Navigation by environmental geometry: the use of zebrafish as a model

Orientation by environmental geometry and feature cues in the green and black poison frog (Dendrobates auratus)

The ability to use environmental geometry when orienting in space reflects an animal's ability to use a global, allocentric framework. Therefore, understanding when and how animal's use geometry relative to other types of cues in the environment has interested comparative cognition researchers for decades. Yet, only two amphibians have been tested to date. We trained the poison frog Dendrobates auratus to find goal shelters in a rectangular arena, in the presence and absence of a feature cue, and assessed the relative influence of the two types of cues using probe trials. We chose D. auratus because the species has complex interactions with their physical and social environments, including parental care that requires navigating to and from distant locations. We found that, like many vertebrates, D. auratus are capable of using geometric information to relocate goals. In addition, the frogs preferentially used the more reliable feature cue when the location of the feature conflicted with the geometry of the arena. The frogs were equally successful at using the feature cue when it was proximal or distal to the goal shelter, consistent with prior studies that found that D. auratus can use distal cues in a flexible manner. Our results provide further evidence that amphibians can use environmental geometry during orientation. Future studies that examine when and how amphibians use geometry relative to other types of cues will contribute to a more complete picture of spatial cognition in this important, yet understudied, group.

Effects of spatial boundaries on episodic memory development

Children's spatial mapping starts out particularly sensitive to 3D wall-like boundaries and develops over early childhood to flexibly include other boundary types. This study investigated whether spatial boundaries influence children's episodic memory, as in adults, and whether this effect is modulated by boundary type. Eighty-one Korean children (34 girls, 36-84 months old) re-enacted a sequence of three discrete hiding events within a space containing one of three boundaries: 3D wall, aligned objects, or 2D line. Children's memory of events occurring on one side of the boundary developed earlier than those that crossed the boundary. At first, this interaction only applied to the 3D wall and extended to other boundary types with age, suggesting that children's changing spatial representations influence their episodic memory development.

The Geometric World of Fishes: A Synthesis on Spatial Reorientation in Teleosts

Fishes navigate through underwater environments with remarkable spatial precision and memory. Freshwater and seawater species make use of several orientation strategies for adaptative behavior that is on par with terrestrial organisms, and research on cognitive mapping and landmark use in fish have shown that relational and associative spatial learning guide goal-directed navigation not only in terrestrial but also in aquatic habitats. In the past thirty years, researchers explored spatial cognition in fishes in relation to the use of environmental geometry, perhaps because of the scientific value to compare them with land-dwelling animals. Geometric navigation involves the encoding of macrostructural characteristics of space, which are based on the Euclidean concepts of "points", "surfaces", and "boundaries". The current review aims to inspect the extant literature on navigation by geometry in fishes, emphasizing both the recruitment of visual/extra-visual strategies and the nature of the behavioral task on orientation performance.

Spatial Cognition in Teleost Fish: Strategies and Mechanisms

Teleost fish have been traditionally considered primitive vertebrates compared to mammals and birds in regard to brain complexity and behavioral functions. However, an increasing amount of evidence suggests that teleosts show advanced cognitive capabilities including spatial navigation skills that parallel those of land vertebrates. Teleost fish rely on a multiplicity of sensory cues and can use a variety of spatial strategies for navigation, ranging from relatively simple body-centered orientation responses to allocentric or "external world-centered" navigation, likely based on map-like relational memory representations of the environment. These distinct spatial strategies are based on separate brain mechanisms. For example, a crucial brain center for egocentric orientation in teleost fish is the optic tectum, which can be considered an essential hub in a wider brain network responsible for the generation of egocentrically referenced actions in space. In contrast, other brain centers, such as the dorsolateral telencephalic pallium of teleost fish, considered homologue to the hippocampal pallium of land vertebrates, seem to be crucial for allocentric navigation based on map-like spatial memory. Such hypothetical relational memory representations endow fish's spatial behavior with considerable navigational flexibility, allowing them, for example, to perform shortcuts and detours.

