Social learning in otters

Social interactions and information use by foraging seabirds

What do seabirds perceive about the world? How do they do so? And how do they use the information available to them to make foraging decisions? Social cues provide seabirds with information about the location of prey. This can, of course, be passive and not involve higher-order cognitive processes (e.g. simple conspecific or heterospecific attraction). However, seabirds display many behaviours that promote learning and the transmission of information between individuals: the vast majority of seabirds are colonial living, have an extended juvenile phase that affords them time to learn, routinely form intra- and interspecific associations, and can flexibly deploy a combination of foraging tactics. It is worth evaluating their foraging interactions in light of this. This review describes how seabirds use social information both at the colony and at sea to forage, and discusses the variation that exists both across species and amongst individuals. It is clear that social interactions are a critical and beneficial component of seabird foraging, with most of the variation concerning the way and extent to which social information is used, rather than whether it is used. While it may seem counterintuitive that large groups of potential competitors congregating at a patch can result in foraging gains, such aggregations can alter species dynamics in ways that promote coexistence. This review explores how competitive interference at a patch can be mitigated by behavioural modifications and niche segregation. Utilising others for foraging success (e.g. via social cues and facilitation at a patch) is likely to make population declines particularly damaging to seabirds if the quantity or quality of their social foraging interactions is reduced. Environmental changes have the potential to disrupt their social networks and thus, how these species obtain food and transfer information.

The current state of carnivore cognition

The field of animal cognition has advanced rapidly in the last 25 years. Through careful and creative studies of animals in captivity and in the wild, we have gained critical insights into the evolution of intelligence, the cognitive capacities of a diverse array of taxa, and the importance of ecological and social environments, as well as individual variation, in the expression of cognitive abilities. The field of animal cognition, however, is still being influenced by some historical tendencies. For example, primates and birds are still the majority of study species in the field of animal cognition. Studies of diverse taxa improve the generalizability of our results, are critical for testing evolutionary hypotheses, and open new paths for understanding cognition in species with vastly different morphologies. In this paper, we review the current state of knowledge of cognition in mammalian carnivores. We discuss the advantages of studying cognition in Carnivorans and the immense progress that has been made across many cognitive domains in both lab and field studies of carnivores. We also discuss the current constraints that are associated with studying carnivores. Finally, we explore new directions for future research in studies of carnivore cognition.

Captive Asian short-clawed otters (Aonyx cinereus) learn to exploit unfamiliar natural prey

Foraging plays a vital role in animal life histories, and learning whether unfamiliar food items are palatable is a key part of this process. Animals that engage in extractive foraging must also learn how to overcome the protective measures of their prey. While otters (subfamily Lutrinae) are a taxon known for their extractive foraging behaviour, how they learn about prey palatability and acquire extractive foraging techniques remains poorly understood. Here we investigated (i) how captive Asian short-clawed otters (Aonyx cinereus) learned to interact with, and extract meat from, unfamiliar natural prey and (ii) how their exploitation of such prey compared to their ability to overcome artificial foraging tasks containing familiar food rewards. Network-based diffusion analysis showed that otters learned to interact with unfamiliar natural prey by observing their group mates. However, once interacting with the prey, they learned to extract the meat mainly asocially. In addition, otters took longer to overcome the protective measures of unfamiliar natural prey than those of extractive food puzzles. Asian short-clawed otter populations are declining in the wild. Increasing our understanding of how they learn to overcome novel foraging challenges could help develop pre-release training procedures as part of reintroduction programmes for otter conservation.

Social behavior mediates the use of social and personal information in wild jays

The factors favoring the evolution of certain cognitive abilities in animals remain unclear. Social learning is a cognitive ability that reduces the cost of acquiring personal information and forms the foundation for cultural behavior. Theory predicts the evolutionary pressures to evolve social learning should be greater in more social species. However, research testing this theory has primarily occurred in captivity, where artificial environments can affect performance and yield conflicting results. We compared the use of social and personal information, and the social learning mechanisms used by wild, asocial California scrub-jays and social Mexican jays. We trained demonstrators to solve one door on a multi-door task, then measured the behavior of naïve conspecifics towards the task. If social learning occurs, observations of demonstrators will change the rate that naïve individuals interact with each door. We found both species socially learned, though personal information had a much greater effect on behavior in the asocial species while social information was more important for the social species. Additionally, both species used social information to avoid, rather than copy, conspecifics. Our findings demonstrate that while complex social group structures may be unnecessary for the evolution of social learning, it does affect the use of social versus personal information.

