Individual differences in the expression of a "general" learning ability in mice

Investigating the relationship between physical cognitive tasks and a social cognitive task in a wild bird

Despite considerable research into the structure of cognition in non-human animal species, there is still much debate as to whether animal cognition is organised as a series of discrete domains or an overarching general cognitive factor. In humans, the existence of general intelligence is widely accepted, but less work has been undertaken in animal psychometrics to address this question. The relatively few studies on non-primate animal species that do investigate the structure of cognition rarely include tasks assessing social cognition and focus instead on physical cognitive tasks. In this study, we tested 36 wild Western Australian magpies (Gymnorhina tibicen dorsalis) on a battery of three physical (associative learning, spatial memory, and numerical assessment) and one social (observational spatial memory) cognitive task, to investigate if cognition in this species fits a general cognitive factor model, or instead one of separate physical and social cognitive domains. A principal component analysis (PCA) identified two principal components with eigenvalues exceeding 1; a first component onto which all three physical tasks loaded strongly and positively, and a second component onto which only the social task (observational spatial memory) loaded strongly and positively. These findings provide tentative evidence for separate physical and social cognitive domains in this species, and highlight the importance of including tasks assessing both social and physical cognition in cognitive test batteries.

A measure of reliability convergence to select and optimize cognitive tasks for individual differences research

Surging interest in individual differences has faced setbacks in light of recent replication crises in psychology, for example in brain-wide association studies exploring brain-behavior correlations. A crucial component of replicability for individual differences studies, which is often assumed but not directly tested, is the reliability of the measures we use. Here, we evaluate the reliability of different cognitive tasks on a dataset with over 250 participants, who each completed a multi-day task battery. We show how reliability improves as a function of number of trials, and describe the convergence of the reliability curves for the different tasks, allowing us to score tasks according to their suitability for studies of individual differences. We further show the effect on reliability of measuring over multiple time points, with tasks assessing different cognitive domains being differentially affected. Data collected over more than one session may be required to achieve trait-like stability.

Unpredictable Mixed-Valence Outcomes Induce a Chronic and Reversible Generalized Anxiety-like Phenotype in Male Mice

Background

Clinical anxiety is a generalized state characterized by feelings of apprehensive expectation and is distinct from momentary responses such as fear or stress. In contrast, most laboratory tests of anxiety focus on acute responses to momentary stressors.

Methods

Apprehensive expectation was induced by subjecting mice (for 18 days) to manipulations in which a running response (experiment 1) or a conditioned stimulus (experiment 2) were unpredictably paired with reward (food) or punishment (footshock). Before this treatment, the mice were tested in an open field and light/dark box to assess momentary responses that are asserted to reflect state anxiety. After treatment, the mice were assessed for state anxiety in an elevated plus maze, social interaction test, startle response test, intrusive object burying test, and stress-induced corticosterone elevations. In experiment 3, we treated mice similarly to experiment 1, but after mixed-valence training, some mice received either no additional training, additional mixed-valence training, or were shifted to consistent (predictable) reinforcement with food.

Results

We consistently observed an increase in anxiety-like behaviors after the experience with mixed-valence unpredictable reinforcement. This generalized anxiety persisted for at least 4 weeks after the mixed-valence training and could be reversed if the mixed-valence training was followed by predictable reinforcement with food.

Conclusions

Results indicate that experience with unpredictable reward/punishment can induce a chronic state analogous to generalized anxiety that can be mitigated by exposure to stable, predictable conditions. This learned apprehension protocol provides a conceptually valid model for the study of the etiology and treatment of anxiety in laboratory animals.