Learning by Doing: The Use of Distance, Corners and Length in Rewarded Geometric Tasks by Zebrafish (Danio rerio)

Simple Summary

Geometric navigation allows animals to efficiently move towards essential life-spaces by taking advantage of macrostructural information such as distance, angular magnitude, and length, in relation to left-right positional sense. In natural contexts, these cues can be referred to extensive three-dimensional surfaces such as a slope or a riverbed, thus becoming crucial to orient and find useful supplies. In controlled contexts, it is possible to set apart these components by handling the global shape of the experimental space (rectangular or square) as well, with the aim to specially probe the impact of each of them on navigation behavior of animals, including fishes. The present study aimed at investigating whether a well-known vertebrate, the zebrafish, could learn to encode and retain in memory such metric information (in terms of distances, corners, and lengths) in association with left–right directions, to gain rewards. Our results showed that zebrafish learned to use all these geometric attributes when repeatedly exposed to them, over a period of training, thereby giving strength to the ecological relevance of environmental geometry as a source of spatial knowledge. Generally, the engagement of zebrafish may consent to assess computations underlying large-scale-based navigation, also by drawing targeted comparisons, due to its behavioral, cognitive, and even emotional similarities with mammals.

Abstract

Zebrafish spontaneously use distance and directional relationships among three-dimensional extended surfaces to reorient within a rectangular arena. However, they fail to take advantage of either an array of freestanding corners or an array of unequal-length surfaces to search for a no-longer-present goal under a spontaneous cued memory procedure, being unable to use the information supplied by corners and length without some kind of rewarded training. The present study aimed to tease apart the geometric components characterizing a rectangular enclosure under a procedure recruiting the reference memory, thus training zebrafish in fragmented layouts that provided differences in surface distance, corners, and length. Results showed that fish, besides the distance, easily learned to use both corners and length if subjected to a rewarded exit task over time, suggesting that they can represent all the geometrically informative parts of a rectangular arena when consistently exposed to them. Altogether, these findings highlight crucially important issues apropos the employment of different behavioral protocols (spontaneous choice versus training over time) to assess spatial abilities of zebrafish, further paving the way to deepen the role of visual and nonvisual encodings of isolated geometric components in relation to macrostructural boundaries.

The geometry as an eyed fish feels it in spontaneous and rewarded spatial reorientation tasks

Disoriented human beings and animals, the latter both sighted and blind, are able to use spatial geometric information (metric and sense properties) to guide their reorientation behaviour in a rectangular environment. Here we aimed to investigate reorientation spatial skills in three fish species (Danio rerio, Xenotoca eiseni, Carassius auratus) in an attempt to discover the possible involvement of extra-visual senses during geometric navigation. We observed the fish’s behaviour under different experimental procedures (spontaneous social cued task and rewarded exit task), providing them different temporal opportunities to experience the environmental shape (no experience, short and prolonged experience). Results showed that by using spontaneous social cued memory tasks, fishes were not able to take advantage of extra-visual senses to encode the spatial geometry, neither allowing them short time-periods of environmental exploration. Contrariwise, by using a reference memory procedure, during the rewarded exit tasks, thus providing a prolonged extra-visual experience, fishes solved the geometric task, showing also differences in terms of learning times among species.

Distinct and combined responses to environmental geometry and features in a working-memory reorientation task in rats and chicks

The original provocative formulation of the ‘geometric module’ hypothesis was based on a working-memory task in rats which suggested that spontaneous reorientation behavior is based solely on the environmental geometry and is impervious to featural cues. Here, we retested that claim by returning to a spontaneous navigation task with rats and domestic chicks, using a single prominent featural cue (a striped wall) within a rectangular arena. Experiments 1 and 2 tested the influence of geometry and features separately. In Experiment 1, we found that both rats and chicks used environmental geometry to compute locations in a plain rectangular arena. In Experiment 2, while chicks failed to spontaneously use a striped wall in a square arena, rats showed a modest influence of the featural cue as a local marker to the goal. The critical third experiment tested the striped wall inside the rectangular arena. We found that although chicks solely relied on geometry, rats navigated based on both environmental geometry and the featural cue. While our findings with rats are contrary to classic claims of an impervious geometric module, they are consistent with the hypothesis that navigation by boundaries and features may involve distinct underlying cognitive computations. We conclude by discussing the similarities and differences in feature-use across tasks and species.

