culture studies, macaque social learning is surprisingly understudied. Social learning is important to survival and influenced by dominance and affiliation in social animals. Individuals generally rely on social learning when individual learning is costly, and selectively use social learning strategies influencing what is learned and from whom. Here, we combined social learning experiments, using extractive foraging tasks, with network-based diffusion analysis (using various social relationships) to investigate the transmission of social information in free-ranging Barbary macaques. We also investigated the influence of task difficulty on reliance on social information and evidence for social learning strategies. Social learning was detected for the most difficult tasks only, with huddling relations outside task introductions, and observation networks during task introductions, predicting social transmission. For the most difficult task only, individuals appeared to employ a social learning strategy of copying the most successful demonstrator observed. Results indicate that high social tolerance represents social learning opportunities and influences social learning processes. The reliance of Barbary macaques on social learning, and cues of model-success supports the costly information hypothesis. Our study provides more statistical evidence to the previous claims indicative of culture in macaques.

From whom do animals learn? A meta-analysis on model-based social learning

Social learning via the observation of or interaction with other individuals can allow animals to obtain information about the local environment. Once social information is obtained, animals may or may not act on and use this information. Animals may learn from others selectively based on particular characteristics (e.g., familiarity, age, dominance) of the information provider, which is thought to maximize the benefits of social learning. Biases to copy certain individuals over others plays an important role in how information is transmitted and used among individuals, and can influence the emergence of group-level behaviors (i.e., traditions). Two underlying factors can affect from whom animals learn: the population social dynamics - with whom you associate (e.g., familiar), and status of the demonstrator (e.g., dominant). We systematically surveyed the literature and conducted a meta-analysis to test whether demonstrator characteristics consistently influence social learning, and if social dynamics strategies differ from status strategies in their influence on social learning. We extracted effect sizes from papers that used an observer-demonstrator paradigm to test if the characteristics of the individual providing social information (i.e., the demonstrator) influence social information use by observers. We obtained 139 effect sizes on 33 species from 54 experiments. First, we found an effect of experimental design on the influence of demonstrator characteristics on social learning: between-subject designs had stronger effects compared to within-subject designs. Second, we found that demonstrator characteristics do indeed influence social learning. Characteristics based on social dynamics and characteristics based on status had a significant effect on social learning, especially when copying familiar and kin demonstrators. These results highlight the role that demonstrator characteristics play on social learning, which can have implications for the formation and establishment of behavioural traditions in animals.

Turn-taking skills in mammals: A systematic review into development and acquisition

How human language evolved remains one of the most intriguing questions in science, and different approaches have been used to tackle this question. A recent hypothesis, the Interaction Engine Hypothesis, postulates that language was made possible through the special capacity for social interaction involving different social cognitive skills (e.g., joint attention, common ground) and specific characteristics such as face-to-face interaction, mutual gaze and turn-taking, the exchange of rapid communicative turns. Recently, it has been argued that this turn-taking infrastructure may be a foundational and ancient mechanism of the layered system of language because communicative turn-taking has been found in human infants and across several non-human primate species. Moreover, there is some evidence for turn-taking in different mammalian taxa, especially those capable of vocal learning. Surprisingly, however, the existing studies have mainly focused on turn-taking production of adult individuals, while little is known about its emergence and development in young individuals. Hence, the aim of the current paper was 2-fold: First, we carried out a systematic review of turn-taking development and acquisition in mammals to evaluate possible research bias and existing gaps. Second, we highlight research avenues to spur more research into this domain and investigate if distinct turn-taking elements can be found in other non-human animal species. Since mammals exhibit an extended development period, including learning and strong parental care, they represent an excellent model group in which to investigate the acquisition and development of turn-taking abilities. We performed a systematic review including a wide range of terms and found 21 studies presenting findings on turn-taking abilities in infants and juveniles. Most of these studies were from the last decade, showing an increased interest in this field over the years. Overall, we found a considerable variation in the terminologies and methodological approaches used. In addition, studies investigating turn-taking abilities across different development periods and in relation to different social partners were very rare, thereby hampering direct, systematic comparisons within and across species. Nonetheless, the results of some studies suggested that specific turn-taking elements are innate, while others are acquired during development (e.g., flexibility). Finally, we pinpoint fruitful research avenues and hypotheses to move the field of turn-taking development forward and improve our understanding of the impact of turn-taking on language evolution.