Leveraging Social Learning to Enhance Captive Animal Care and Welfare

From ants to zebras, animals are influenced by the behavior of others. At the simplest level, social support can reduce neophobia, increasing animals’ exploration of novel spaces, foods, and other environmental stimuli. Animals can also learn new skills more quickly and more readily after observing others perform them. How then can we apply animals’ proclivity to socially learn to enhance their care and welfare in captive settings? Here, I review the ways in which animals (selectively) use social information, and propose tactics for leveraging that to refine the behavioral management of captive animals: to enhance socialization techniques, enrichment strategies, and training outcomes. It is also important to consider, however, that social learning does not always promote the uniform expression of new behaviors. There are differences in animals’ likelihood to seek out or use socially provided information, driven by characteristics such as species, rank, age, and personality. Additionally, social learning can result in inexact transmission or the transmission of undesirable behaviors. Thus, understanding when, how, and why animals use social information is key to developing effective strategies to improve how we care for animals across settings and, ultimately, enhance captive animal welfare.

Effects of food type and abundance on begging and sharing in Asian small-clawed otters (Aonyx cinereus)

Begging for food, a conspicuous solicitation display, is common in a variety of taxa, and it has received extensive research attention in a parent-offspring context. Both theoretical models and empirical evidence suggest that offspring begging can be an honest signal of hunger or a mediator of competition between siblings. At a behavioural mechanistic level, begging for food can be a form of harassment aimed at persuading those in possession of food to share. Food sharing, defined as the transfer of a defendable food item from one individual to another, can vary considerably between species, age-classes and food type and abundance. We investigated the determinants of begging and food-sharing behaviours in Asian small-clawed otters (Aonyx cinereus), a group-living species that commonly exhibits begging in captivity. We presented two captive otter populations with three food types that varied in exploitation complexity, in three different abundances. We predicted that begging rates would be highest when food was in lowest abundance and hardest to exploit, and that increased begging would lead to increased food sharing. We found that, over time, increased begging rates were indeed correlated with increased food transfers, but neither food type complexity nor abundance affected begging or sharing rates. However, age category was significantly associated with begging and food sharing rates: juvenile otters begged more and shared less than adult otters. The results from this first experimental study on begging and food sharing within the Mustelid family begin to reveal some of the drivers of these behaviours.

Learning strategies and long-term memory in Asian short-clawed otters (Aonyx cinereus)

Social learning, where information is acquired from others, is taxonomically widespread. There is growing evidence that animals selectively employ 'social learning strategies', which determine e.g. when to copy others instead of learning asocially and whom to copy. Furthermore, once animals have acquired new information, e.g. regarding profitable resources, it is beneficial for them to commit it to long-term memory (LTM), especially if it allows access to profitable resources in the future. Research into social learning strategies and LTM has covered a wide range of taxa. However, otters (subfamily Lutrinae), popular in zoos due to their social nature and playfulness, remained neglected until a recent study provided evidence of social learning in captive smooth-coated otters (Lutrogale perspicillata), but not in Asian short-clawed otters (Aonyx cinereus). We investigated Asian short-clawed otters' learning strategies and LTM performance in a foraging context. We presented novel extractive foraging tasks twice to captive family groups and used network-based diffusion analysis to provide evidence of a capacity for social learning and LTM in this species. A major cause of wild Asian short-clawed otter declines is prey scarcity. Furthering our understanding of how they learn about and remember novel food sources could inform key conservation strategies.