The Environmental Geometry in Spatial Learning by Zebrafish (Danio rerio)

During navigation, disoriented animals learn to use the spatial geometry of rectangular environments to gain rewards. The length of macroscopic surfaces (metric: short/long) and their spatial arrangement (sense: left/right) are powerful cues that animals prove to encode for reorientation. The aim of this study was to investigate if zebrafish (Danio rerio) could take advantage of such geometric properties in a rewarded exit task, by applying a reference memory procedure. The experiment was performed in a rectangular arena having four white walls, where fish were required to choose the two geometrically equivalent exit corners lying on the reinforced diagonal. Results showed that zebrafish encoded the geometry of the arena during reorientation, solving the spatial task within the first 5 days of training. With the aim to avoid the possible influence of extravisual cues on the zebrafish success, we performed a geometric test in extinction of response after the learning day. At test, fish persisted in choosing the two correct corners, thus confirming that the navigation strategy used at training was based on geometric cues. This study adds evidence about the role of geometric frameworks in fish species, and it further validates an effective spatial learning paradigm for zebrafish.

The role of learning and environmental geometry in landmark-based spatial reorientation of fish (Xenotoca eiseni)

Disoriented animals and humans use both the environmental geometry and visual landmarks to guide their spatial behavior. Although there is a broad consensus on the use of environmental geometry across various species of vertebrates, the nature of disoriented landmark-use has been greatly debated in the field. In particular, the discrepancy in performance under spontaneous choice conditions (sometimes called “working memory” task) and training over time (“reference memory” task) has raised questions about the task-dependent dissociability of mechanisms underlying the use of landmarks. Until now, this issue has not been directly addressed, due to the inclusion of environmental geometry in most disoriented navigation paradigms. In the present study, therefore, we placed our focus on landmark-based navigation in fish (Xenotoca eiseni), an animal model that has provided fruitful research in spatial reorientation. We began with a test of spontaneous navigation by geometry and landmarks (Experiment 1), showing a preference for the correct corner, even in the absence of reinforced training. We then proceeded to test landmarks without the influence of informative geometry through the use of square environments (Experiment 2–4), varying the numerosity of present landmarks, the distance of landmarks from the target corner, and the type of task (i.e., spontaneous cued memory or reference memory). We found marked differences in landmark-use in the absence of environmental geometry. In the spontaneous memory task, visual landmarks acquired perceptive salience (and attracted the fish) but without serving as a spatial cue to location when they were distal from the target. Across learning in the reference memory task, the fish overcame these effects and gradually improved in their performance, although they were still biased to learn visual landmarks near the target (i.e., as beacons). We discuss these results in relation to the existing literature on dissociable mechanisms of spatial learning.

Hippocampal Place Cells Encode Local Surface-Texture Boundaries

The cognitive map is often assumed to be a Euclidean map that isometrically represents the real world (i.e., the Euclidean distance between any two locations in the physical world should be preserved on the cognitive map). However, accumulating evidence suggests that environmental boundaries can distort the mental representations of physical space. For example, the distance between two locations can be remembered as longer than the true physical distance if the locations are separated by a boundary. While this overestimation is observed under different experimental conditions, even when the boundary is formed by flat surface cues, its physiological basis is not well understood. We examined the neural representation of flat surface cue boundaries, and of the space segregated by these boundaries, by recording place cell activity from CA1 and CA3 while rats foraged on a circular track or square platforms with inhomogeneous surface textures. About 40% of the place field edges concentrated near the boundaries on the circular track (significantly above the chance level 33%). Similarly, place field edges were more prevalent near boundaries on the platforms than expected by chance. In both one- and two-dimensional environments, the population vectors of place cell activity changed more abruptly with distance between locations that crossed cue boundaries than between locations within a bounded region. These results show that the locations of surface boundaries were evident as enhanced decorrelations of the neural representations of locations to either side of the boundaries. This enhancement might underlie the cognitive phenomenon of overestimation of distances across boundaries.