What Makes Inventions Become Traditions?

Although anthropology was the first academic discipline to investigate cultural change, many other disciplines have made noteworthy contributions to understanding what influences the adoption of new behaviors. Drawing on a broad, interdisciplinary literature covering both humans and nonhumans, we examine ( a) which features of behavioral traits make them more transmissible, ( b) which individual characteristics of inventors promote copying of their inventions, ( c) which characteristics of individuals make them more prone to adopting new behaviors, ( d) which characteristics of dyadic relationships promote cultural transmission, ( e) which properties of groups (e.g., network structures) promote transmission of traits, and ( f) which characteristics of groups promote retention, rather than extinction, of cultural traits. One of anthropology's strengths is its readiness to adopt and improve theories and methods from other disciplines, integrating them into a more holistic approach; hence, we identify approaches that might be particularly useful to biological and cultural anthropologists, and knowledge gaps that should be filled.

Preliminary evidence for one-trial social learning of vervet monkey alarm calling

How do non-human primates learn to use their alarm calls? Social learning is a promising candidate, but its role in the acquisition of meaning and call usage has not been studied systematically, neither during ontogeny nor in adulthood. To investigate the role of social learning in alarm call comprehension and use, we exposed groups of wild vervet monkeys to two unfamiliar animal models in the presence or absence of conspecific alarm calls. To assess the learning outcome of these experiences, we then presented the models for a second time to the same monkeys, but now without additional alarm call information. In subjects previously exposed in conjunction with alarm calls, we found heightened predator inspection compared to control subjects exposed without alarm calls, indicating one-trial social learning of 'meaning'. Moreover, some juveniles (but not adults) produced the same alarm calls they heard during the initial exposure whereas the authenticity of the models had an additional effect. Our experiment provides preliminary evidence that, in non-human primates, call meaning can be acquired by one-trail social learning but that subject age and core knowledge about predators additionally moderate the acquisition of novel call-referent associations.

Preliminary evidence for one-trial social learning of vervet monkey alarm calling

How do non-human primates learn to use their alarm calls? Social learning is a promising candidate, but its role in the acquisition of meaning and call usage has not been studied systematically, neither during ontogeny nor in adulthood. To investigate the role of social learning in alarm call comprehension and use, we exposed groups of wild vervet monkeys to two unfamiliar animal models in the presence or absence of conspecific alarm calls. To assess the learning outcome of these experiences, we then presented the models for a second time to the same monkeys, but now without additional alarm call information. In subjects previously exposed in conjunction with alarm calls, we found heightened predator inspection compared to control subjects exposed without alarm calls, indicating one-trial social learning of 'meaning'. Moreover, some juveniles (but not adults) produced the same alarm calls they heard during the initial exposure whereas the authenticity of the models had an additional effect. Our experiment provides preliminary evidence that, in non-human primates, call meaning can be acquired by one-trail social learning but that subject age and core knowledge about predators additionally moderate the acquisition of novel call-referent associations.

Myelin characteristics of the corpus callosum in capuchin monkeys (Sapajus [Cebus] apella) across the lifespan

The midsagittal area of the corpus callosum (CC) is frequently studied in relation to brain development, connectivity, and function. Here we quantify myelin characteristics from electron microscopy to understand more fully differential patterns of white matter development occurring within the CC. We subdivided midsagittal regions of the CC into: I-rostrum and genu, II-rostral body, III-anterior midbody, IV-posterior midbody, and V-isthmus and splenium. The sample represented capuchin monkeys ranging in age from 2 weeks to 35 years (Sapajus [Cebus] apella, n = 8). Measurements of myelin thickness, myelin fraction, and g-ratio were obtained in a systematic random fashion. We hypothesized there would be a period of rapid myelin growth within the CC in early development. Using a locally weighted regression analysis (LOESS), we found regional differences in myelin characteristics, with posterior regions showing more rapid increases in myelin thickness and sharper decreases in g-ratio in early development. The most anterior region showed the most sustained growth in myelin thickness. For all regions over the lifespan, myelin fraction increased, plateaued, and decreased. These results suggest differential patterns of nonlinear myelin growth occur early in development and well into adulthood in the CC of capuchin monkeys.