Exploring the role of individual learning in animal tool-use

The notion that tool-use is unique to humans has long been refuted by the growing number of observations of animals using tools across various contexts. Yet, the mechanisms behind the emergence and sustenance of these tool-use repertoires are still heavily debated. We argue that the current animal behaviour literature is biased towards a social learning approach, in which animal, and in particular primate, tool-use repertoires are thought to require social learning mechanisms (copying variants of social learning are most often invoked). However, concrete evidence for a widespread dependency on social learning is still lacking. On the other hand, a growing body of observational and experimental data demonstrates that various animal species are capable of acquiring the forms of their tool-use behaviours via individual learning, with (non-copying) social learning regulating the frequencies of the behavioural forms within (and, indirectly, between) groups. As a first outline of the extent of the role of individual learning in animal tool-use, a literature review of reports of the spontaneous acquisition of animal tool-use behaviours was carried out across observational and experimental studies. The results of this review suggest that perhaps due to the pervasive focus on social learning in the literature, accounts of the individual learning of tool-use forms by naïve animals may have been largely overlooked, and their importance under-examined.

Wild primates copy higher-ranked individuals in a social transmission experiment

Little is known about how multiple social learning strategies interact and how organisms integrate both individual and social information. Here we combine, in a wild primate, an open diffusion experiment with a modeling approach: Network-Based Diffusion Analysis using a dynamic observation network. The vervet monkeys we study were not provided with a trained model; instead they had access to eight foraging boxes that could be opened in either of two ways. We report that individuals socially learn the techniques they observe in others. After having learnt one option, individuals are 31x more likely to subsequently asocially learn the other option than individuals naïve to both options. We discover evidence of a rank transmission bias favoring learning from higher-ranked individuals, with no evidence for age, sex or kin bias. This fine-grained analysis highlights a rank transmission bias in a field experiment mimicking the diffusion of a behavioral innovation.

Wild chimpanzees select tool material based on efficiency and knowledge

Some animals have basic culture, but to date there is not much evidence that cultural traits evolve as part of a cumulative process as seen in humans. This may be due to limits in animal physical cognition, such as an inability to compare the efficiency of a novel behavioural innovation with an already existing tradition. We investigated this possibility with a study on a natural tool innovation in wild chimpanzees: moss-sponging, which recently emerged in some individuals to extract mineral-rich liquids at a natural clay-pit. The behaviour probably arose as a variant of leaf-sponging, a tool technique seen in all studied chimpanzee communities. We found that moss-sponges not only absorbed more liquid but were manufactured and used more rapidly than leaf-sponges, suggesting a functional improvement. To investigate whether chimpanzees understood the advantage of moss- over leaf-sponges, we experimentally offered small amounts of rainwater in an artificial cavity of a portable log, together with both sponge materials, moss and leaves. We found that established moss-spongers (having used both leaves and moss to make sponges) preferred moss to prepare a sponge to access the rainwater, whereas leaf-spongers (never observed using moss) preferred leaves. Survey data finally demonstrated that moss was common in forest areas near clay-pits but nearly absent in other forest areas, suggesting that natural moss-sponging was at least partly constrained by ecology. Together, these results suggest that chimpanzees perceive functional improvements in tool quality, a crucial prerequisite for cumulative culture.

Naive, captive long-tailed macaques (Macaca fascicularis fascicularis) fail to individually and socially learn pound-hammering, a tool-use behaviour

A subspecies of long-tailed macaques (Macaca fascicularis aurea; Mfa) has been reported to use stone tools and a specific technique to process nuts in Southeast Asia, a behaviour known as 'pound-hammering'. The aim of this study was to examine the development of pound-hammering in long-tailed macaques: whether this behavioural form can be individually learnt or whether it has to rely on some forms of social learning. Given the absence of Mfa from captivity, long-tailed macaques of a highly related subspecies (Macaca fascicularis fascicularis; Mff) were experimentally tested by providing them with the ecological materials necessary to show pound-hammering. A baseline was first carried out to observe whether pound-hammering would emerge spontaneously without social information. As this was not the case, different degrees of social information, culminating in a full demonstration of the behaviour, were provided. None of the subjects (n = 31) showed pound-hammering in any of the individual or social learning conditions. Although these data do not support the hypothesis that individual learning underlies this behaviour, no evidence was found that (at least) Mff learn pound-hammering socially either. We propose that other-potentially interacting-factors may determine whether this behaviour emerges in the various subspecies of long-tailed macaques, and provide a novel methodology to test the role of social and individual learning in the development of animal tool-use.