Places in the Brain: Bridging Layout and Object Geometry in Scene-Selective Cortex

Diverse animal species primarily rely on sense (left-right) and egocentric distance (proximal-distal) when navigating the environment. Recent neuroimaging studies with human adults show that this information is represented in 2 scene-selective cortical regions-the occipital place area (OPA) and retrosplenial complex (RSC)-but not in a third scene-selective region-the parahippocampal place area (PPA). What geometric properties, then, does the PPA represent, and what is its role in scene processing? Here we hypothesize that the PPA represents relative length and angle, the geometric properties classically associated with object recognition, but only in the context of large extended surfaces that compose the layout of a scene. Using functional magnetic resonance imaging adaptation, we found that the PPA is indeed sensitive to relative length and angle changes in pictures of scenes, but not pictures of objects that reliably elicited responses to the same geometric changes in object-selective cortical regions. Moreover, we found that the OPA is also sensitive to such changes, while the RSC is tolerant to such changes. Thus, the geometric information typically associated with object recognition is also used during some aspects of scene processing. These findings provide evidence that scene-selective cortex differentially represents the geometric properties guiding navigation versus scene categorization.

Zebrafish Exploit Visual Cues and Geometric Relationships to Form a Spatial Memory

Animals use salient cues to navigate in their environment, but their specific cognitive strategies are largely unknown. We developed a conditioned place avoidance paradigm to discover whether and how zebrafish form spatial memories. In less than an hour, juvenile zebrafish, as young as 3 weeks, learned to avoid the arm of a Y-maze that was cued with a mild electric shock. Interestingly, individual fish solved this task in different ways: by staying in the safe center of the maze or by preference for one, or both, of the safe arms. In experiments in which the learned patterns were swapped, rotated, or replaced, the animals could transfer the association of safety to a different arm or to a different pattern using either visual cues or location as the conditioned stimulus. These findings show that juvenile zebrafish exhibit several complementary spatial learning modes, which generate a flexible repertoire of behavioral strategies.

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Zebrafish as young as 3 weeks learn to avoid one arm of a Y-maze within an hour

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The memory depends on the presence of visual cues and lasts for at least 10 min

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Fish use various safety seeking strategies: prefer the center, one or two safe arms

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Safety can be associated with a visual cue or with a location in the maze

Extra-Visual Systems in the Spatial Reorientation of Cavefish

Disoriented humans and animals are able to reorient themselves using environmental geometry ("metric properties" and "sense") and local features, also relating geometric to non-geometric information. Here we investigated the presence of these reorientation spatial skills in two species of blind cavefish (Astyanax mexicanus and Phreatichthys andruzzii), in order to understand the possible role of extra-visual senses in similar spatial tasks. In a rectangular apparatus, with all homogeneous walls (geometric condition) or in presence of a tactilely different wall (feature condition), cavefish were required to reorient themselves after passive disorientation. We provided the first evidence that blind cavefish, using extra-visual systems, were able i) to use geometric cues, provided by the shape of the tank, in order to recognize two geometric equivalent corners on the diagonal, and ii) to integrate the geometric information with the salient cue (wall with a different surface structure), in order to recover a specific corner. These findings suggest the ecological salience of the environmental geometry for spatial orientation in animals and, despite the different niches of adaptation, a potential shared background for spatial navigation. The geometric spatial encoding seems to constitute a common cognitive tool needed when the environment poses similar requirements to living organisms.