Sex Differences in Social Cognition

In this review we explore the sex differences underlying various types of social cognition. Particular focus will be placed on the behaviors of social recognition, social learning, and aggression. Known similarities and differences between sexes in the expressions of these behaviors and the known brain regions where these behaviors are mediated are discussed. The role that the sex hormones (estrogens and androgens) have as well as possible interactions with other neurochemicals, such as oxytocin, vasopressin, and serotonin is reviewed as well. Finally, implications about these findings on the mediation of social cognition are mediated and the sex differences related to humans are considered.

Collective knowledge and the dynamics of culture in chimpanzees

Social learning in non-human primates has been studied experimentally for over 120 years, yet until the present century this was limited to what one individual learns from a single other. Evidence of group-wide traditions in the wild then highlighted the collective context for social learning, and broader 'diffusion experiments' have since demonstrated transmission at the community level. In the present article, we describe and set in comparative perspective three strands of our recent research that further explore the collective dimensions of culture and cumulative culture in chimpanzees. First, exposing small communities of chimpanzees to contexts incorporating increasingly challenging, but more rewarding tool use opportunities revealed solutions arising through the combination of different individuals' discoveries, spreading to become shared innovations. The second series of experiments yielded evidence of conformist changes from habitual techniques to alternatives displayed by a unanimous majority of others but implicating a form of quorum decision-making. Third, we found that between-group differences in social tolerance were associated with differential success in developing more complex tool use to exploit an increasingly inaccessible resource. We discuss the implications of this array of findings in the wider context of related studies of humans, other primates and non-primate species. This article is part of a discussion meeting issue 'The emergence of collective knowledge and cumulative culture in animals, humans and machines'.

Shared intentionality, reason-giving and the evolution of human culture

The biological approach to culture focuses almost exclusively on processes of social learning, to the neglect of processes of cultural coordination including joint action and shared intentionality. In this paper, we argue that the distinctive features of human culture derive from humans' unique skills and motivations for coordinating with one another around different types of action and information. As different levels of these skills of 'shared intentionality' emerged over the last several hundred thousand years, human culture became characterized first by such things as collaborative activities and pedagogy based on cooperative communication, and then by such things as collaborative innovations and normatively structured pedagogy. As a kind of capstone of this trajectory, humans began to coordinate not just on joint actions and shared beliefs, but on the reasons for what we believe or how we act. Coordinating on reasons powered the kinds of extremely rapid innovation and stable cumulative cultural evolution especially characteristic of the human species in the last several tens of thousands of years. This article is part of a discussion meeting issue 'The emergence of collective knowledge and cumulative culture in animals, humans and machines'.

Orangutan mothers adjust their behaviour during food solicitations in a way that likely facilitates feeding skill acquisition in their offspring

Immature orangutans acquire their feeding skills over several years, via social and independent learning. So far, it has remained uninvestigated to what extent orangutan mothers are actively involved in this learning process. From a fitness point of view, it may be adaptive for mothers to facilitate their offspring’s skill acquisition to make them reach nutritional independence faster. Food solicitations are potential means to social learning which, because of their interactive nature, allow to investigate the degree of active involvement of the mother. To investigate the role of food solicitation and the role of the mother in immatures’ foraging skill acquisition, we analysed 1390 food solicitation events between 21 immature Sumatran orangutans (Pongo abelii) and their mothers, collected over 13 years at the Suaq Balimbing orangutan population. We found that solicitation rates decreased with increasing age of the immatures and increased with increasing processing complexity of the food item. Mothers were more likely to share complex items and showed the highest likelihoods of sharing around the age at which immatures are learning most of their feeding skills. Our results indicate that immature Sumatran orangutans use food solicitation to acquire feeding skills. Furthermore, mothers flexibly adjust their behaviour in a way that likely facilitates their offspring’s skill acquisition. We conclude that orangutan mothers have a more active role in the skill acquisition of their offspring than previously thought.

Insights from comparative research on social and cultural learning

Social cognitive skills play a crucial role in human life, and have allowed us to reach a unique level of behavioral and cultural complexity. However, many nonhuman species also show a complex understanding of the social world. Building on theories of human social development, we will follow the emergence of cultural learning skills across taxa, discussing similarities and differences between humans and other species. We will first review literature on social learning, including enhancement, emulation and imitation. Then, we will discuss existing studies on the evolution of teaching, and finally, we will critically review literature on the social transmission of skills and knowledge across generations. By adopting a comparative perspective, we will be able to identify the unique characteristics of social transmission in humans, and the social skills that are instead shared with other species, to gain a deeper understanding of the role of cultural learning in social cognitive development.

