Animal cognition in the wild

Exposure to humans and task difficulty levels affect wild raccoons (Procyon lotor) learning

Cognition helps wildlife exploit novel resources and environments. Raccoons (Procyon lotor) have successfully adapted to human presence, in part due to their cognitive abilities. However, interactions between humans and wildlife can create conflict. A better understanding of the raccoon's behavioral flexibility and learning ability could mitigate some conflicts. Our objective was to evaluate wild raccoons learning in contexts varying in terms of exposure to humans (recreational and preservation zoning within protected areas) and task difficulty. Learning can be evaluated over multiple exposures to a cognitive task. Across three years of experiment, we employed 2 food extraction tasks to gauge the change in problem-solving performance over trials. This assessment considered the success probability (the number of successful trials divided by the total number of trials) and the time taken to solve the puzzles. We also looked at the effects of 2 behavioral traits, exploratory diversity and persistence. We found strong evidence for learning over consecutive trials in terms of improved success probability. Improvement in terms of success probability and solving time was more pronounced with the initially easier task. We detected an increase in success probability over trials only in the recreation zones, and there was no evidence of an effect of behavioral traits. The improved performance attributed to learning was also maintained over consecutive years. We provide additional evidence that raccoons can learn how to solve a problem, resulting in a more effective solution in consecutive trials. Finally, we consider the management implications of dealing with raccoons accessing anthropogenic resources.

Among-individual differences in auditory and physical cognitive abilities in zebra finches

Among-individual variation in performance on cognitive tasks is ubiquitous across species that have been examined, and understanding the evolution of cognitive abilities requires investigating among-individual variation because natural selection acts on individual differences. However, relatively little is known about the extent to which individual differences in cognition are determined by domain-specific compared with domain-general cognitive abilities. We examined individual differences in learning speed of zebra finches across seven different tasks to determine the extent of domain-specific versus domain-general learning abilities, as well as the relationship between learning speed and learning generalization. Thirty-two zebra finches completed a foraging board experiment that included visual and structural discriminations, and then these same birds went through an acoustic operant discrimination experiment that required discriminating between different natural categories of acoustic stimuli. We found evidence of domain-general learning abilities as birds' relative performance on the seven learning tasks was weakly repeatable and a principal components analysis found a first principal component that explained 36% of the variance in performance across tasks with all tasks loading unidirectionally on this component. However, the few significant correlations between tasks and high repeatability within each experiment suggest the potential for domain-specific abilities. Learning speed did not influence an individual's ability to generalize learning. These results suggest that zebra finch performance across visual, structural, and auditory learning relies upon some common mechanism; some might call this evidence of "general intelligence"(g), but it is also possible that this finding is due to other noncognitive mechanisms such as motivation.