Learning by observation in the macaque monkey under high experimental constraints

Six adult male rhesus monkeys did not learn from the choices of a conspecific shown in videos

There is substantial evidence of group-specific behaviors in wild animals that are thought to be socially transmitted. Yet experimental studies with monkeys have reported conflicting evidence on the extent to which monkeys learn by observing their conspecifics. In this study, we tested the feasibility of using pre-recorded video demonstrations to investigate social learning from conspecifics in rhesus monkeys. With training, monkeys gradually learned to respond correctly following videos of a demonstrator, however, follow-up experiments revealed that this was not due to learning from the demonstrator monkey. In generalization tests with videos that were horizontally reversed, monkeys continued responding to the location they had associated with each video, rather than matching the new choice location shown in the mirrored video. When the task was changed to make location irrelevant, such that monkeys could choose correctly only by selecting the same image selected by the demonstrator in the video, observer monkeys did not exceed chance in 12,000 training trials. Because monkeys readily learn to follow nonsocial visual cues presented on a monitor to guide image choice, their inability to learn from a demonstrator here indicates substantial limitations in the capacity for social learning from videos. Furthermore, these findings encourage deeper consideration of what monkeys perceive when presented with video stimuli on computer screens.

A naturalistic environment to study visual cognition in unrestrained monkeys

Macaque monkeys are widely used to study vision. In the traditional approach, monkeys are brought into a lab to perform visual tasks while they are restrained to obtain stable eye tracking and neural recordings. Here, we describe a novel environment to study visual cognition in a more natural setting as well as other natural and social behaviors. We designed a naturalistic environment with an integrated touchscreen workstation that enables high-quality eye tracking in unrestrained monkeys. We used this environment to train monkeys on a challenging same-different task. We also show that this environment can reveal interesting novel social behaviors. As proof of concept, we show that two naive monkeys were able to learn this complex task through a combination of socially observing trained monkeys and solo trial-and-error. We propose that such naturalistic environments can be used to rigorously study visual cognition as well as other natural and social behaviors in freely moving monkeys.

Dedicated Representation of Others in the Macaque Frontal Cortex: From Action Monitoring and Prediction to Outcome Evaluation

Social neurophysiology has increasingly addressed how several aspects of self and other are distinctly represented in the brain. In social interactions, the self–other distinction is fundamental for discriminating one’s own actions, intentions, and outcomes from those that originate in the external world. In this paper, we review neurophysiological experiments using nonhuman primates that shed light on the importance of the self–other distinction, focusing mainly on the frontal cortex. We start by examining how the findings are impacted by the experimental paradigms that are used, such as the type of social partner or whether a passive or active interaction is required. Next, we describe the 2 sociocognitive systems: mirror and mentalizing. Finally, we discuss how the self–other distinction can occur in different domains to process different aspects of social information: the observation and prediction of others’ actions and the monitoring of others’ rewards.

Macaque monkeys learn by observation in the ghost display condition in the object-in-place task with differential reward to the observer

Observational learning has been investigated in monkeys mainly using conspecifics or humans as models to observe. Some studies attempted to clarify the social agent’s role and to test whether non-human primates could learn from observation of a non-social agent, usually mentioned as a ‘ghost display’ condition, but they reported conflicting results. To address this question, we trained three rhesus monkeys in an object-in-place task consisting of the presentation of five subsequent problems composed of two objects, one rewarded and one unrewarded, for six times, or runs. Three types of learning conditions were tested. In the individual learning condition, the monkeys performed the first run, learned from it and improved their performance in the following runs. In the social and non-social learning conditions, they observed respectively a human model and a computer performing the first run and learned by the observation of their successes or errors. In all three conditions, the monkeys themselves received the reward after correct choices only. One-trial learning occurred in all three conditions. The monkeys performed over chance in the second run in all conditions, providing evidence of non-social observational learning with differential reward in macaque monkeys using a “ghost display” condition in a cognitive task.

Biological mechanisms for observational learning

Observational learning occurs when an animal capitalizes on the experience of another to change its own behavior in a given context. This form of learning is an efficient strategy for adapting to changes in environmental conditions, but little is known about the underlying neural mechanisms. There is an abundance of literature supporting observational learning in humans and other primates, and more recent studies have begun documenting observational learning in other species such as birds and rodents. The neural mechanisms for observational learning depend on the species' brain organization and on the specific behavior being acquired. However, as a general rule, it appears that social information impinges on neural circuits for direct learning, mimicking or enhancing neuronal activity patterns that function during pavlovian, spatial or instrumental learning. Understanding the biological mechanisms for social learning could boost translational studies into behavioral interventions for a wide range of learning disorders.

Role of Anterior Cingulate Cortex in Instrumental Learning: Blockade of Dopamine D1 Receptors Suppresses Overt but Not Covert Learning

HIGHLIGHTS

Blockade of dopamine D1 receptors in ACC suppressed instrumental learning when overt responding was required.

Covert learning through observation was not impaired.

After treatment with a dopamine antagonist, instrumental learning recovered but not the rat's pretreatment level of effort tolerance.

ACC dopamine is not necessary for acquisition of task-relevant cues during learning, but regulates energy expenditure and effort based decision.

Dopamine activity in anterior cingulate cortex (ACC) is essential for various aspects of instrumental behavior, including learning and effort based decision making. To dissociate learning from physical effort, we studied both observational (covert) learning, and trial-and-error (overt) learning. If ACC dopamine activity is required for task acquisition, its blockade should impair both overt and covert learning. If dopamine is not required for task acquisition, but solely for regulating the willingness to expend effort for reward, i.e., effort tolerance, blockade should impair overt learning but spare covert learning. Rats learned to push a lever for food rewards either with or without prior observation of an expert conspecific performing the same task. Before daily testing sessions, the rats received bilateral ACC microinfusions of SCH23390, a dopamine D1 receptor antagonist, or saline-control infusions. We found that dopamine blockade suppressed overt responding selectively, leaving covert task acquisition through observational learning intact. In subsequent testing sessions without dopamine blockade, rats recovered their overt-learning capacity but not their pre-treatment level of effort tolerance. These results suggest that ACC dopamine is not required for the acquisition of conditioned behaviors and that apparent learning impairments could instead reflect a reduced level of willingness to expend effort due to cortical dopamine blockade.