Social learning from media: The need for a culturally diachronic developmental psychology

Since the proliferation of television sets into households began over half a century ago there has been widespread interest in the impact that viewing has on young children's development. Such interest has grown with the increasing availability of smart phones and tablets. In this review we examine the literature documenting human social learning and how this learning is impacted when the instructing agent appears on a screen instead of face-to-face. We then explore the shifting nature of screen-based media, with a focus on the increasingly socio-normative manner information is portrayed. We discuss how the changing nature of screen technology might be altering how children interpret what they see, and raise the possibility that this may render prevailing evidence as historical documentation, rather than setting out established developmental milestones that transcend the period in which they were documented. We contend that recognizing the significance of historically changing contexts in developmental psychology is timely when the COVID-19 climate is pushing data collection on-line for many labs, often using tasks that were developed primarily for face-to-face contexts.

Immature wild orangutans acquire relevant ecological knowledge through sex-specific attentional biases during social learning

As a part of growing up, immature orangutans must acquire vast repertoires of skills and knowledge, a process that takes several years of observational social learning and subsequent practice. Adult female and male orangutans show behavioral differences including sex-specific foraging patterns and male-biased dispersal. We investigated how these differing life trajectories affect social interest and emerging ecological knowledge in immatures. We analyzed 15 years of detailed observational data on social learning, associations, and diet repertoires of 50 immatures (16 females and 34 males), from 2 orangutan populations. Specific to the feeding context, we found sex differences in the development of social interest: Throughout the dependency period, immature females direct most of their social attention at their mothers, whereas immature males show an increasing attentional preference for individuals other than their mothers. When attending to non-mother individuals, males show a significant bias toward immigrant individuals and a trend for a bias toward adult males. In contrast, females preferentially attend to neighboring residents. Accordingly, by the end of the dependency period, immature females show a larger dietary overlap with their mothers than do immature males. These results suggest that immature orangutans show attentional biases through which they learn from individuals with the most relevant ecological knowledge. Diversifying their skills and knowledge likely helps males when they move to a new area. In sum, our findings underline the importance of fine-grained social inputs for the acquisition of ecological knowledge and skills in orangutans and likely in other apes as well.

The Psychological Reach of Culture in Animals’ Lives

Culture—the totality of traditions acquired in a community by social learning from other individuals—has increasingly been found to be pervasive not only in humans’ but in many other animals’ lives. Compared with learning on one’s own initiative, learning from others can be very much safer and more efficient, as the wisdom already accumulated by other individuals is assimilated. This article offers an overview of often surprising recent discoveries charting the reach of culture across an ever-expanding diversity of species, as well as an extensive variety of behavioral domains, and throughout an animal’s life. The psychological reach of culture is reflected in the knowledge and skills an animal thus acquires, via an array of different social learning processes. Social learning is often further guided by a suite of adaptive psychological biases, such as conformity and learning from optimal models. In humans, cumulative cultural change over generations has generated the complex cultural phenomena observed today. Animal cultures have been thought to lack this cumulative power, but recent findings suggest that elementary versions of cumulative culture may be important in animals’ lives.

The burgeoning reach of animal culture

Culture can be defined as all that is learned from others and is repeatedly transmitted in this way, forming traditions that may be inherited by successive generations. This cultural form of inheritance was once thought specific to humans, but research over the past 70 years has instead revealed it to be widespread in nature, permeating the lives of a diversity of animals, including all major classes of vertebrates. Recent studies suggest that culture's reach may extend also to invertebrates-notably, insects. In the present century, the reach of animal culture has been found to extend across many different behavioral domains and to rest on a suite of social learning processes facilitated by a variety of selective biases that enhance the efficiency and adaptiveness of learning. Far-reaching implications, for disciplines from evolutionary biology to anthropology and conservation policies, are increasingly being explored.

