Animal social learning: associations and adaptations

Social learning in non-grouping animals

Social learning is widespread in the animal kingdom and is involved in behaviours from navigation and predator avoidance to mate choice and foraging. While social learning has been extensively studied in group-living species, this article presents a literature review demonstrating that social learning is also seen in a range of non-grouping animals, including arthropods, fishes and tetrapod groups, and in a variety of behavioural contexts. We should not be surprised by this pattern, since non-grouping animals are not necessarily non-social, and stand to benefit from attending to and responding to social information in the same ways that group-living species do. The article goes on to ask what non-grouping species can tell us about the evolution and development of social learning. First, while social learning may be based on the same cognitive processes as other kinds of learning, albeit with social stimuli, sensory organs and brain regions associated with detection and motivation to respond to social information may be under selection. Non-grouping species may provide useful comparison taxa in phylogenetic analyses investigating if and how the social environment drives selection on these input channels. Second, non-grouping species may be ideal candidates for exploring how ontogenetic experience of social cues shapes the development of social learning, allowing researchers to avoid some of the negative welfare implications associated with raising group-living animals under restricted social conditions. Finally, while non-grouping species may be capable of learning socially under experimental conditions, there is a need to consider how non-grouping restricts access to learning opportunities under natural conditions and whether this places a functional constraint on what non-grouping animals actually learn socially in the wild.

Social overshadowing: Revisiting cue-competition in social interactions

In a large variety of contexts, it is essential to use the available information to extract patterns and behave accordingly. When it comes to social interactions for instance, the information gathered about interaction partners across multiple encounters (e.g., trustworthiness) is crucial in guiding one's own behavior (e.g., approach the trustworthy and avoid the untrustworthy), a process akin to trial-by-trial learning. Building on associative learning and social cognition literatures, the present research adopts a domain-general approach to learning and explores whether the principles underlying associative learning also govern learning in social contexts. In particular, we examined whether overshadowing, a well-established cue-competition phenomenon, impacts learning of the cooperative behaviors of unfamiliar interaction partners. Across three experiments using an adaptation of the iterated Trust Game, we consistently observed a 'social overshadowing' effect, that is, a better learning about the cooperative tendencies of partners presented alone compared to those presented in a pair. This robust effect was not modulated by gender stereotypes or beliefs about the internal communication dynamics within a pair of partners. Drawing on these results, we argue that examining domain-general learning processes in social contexts is a useful approach to understanding human social cognition.

Individual behavioural traits not social context affects learning about novel objects in archerfish

Abstract

Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning.

Significance statement

Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

Virtual Fence Responses Are Socially Facilitated in Beef Cattle

Group-living can be socially advantageous where the behavior of individuals may be modified by group members through socially facilitative processes. Virtual fencing contains cattle by providing audio and electrical signals via a neckband device. However, little is known about social influences on learning to appropriately respond to the virtual fence (VF) cues. This study aimed to determine whether cattle respond to the behavior of conspecifics during their initial interactions with a VF across 3 days. Sixty-four Angus steers, naïve to virtual fencing, were placed into 8 paddocks (8 animals/group), divided with a VF into two areas- an inclusion and exclusion zone. The animals received an audio cue if they approached the VF followed by an electrical pulse if they continued into the exclusion zone. The GPS and audio and electrical stimuli data were recorded. To quantify social facilitation, individual VF interactions were grouped into 179 "events" across 3 days; starting from when the first animal (leader) approached the VF. The responses of other animals were categorized as (1) followed the leader to move into the exclusion zone (followers, F), (2) accompanied the leader back into the inclusion zone (facilitated, Fa), (3) did not show any reaction (non-facilitated, NFa). A social facilitation score (SFaS) was calculated as SFaS (%) = (F/(Fa+NFa+F)) * 100. A single leader animal led on average 37% of events with 76.2% of all reactions categorized as facilitated by other individuals. Animals responded to the behavior of conspecifics more during the VF implementation compared with facilitated movement during natural grazing patterns when no VF was present (P < 0.001). On average, cattle stopped or turned away to 3.8 (± 2.9 SE) audio cues before ever receiving their first electrical pulse. There was a positive correlation (R = 0.34, P = 0.006) between the number of audio cues received prior to the first electrical pulse and the proportion of all audio cues that were not followed by an electrical pulse. In conclusion, cattle stayed within the inclusion zone based on the response of conspecifics, including some social impacts on individual rates of associative learning between the audio and electrical cues.

Ability to modulate birdsong across social contexts develops without imitative social learning

Many important behaviours are socially learned. For example, the acoustic structure of courtship songs in songbirds is learned by listening to and interacting with conspecifics during a sensitive period in development. Signallers modify the spectral and temporal structures of their vocalizations depending on the social context, but the degree to which this modulation requires imitative social learning remains unknown. We found that male zebra finches (Taeniopygia guttata) that were not exposed to context-dependent song modulations throughout development significantly modulated their song in ways that were typical of socially reared birds. Furthermore, the extent of these modulations was not significantly different between finches that could or could not observe these modulations during tutoring. These data suggest that this form of vocal flexibility develops without imitative social learning in male zebra finches.

Human susceptibility to social influence and its neural correlates are related to perceived vulnerability to extrinsic morbidity risks

Humans considerably vary in the degree to which they rely on their peers to make decisions. Why? Theoretical models predict that environmental risks shift the cost-benefit trade-off associated with the exploitation of others' behaviours (public information), yet this idea has received little empirical support. Using computational analyses of behaviour and multivariate decoding of electroencephalographic activity, we test the hypothesis that perceived vulnerability to extrinsic morbidity risks impacts susceptibility to social influence, and investigate whether and how this covariation is reflected in the brain. Data collected from 261 participants tested online revealed that perceived vulnerability to extrinsic morbidity risks is positively associated with susceptibility to follow peers' opinion in the context of a standard face evaluation task. We found similar results on 17 participants tested in the laboratory, and showed that the sensitivity of EEG signals to public information correlates with the participants' degree of vulnerability. We further demonstrated that the combination of perceived vulnerability to extrinsic morbidity with decoding sensitivities better predicted social influence scores than each variable taken in isolation. These findings suggest that susceptibility to social influence is partly calibrated by perceived environmental risks, possibly via a tuning of neural mechanisms involved in the processing of public information.