Individual personality does not predict learning performance in a foraging context in female guppies, Poecilia reticulata

Genetic and context-specific effects on individual inhibitory control performance in the guppy (Poecilia reticulata)

Among-individual variation in cognitive traits, widely assumed to have evolved under adaptive processes, is increasingly being demonstrated across animal taxa. As variation among individuals is required for natural selection, characterizing individual differences and their heritability is important to understand how cognitive traits evolve. Here, we use a quantitative genetic study of wild-type guppies repeatedly exposed to a 'detour task' to test for genetic variance in the cognitive trait of inhibitory control. We also test for genotype-by-environment interactions (GxE) by testing related fish under alternative experimental treatments (transparent vs. semi-transparent barrier in the detour-task). We find among-individual variation in detour task performance, consistent with differences in inhibitory control. However, analysis of GxE reveals that heritable factors only contribute to performance variation in one treatment. This suggests that the adaptive evolutionary potential of inhibitory control (and/or other latent variables contributing to task performance) may be highly sensitive to environmental conditions. The presence of GxE also implies that the plastic response of detour task performance to treatment environment is genetically variable. Our results are consistent with a scenario where variation in individual inhibitory control stems from complex interactions between heritable and plastic components.

Personality traits affect learning performance in dwarf goats (Capra hircus)

A wide range of species exhibit time- and context-consistent interindividual variation in a number of specific behaviors related to an individual's personality. Several studies have shown that individual differences in personality-associated behavioral traits have an impact on cognitive abilities. The aim of this study was to investigate the relationship between personality traits and learning abilities in dwarf goats. The behavior of 95 goats during a repeated open field (OF) and novel object test (NO) was analyzed, and two main components were identified using principal component analysis: boldness and activity. In parallel, the goats learned a 4-choice visual initial discrimination task (ID) and three subsequent reversal learning (RL) tasks. The number of animals that reached the learning criterion and the number of trials needed (TTC) in each task were calculated. Our results show that goats with the lowest learning performance in ID needed more TTC in RL1 and reached the learning criterion less frequently in RL2 and RL3 compared to animals with better learning performance in ID. This suggests a close relationship between initial learning and flexibility in learning behavior. To study the link between personality and learning, we conducted two analyses, one using only data from the first OF- and NO-test (momentary personality traits), while the other included both tests integrating only animals that were stable for their specific trait (stable personality traits). No relationship between personality and learning was found using data from only the first OF- and NO-test. However, stability in the trait boldness was found to have an effect on learning. Unbold goats outperformed bold goats in RL1. This finding supports the general hypothesis that bold animals tend to develop routines and show less flexibility in the context of learning than unbold individuals. Understanding how individual personality traits can affect cognitive abilities will help us gain insight into mechanisms that can constrain cognitive processing and adaptive behavioral responses.

Characteristics influencing local enhancement in free-living striped mice

Social learning is widespread across species; however, we still know little about the impact of individual differences in behaviour on social transmission. We aimed to investigate factors influencing social learning in free-living Rhabdomys pumilio, a group-living, arid-adapted mouse. We studied 52 mice in a lid opening task in a field laboratory. We created observer-demonstrator dyads with demonstrators either opening lids or not. We measured success of observers to open lids, their attention and latency to open and time spent interacting with the device. We also considered influences of observer age, sex, group size and personality traits. Demonstrator success did not influence observer success, although attention towards the demonstrator did impact the observers' time spent with the device. Males were more successful than females and more active/explorative observers interacted with the device faster and for a longer time compared to less active/explorative counterparts. We found no influence of age and group size on mouse success. Striped mice appeared to use cues from other individuals to learn how to solve the task and it was influenced by sex and personality. Striped mice in this studied population may use local enhancement to acquire information socially.

Sex and Population Drive Interindividual Variations in a Cognitive Task Across Three Populations of Wild Zebrafish

Animal personality refers to the consistency of variation in behavior among individuals which may be the driving force behind variations in complex behaviors as well. Individual personality could predict how well an organism would perform in behavior and cognition related tasks, as well as survive and thrive in its environment. Therefore, we would expect inter-individual variations in many behaviors, which would persist even if habituation to the experimental setup occurs, which generally results in convergence of behavior (i.e., the difference between individuals becomes less pronounced). Our study used wild-caught zebrafish (Danio rerio) from three natural habitats with differing ecological regimes, to understand how consistency and repeatability in specific traits such as boldness, exploration, and spatial ability varies across and within populations even when habituation causes change in behavior. We found that the extent of individual variation differs between populations, with dynamic habitats showing similar repeatability. This indicates that habitat conditions are important drivers of individual variation in addition to other factors, such as sex or size of individuals within populations. Although we found that sex and size played an important role within some populations for some behaviors, in others, the variation was likely caused by other factors (for example, ecological factors such as vegetation and/or resource availability), for which we have not accounted. This study underlines the importance of studying inter-individual differences as the phenomenon that underpins multiple behavioral traits and explains the possible role of environmental and inherent factors that drive these differences.

Learning performance is associated with social preferences in a group-living fish

Many animals live in groups yet grouping tendencies and preferences for groups of different sizes vary considerably between individuals. This variation reflects, at least in part, differences in how individuals evaluate and perceive their physical surroundings and their social environment. While such differences are likely related to individual variation in cognition, there have been few studies that have directly investigated how cognitive abilities are linked to individual grouping decisions. Therefore, in this study we assessed whether performance on a foraging-based reversal learning task is related to grouping preferences (a group of three fish versus a single fish) in a group-living cichlid fish, Neolamprologus pulcher. While most fish preferred to associate with the group over a single fish, individuals that completed the reversal learning task the quickest were the least interested in the group under elevated predation risk. In addition, fish that quickly completed the reversal learning task also adjusted their grouping preferences the most when predation risk increased. This result suggests that the observed relationship between learning performance and grouping decisions may be linked to individual differences in behavioural flexibility. Overall, our results offer valuable insight into the potential factors that underlie inter-individual variation in grouping decisions.