Sex differences in early experience and the development of aggression in wild chimpanzees

Sex differences in physical aggression occur across human cultures and are thought to be influenced by active sex role reinforcement. However, sex differences in aggression also exist in our close evolutionary relatives, chimpanzees, who do not engage in active teaching, but do exhibit long juvenile periods and complex social systems that allow differential experience to shape behavior. Here we ask whether early life exposure to aggression is sexually dimorphic in wild chimpanzees and, if so, whether other aspects of early sociality contribute to this difference. Using 13 y of all-occurrence aggression data collected from the Kanyawara community of chimpanzees (2005 to 2017), we determined that young male chimpanzees were victims of aggression more often than females by between 4 and 5 (i.e., early in juvenility). Combining long-term aggression data with data from a targeted study of social development (2015 to 2017), we found that two potential risk factors for aggression-time spent near adult males and time spent away from mothers-did not differ between young males and females. Instead, the major risk factor for receiving aggression was the amount of aggression that young chimpanzees displayed, which was higher for males than females throughout the juvenile period. In multivariate models, sex did not mediate this relationship, suggesting that other chimpanzees did not target young males specifically, but instead responded to individual behavior that differed by sex. Thus, social experience differed by sex even in the absence of explicit gender socialization, but experiential differences were shaped by early-emerging sex differences in behavior.

Ontogeny and sex differences in object manipulation and probe tool use by wild tufted capuchin monkeys (Sapajus libidinosus)

Tufted capuchin monkeys (Sapajus spp.) are the only Neotropical Primates that regularly use tools in the wild, but only one population of bearded capuchin monkeys (Sapajus libidinosus) is known to habitually use sticks as probes. In this population, males are typically the only sex to use stick tools, something unexpected, since there are no obvious physical constraints, and females do use stone tools in the wild and sticks in experimental conditions. We investigated the development of probe tool use in eight infants to clarify whether social influences on learning varied between the sexes, as tool use learning by capuchin monkeys is a socially biased process. We found that in the first 10 months of age, females manipulate sticks as much as males, but after 10-12 months of age, males begin to manipulate them at higher frequencies. We examined if social connections-as opportunities for social learning-could explain this difference and verified that, on close distance social networks, infant males and females have similar connections with older males. However, males observe probe tool use events more often than females when close to such events. The higher frequency of manipulation of sticks, as well as the higher rates of probe tool use observation, appear to be the key to understand why only males are probe tool users in this population. Since there are only male potential models of probe use, a sex motivational bias could explain the sex difference in observation; a bias in observation could explain the differences in manipulation-and manipulation rates would certainly influence the chances of individual, trial-and-error learning (a case of "local/stimulus enhancement").

Organized to learn: the influence of social structure on social learning opportunities in a group

Social learning, which is a mechanism that allows an individual to acquire skills from other individuals, occurs in a social context. Therefore, factors that influence social context, like social structure, will impact social learning opportunities. This review explores how features of social structure affect social learning opportunities in primates, either through their relationship with social tolerance or through the number of social learning models. Features that are investigated in this review and that we hypothesize affect social learning opportunities are parental investment, dominance hierarchy, nepotism, social bonds, dispersal, group size, fission-fusion dynamics, and sex ratio. For most of these features we find evidence, but support varies. Of all primate species, only humans show all the requirements of an optimal social structure to promote social learning. Future research into social learning and culture should not overlook the social context in which it takes place.

Neophobia and social facilitation in narrow-striped mongooses

Social learning is widespread in the animal kingdom, but individuals can differ in how they acquire and use social information. Personality traits, such as neophobia, may, for example, promote individual learning strategies. Here, we contribute comparative data on social learning strategies in carnivorans by examining whether narrow-striped mongooses (Mungotictis decemlineata), a group-living Malagasy euplerid, learn socially and whether neophobia influences social learning. To this end, we tested seven wild female groups with a two-option artificial feeding box, using a demonstrator–observer paradigm, and conducted novel object tests to assess neophobia. In five groups, one individual was trained as a demonstrator displaying one of the techniques, whereas the other two groups served as control groups. Neophobia did not co-vary with an individual’s propensity to seek social information. However, less neophobic individuals, and individuals that tended to seek social information, learned the task faster. Moreover, individuals in demonstrator groups learned the task faster than those in groups without a demonstrator and used the demonstrated technique more often. Hence, narrow-striped mongooses rely on social facilitation and local or stimulus enhancement to solve new problems. Finally, our results suggest that several individual characteristics should be taken into consideration to obtain a more comprehensive understanding of social learning strategies.