Food or friends? What motivates zebrafish (Danio rerio) performing a visual discrimination

As a model organism, zebrafish have much to offer neuroscientific research and they are increasingly being used in behavioral neuroscience, for example to study the genetics of learning and memory. As fish are often considered "less clever" than mammals, it is important to understand how they learn and to establish optimal testing conditions. In this study, we compared the efficacy of food reinforcement and social stimuli in supporting Pavlovian conditioning, Pavlovian-to-instrumental transfer, and acquisition of a two-alternative forced choice visual discrimination. Although equally effective in conditioning and in motivating discrimination learning, fish responded with shorter latencies when they were anticipating food but responded for a greater number of trials when anticipating the social stimulus. After learning, the reward was changed: food-reinforcement was replaced with the social stimulus and vice versa. Performance accuracy did not change, but response latency did: the group previously rewarded with food, but now rewarded with the social stimulus, showed a decrease in response vigor. This is a negative contrast effect, which is well established in rats, but was thought to be absent in fish because they lacked goal representation. Our results show that zebrafish, like rats, do have goal representations. Furthermore, we have shown that whereas food has greater incentive salience than social stimuli, fish become satiated rapidly, but motivation to seek social stimuli is sustained. We conclude that zebrafish are well motivated by a mixed economy of social stimuli and food.

The developing role of transparent surfaces in children's spatial representation

Children adeptly use environmental boundaries to navigate. But how do they represent surfaces as boundaries, and how does this change over development? To investigate the effects of boundaries as visual and physical barriers, we tested spatial reorientation in 160 children (2-7 year-olds) in a transparent rectangular arena (Condition 1). In contrast with their consistent success using opaque surfaces (Condition 2), children only succeeded at using transparent surfaces at 5-7 years of age. These results suggest a critical role of visually opaque surfaces in early spatial coding and a developmental change around the age of five in representing locations with respect to transparent surfaces. In application, these findings may inform our usage of windows and glass surfaces in designing and building environments occupied by young children.

The orientation of homing pigeons (Columba livia f.d.) with and without navigational experience in a two-dimensional environment

Homing pigeons are known for their excellent homing ability, and their brains seem to be functionally adapted to homing. It is known that pigeons with navigational experience show a larger hippocampus and also a more lateralised brain than pigeons without navigational experience. So we hypothesized that experience may have an influence also on orientation ability. We examined two groups of pigeons (11 with navigational experience and 17 without) in a standard operant chamber with a touch screen monitor showing a 2-D schematic of a rectangular environment (as “geometric” information) and one uniquely shaped and colored feature in each corner (as “landmark” information). Pigeons were trained first for pecking on one of these features and then we examined their ability to encode geometric and landmark information in four tests by modifying the rectangular environment. All tests were done under binocular and monocular viewing to test hemispheric dominance. The number of pecks was counted for analysis. Results show that generally both groups orientate on the basis of landmarks and the geometry of environment, but landmark information was preferred. Pigeons with navigational experience did not perform better on the tests but showed a better conjunction of the different kinds of information. Significant differences between monocular and binocular viewing were detected particularly in pigeons without navigational experience on two tests with reduced information. Our data suggest that the conjunction of geometric and landmark information might be integrated after processing separately in each hemisphere and that this process is influenced by experience.

Comparative cognition of number and space: the case of geometry and of the mental number line

Evidence is discussed about the use of geometric information for spatial orientation and the association between space and numbers in non-human animals. A variety of vertebrate species can reorient using simple Euclidian geometry of the environmental surface layout, i.e. in accord with metric and sense (right/left) relationships among extended surfaces. There seems to be a primacy of geometric over non-geometric information in spatial reorientation and, possibly, innate encoding of the sense of direction. The hippocampal formation plays a key role in geometry-based reorientation in mammals, birds, amphibians and fish. Although some invertebrate species show similar behaviours, it is unclear whether the underlying mechanisms are the same as in vertebrates. As to the links between space and number representations, a disposition to associate numerical magnitudes onto a left-to-right-oriented mental number line appears to exist independently of socio-cultural factors, and can be observed in animals with very little numerical experience, such as newborn chicks and human infants. Such evidence supports a nativistic foundation of number-space association. Some speculation about the possible underlying mechanisms is provided together with consideration on the difficulties inherent to any comparison among species of different taxonomic groups.This article is part of a discussion meeting issue 'The origins of numerical abilities'.