Behavioural diversity of bonobo prey preference as a potential cultural trait

The importance of cultural processes to behavioural diversity in our closest living relatives is central to revealing the evolutionary origins of human culture. However, the bonobo is often overlooked as a candidate model. Further, a prominent critique to many examples of proposed animal cultures is premature exclusion of environmental confounds known to shape behavioural phenotypes. We addressed these gaps by investigating variation in prey preference between neighbouring bonobo groups that associate and overlap space use. We find group preference for duiker or anomalure hunting otherwise unexplained by variation in spatial usage, seasonality, or hunting party size, composition, and cohesion. Our findings demonstrate that group-specific behaviours emerge independently of the local ecology, indicating that hunting techniques in bonobos may be culturally transmitted. The tolerant intergroup relations of bonobos offer an ideal context to explore drivers of behavioural phenotypes, the essential investigations for phylogenetic constructs of the evolutionary origins of culture.

Cafeteria-style feeding trials provide new insights into the diet and nutritional strategies of the black snub-nosed monkey (Rhinopithecus strykeri): Implications for conservation

Anthropogenic changes and fragmentation of natural habitats often exert a negative effect on resource availability and distribution, and the nutritional ecology and feeding behavior of nonhuman primates. The goals of this study are to examine food choice and to identify the nutritional profile of foods consumed by the Critically Endangered black snub-nosed monkey (Rhinopithecus strykeri). To accomplish our study goals, we presented cafeteria-style feeding trials of fresh food items collected in the home range of wild black snub-nosed monkeys to the only two captive R. strykeri, and compared the nutritional profiles of the leafy foods (buds, young, and mature leaves, 100 i23tems from 70 plant species) selected with those avoided (54 items from 48 plant species). Overall, the results indicate that captive R. strykeri selected foods that were higher in moisture (Mo; 77.7%), crude protein (CP; 21.2%), total nonstructural carbohydrates (TNC; 34.9%), and phosphorus (P; 0.37%) while tending to avoid foods with a neutral detergent fiber (NDF) content of greater than 46.8%. Leaves collected in autumn and selected by the monkeys were characterized by a slightly higher amount of metabolizable energy (ME) than those rejected (1,350 kJ/100 g vs. 1,268 kJ/100 g). In contrast, the protein content of foods collected and consumed during the spring was greater (22.9%) than in autumn (16.4%). Random Forests modeling, an ensemble learning method, indicated that the proportion of Mo, NDF, ME, CP, P, and TNC were among the most important factors in predicting which items were consumed by the captive R. strykeri during spring and autumn. On the basis of the nutritional profile of foods consumed across the two seasons, we identified 18 nutrient-rich native plant species that we recommend for use in ex- and in-situ conservation management and reforestation programs to provide long-term access to a nutritionally adequate diet.

A unified account of culture should accommodate animal cultures

Discoveries about social learning and culture in non-human animals have burgeoned this century, yet despite aspiring to offer a unified account of culture, the target article neglects these discoveries almost totally. I offer an overview of principal findings in this field including phylogenetic reach, intraspecies pervasiveness, stability, fidelity, and attentional funnelling in social learning. Can the authors’ approach accommodate these?

Teaching varies with task complexity in wild chimpanzees

Understanding social influences on how apes acquire tool behaviors can help us model the evolution of culture and technology in humans. Humans scaffold novice tool skills with diverse strategies, including the transfer of tools between individuals. Chimpanzees transfer tools, and this behavior meets criteria for teaching. However, it is unclear how task complexity relates to this form of helping. Here, we find differences between 2 wild chimpanzee populations in rate, probability, and types of tool transfer during termite gathering. Chimpanzees showed greater helping in the population where termite gathering is a more complex tool task. In wild chimpanzees, as in humans, regular and active provisioning of learning opportunities may be essential to the cultural transmission of complex skills.

Cumulative culture is a transformative force in human evolution, but the social underpinnings of this capacity are debated. Identifying social influences on how chimpanzees acquire tool tasks of differing complexity may help illuminate the evolutionary origins of technology in our own lineage. Humans routinely transfer tools to novices to scaffold their skill development. While tool transfers occur in wild chimpanzees and fulfill criteria for teaching, it is unknown whether this form of helping varies between populations and across tasks. Applying standardized methods, we compared tool transfers during termite gathering by chimpanzees in the Goualougo Triangle, Republic of Congo, and in Gombe, Tanzania. At Goualougo, chimpanzees use multiple, different tool types sequentially, choose specific raw materials, and perform modifications that improve tool efficiency, which could make it challenging for novices to manufacture suitable tools. Termite gathering at Gombe involves a single tool type, fishing probes, which can be manufactured from various materials. Multiple measures indicated population differences in tool-transfer behavior. The rate of transfers and probability of transfer upon request were significantly higher at Goualougo, while resistance to transfers was significantly higher at Gombe. Active transfers of tools in which possessors moved to facilitate possession change upon request occurred only at Goualougo, where they were the most common transfer type. At Gombe, tool requests were typically refused. We suggest that these population differences in tool-transfer behavior may relate to task complexity and that active helping plays an enhanced role in the cultural transmission of complex technology in wild apes.

Cultural Evolution in Animals

In recent decades, a burgeoning literature has documented the cultural transmission of behavior through social learning in numerous vertebrate and invertebrate species. One meaning of “cultural evolution in animals” refers to these discoveries, and I present an overview of key findings. I then address the other meaning of the term focused on cultural changes within a lineage. Such changes in humans, described as “cumulative cultural evolution,” have been spectacular, but relatively little attention has yet been paid to the topic in nonhuman animals, other than asserting that the process is unique to humans. A variety of evidence including both controlled experiments and field observations has begun to challenge this view, and in some behavioral domains, notably birdsong, cultural evolution has been studied for many years. In this review, I dissect concepts of cultural evolution and cumulative culture and appraise the accumulating evidence bearing on their nature and significance for evolutionary biology at large.

Twenty questions about cultural cognitive gadgets

Heyes sets out an intriguing theory but it raises more questions than compelling answers concerning culturally shaped cognition. I set out what I see as the most pressing questions, ranging over the book's early chapters concerning the structure of the theory, to two of Heyes' four exemplar cognitive domains, selective social learning and imitation.

The development of communication in alarm contexts in wild chimpanzees

ABSTRACT

Animals have evolved a range of communicative behaviours in the presence of danger. Although the mechanisms and functions of some of these behaviours have been relatively well researched, comparatively little is known about their ontogeny, including how animals learn to inform social partners about impending danger. In adult chimpanzees, behaviours in response to dangers involve several channels, particularly alarm calls and simultaneous gaze alternations with nearby recipients. Gaze alternations may allow inexperienced individuals to learn from more experienced ones by assessing their reactions to unfamiliar objects or events, but they may also provide the basis for more advanced social referencing. Here, we were interested in the development of these two common behaviours, alarm calling and gaze alternations, in wild chimpanzees (Pan troglodytes schweinfurthii) confronted with a threat. Using a cross-sectional design, we investigated those in 8 infant and 8 juveniles by experimentally exposing them to an unfamiliar but potentially dangerous object, a large, remotely controlled, moving spider model. For alarm calling, we found a positive relation with age, starting at around 28 months, although alarm calls were not consistently emitted until after 80 months. For gaze alternations, we found no age effect, with some of the youngest infants already showing the behaviour. Although its function remains unclear in infant and juvenile chimpanzees, gaze alternations emerge early in chimpanzee development. Alarm calling may require more advanced developmental stages, such as greater perceptual abilities, categorical capacities or more sophisticated social cognition, i.e. an understanding that danger is a collective experience that requires communication.

SIGNIFICANCE STATEMENT

Alarm calling and other anti-predatory behaviours have been the topic of much research but their ontogenies are still poorly described and understood. Recent studies on the behaviour of wild chimpanzees in threatening contexts have suggested sophisticated social cognitive abilities in adults. How do these behaviours develop in ontogeny? We addressed this question using a field experiment with 8 infants and 8 juveniles exposed to a novel and potentially threatening object in their natural habitat. We found that gaze alternations are present in some of the youngest individuals, potentially revealing early social awareness in chimpanzees. Age did not have an effect on the presence of gaze alternation. We also found that alarm calling was more common in older individuals, suggesting that call production and context of usage must be learnt. We discuss our results in light of developmental theories of social cognition and the role of social learning in the primate lineage.