Neural representation of scene boundaries

Three-dimensional environmental boundaries fundamentally define the limits of a given space. A body of research employing a variety of methods points to their importance as cues in navigation. However, little is known about the nature of the representation of scene boundaries by high-level scene cortices in the human brain (namely, the parahippocampal place area (PPA) and retrosplenial complex (RSC)). Here we use univariate and multivoxel pattern analysis to study classification performance for artificial scene images that vary in degree of vertical boundary structure (a flat 2D boundary, a very slight addition of 3D boundary, or full walls). Our findings present evidence that there are distinct neural components for representing two different aspects of boundaries: 1) acute sensitivity to the presence of grounded 3D vertical structure, represented by the PPA, and 2) whether a boundary introduces a significant impediment to the viewer's potential navigation within a space, represented by RSC.

Origins of Knowledge: Insights from Precocial Species

Behavioral responses are influenced by knowledge acquired during the lifetime of an individual and by predispositions transmitted across generations. Establishing the origin of knowledge and the role of the unlearned component is a challenging task, given that both learned and unlearned knowledge can orient perception, learning, and the encoding of environmental features since the first stages of life. Ethical and practical issues constrain the investigation of unlearned knowledge in altricial species, including human beings. On the contrary, precocial animals can be tested on a wide range of tasks and capabilities immediately after birth and in controlled rearing conditions. Insects and precocial avian species are very convenient models to dissect the knowledge systems that enable young individuals to cope with their environment in the absence of specific previous experience. We present the state of the art of research on the origins of knowledge that comes from different models and disciplines. Insects have been mainly used to investigate unlearned sensory preferences and prepared learning mechanisms. The relative simplicity of the neural system and fast life cycle of insects make them ideal models to investigate the neural circuitry and evolutionary dynamics of unlearned traits. Among avian species, chicks of the domestic fowl have been the focus of many studies, and showed to possess unlearned knowledge in the sensory, physical, spatial, numerical and social domains. Solid evidence shows the existence of unlearned knowledge in different domains in several species, from sensory and social preferences to the left-right representation of the mental number line. We show how non-mammalian models of cognition, and in particular precocial species, can shed light into the adaptive value and evolutionary history of unlearned knowledge.

Geometric and featural systems, separable and combined: Evidence from reorientation in people with Williams syndrome

Spatial reorientation by humans and other animals engages geometric representations of surface layouts as well as featural landmarks; however, the two types of information are thought to be behaviorally and neurally separable. In this paper, we examine the use of these two types of information during reorientation among children and adults with Williams syndrome (WS), a genetic disorder accompanied by abnormalities in brain regions that support use of both geometry and landmarks. Previous studies of reorientation in adolescents and adults with WS have shown deficits in the ability to use geometry for reorientation, but intact ability to use features, suggesting that the two systems can be differentially impaired by genetic disorder. Using a slightly modified layout, we found that many WS participants could use geometry, and most could use features along with geometry. However, the developmental trajectories for the two systems were quite different from one other, and different from those found in typical development. Purely geometric responding was not correlated with age in WS, and search processes appeared similar to those in typically developing (TD) children. In contrast, use of features in combination with geometry was correlated with age in WS, and search processes were distinctly different from TD children. The results support the view that use of geometry and features stem from different underlying mechanisms, that the developmental trajectories and operation of each are altered in WS, and that combination of information from the two systems is atypical. Given brain abnormalities in regions supporting the two kinds of information, our findings suggest that the co-operation of the two systems is functionally altered in this genetic syndrome.

Wild, free-living rufous hummingbirds do not use geometric cues in a spatial task

In the laboratory, many species orient themselves using the geometric properties of an enclosure or array and geometric information is often preferred over visual cues. Whether animals use geometric cues when relocating rewarded locations in the wild, however, has rarely been investigated. We presented free-living rufous hummingbirds with a rectangular array of four artificial flowers to investigate learning of rewarded locations using geometric cues. In one treatment, we rewarded two of four flowers at diagonally opposite corners. In a second treatment, we provided a visual cue to the rewarded flower by connecting the flowers with "walls" consisting of four dowels (three white, one blue) laid on the ground connecting each of the flowers. Neither treatment elicited classical geometry results; instead, hummingbirds typically chose one particular flower over all others. When we exchanged that flower with another, hummingbirds tended to visit the original flower. These results suggest that (1) hummingbirds did not use geometric cues, but instead may have used a visually derived cue on the flowers themselves, and (2) using geometric cues may have been more difficult than using visual characteristics. Although hummingbirds typically prefer spatial over visual information, we hypothesize that they will not use geometric cues over stable visual features but that they make use of small, flower-specific visual cues. Such cues may play a more important role in foraging decisions than previously thought.

Evidence of a relational spatial strategy in learning the centre of enclosures in human children (Homo sapiens)

Three- to five-year-old children were trained to localize a sensor hidden underneath the floor, in the centre of a square-shaped enclosure (1.5m×1.5m). Walking over the sensor caused a pleasant music to be played in the environment, thus engaging children in a playful spatial search. Children easily learned to find the centre of the training environment starting from random positions. After training, children were tested in enclosures of different size and/or shape: a larger square-shaped enclosure (3m×3m), a rectangle-shaped enclosure (1.5m×3m), an equilateral triangle-shaped enclosure (side 3m) and an isosceles triangle-shaped enclosure (base 1.5m; sides 3m). Children searched in the central region of the enclosures, their precision varying as a function of the similarity of the testing enclosure's shape to the shape of the training enclosure. This suggests that a relational spatial strategy was used, and that it depended on the encoding of geometrical shape. This result highlights a distinctive role of the geometric centre of enclosed spaces in place learning in children, as already observed in nonhuman species.

Wild hummingbirds rely on landmarks not geometry when learning an array of flowers

Rats, birds or fish trained to find a reward in one corner of a small enclosure tend to learn the location of the reward using both nearby visual features and the geometric relationships of corners and walls. Because these studies are conducted under laboratory and thereby unnatural conditions, we sought to determine whether wild, free-living rufous hummingbirds (Selasphorus rufus) learning a single reward location within a rectangular array of flowers would similarly employ both nearby visual landmarks and the geometric relationships of the array. Once subjects had learned the location of the reward, we used test probes in which one or two experimental landmarks were moved or removed in order to reveal how the birds remembered the reward location. The hummingbirds showed no evidence that they used the geometry of the rectangular array of flowers to remember the reward. Rather, they used our experimental landmarks, and possibly nearby, natural landmarks, to orient and navigate to the reward. We believe this to be the first test of the use of rectangular geometry by wild animals, and we recommend further studies be conducted in ecologically relevant conditions in order to help determine how and when animals form complex geometric representations of their local environments.

Place learning prior to and after telencephalon ablation in bamboo and coral cat sharks (Chiloscyllium griseum and Atelomycterus marmoratus)

This study assessed complex spatial learning and memory in two species of shark, the grey bamboo shark (Chiloscyllium griseum) and the coral cat shark (Atelomycterus marmoratus). It was hypothesized that sharks can learn and apply an allocentric orientation strategy. Eight out of ten sharks successfully completed the initial training phase (by locating a fixed goal position in a diamond maze from two possible start points) within 14.9 ± 7.6 sessions and proceeded to seven sets of transfer tests, in which sharks had to perform under altered environmental conditions. Transfer tests revealed that sharks had oriented and solved the tasks visually, using all of the provided environmental cues. Unintentional cueing did not occur. Results correspond to earlier studies on spatial memory and cognitive mapping in other vertebrates. Future experiments should investigate whether sharks possess a cognitive spatial mapping system as has already been found in several teleosts and stingrays. Following the completion of transfer tests, sharks were subjected to ablation of most of the pallium, which compromised their previously acquired place learning abilities. These results indicate that the telencephalon plays a crucial role in the processing of information on place learning and allocentric orientation strategies.