Measuring the replicability of our own research

In the study of transgenic mouse models of neurodevelopmental and neurodegenerative disorders, we use batteries of tests to measure deficits in behaviour and from the results of these tests, we make inferences about the mental states of the mice that we interpret as deficits in "learning", "memory", "anxiety", "depression", etc. This paper discusses the problems of determining whether a particular transgenic mouse is a valid mouse model of disease X, the problem of background strains, and the question of whether our behavioural tests are measuring what we say they are. The problem of the reliability of results is then discussed: are they replicable between labs and can we replicate our results in our own lab? This involves the study of intra- and inter- experimenter reliability. The variables that influence replicability and the importance of conducting a complete behavioural phenotype: sensory, motor, cognitive and social emotional behaviour are discussed. Then the thorny question of failure to replicate is examined: Is it a curse or a blessing? Finally, the role of failure in research and what it tells us about our research paradigms is examined.

Age-related effects on a hierarchical structure of canine cognition

The current study investigates whether there are statistically independent age-related influences on the canine cognitive structure and how individual factors moderate cognitive aging on both cross-sectional and longitudinal samples. A battery of seven tasks was administered to 129 pet dogs, on which exploratory and confirmatory factor analyses were employed to unveil the correlational structure underlying individual differences in cognitive performance. The best-fitting model featured a hierarchical structure with two first-order cognitive domains (individual problem solving, learning) and a second-order common factor. These higher order factors exhibited consistency over a period of at least 2.5 years. External validation linked the common factor positively to discrimination and reversal learning performance, exploration, neophilia, activity/excitability, and training level while negatively to cognitive dysfunction symptoms, suggesting that it is a good candidate for a general cognitive factor (canine g). Structural equation models identified three distinct age-related influences, operating on associative learning, on memory, and on canine g. Health status moderated the negative age-canine g relationship, with a stronger association observed in dogs with poorer health status, and no relationship for dogs in good health. On a longitudinal sample (N = 99), we showed that the direction and magnitude of change in canine g over up to 3 years is affected by various interactions between the dogs' age, communication score, baseline performance, and time elapsed since the baseline measurement. These findings underscore the presence of a general cognitive factor in dogs and reveal intriguing parallels between human and canine aging, affirming the translational value of dogs in cognition and aging research.

A predisposed motor bias shapes individuality in vocal learning

The development of individuality during learned behavior is a common trait observed across animal species; however, the underlying biological mechanisms remain understood. Similar to human speech, songbirds develop individually unique songs with species-specific traits through vocal learning. In this study, we investigate the developmental and molecular mechanisms underlying individuality in vocal learning by utilizing F1 hybrid songbirds (Taeniopygia guttata cross with Taeniopygia bichenovii), taking an integrating approach combining experimentally controlled systematic song tutoring, unbiased discriminant analysis of song features, and single-cell transcriptomics. When tutoring with songs from both parental species, F1 hybrid individuals exhibit evident diversity in their acquired songs. Approximately 30% of F1 hybrids selectively learn either song of the two parental species, while others develop merged songs that combine traits from both species. Vocal acoustic biases during vocal babbling initially appear as individual differences in songs among F1 juveniles and are maintained through the sensitive period of song vocal learning. These vocal acoustic biases emerge independently of the initial auditory experience of hearing the biological father's and passive tutored songs. We identify individual differences in transcriptional signatures in a subset of cell types, including the glutamatergic neurons projecting from the cortical vocal output nucleus to the hypoglossal nuclei, which are associated with variations of vocal acoustic features. These findings suggest that a genetically predisposed vocal motor bias serves as the initial origin of individual variation in vocal learning, influencing learning constraints and preferences.

A Chronic Increase in Blood-Brain Barrier Permeability Facilitates Intraneuronal Deposition of Exogenous Bloodborne Amyloid-Beta1-42 Peptide in the Brain and Leads to Alzheimer's Disease-Relevant Cognitive Changes in a Mouse Model

Background

Increased blood-brain barrier (BBB) permeability and amyloid-β (Aβ) peptides (especially Aβ1-42) (Aβ42) have been linked to Alzheimer's disease (AD) pathogenesis, but the nature of their involvement in AD-related neuropathological changes leading to cognitive changes remains poorly understood.

Objective

To test the hypothesis that chronic extravasation of bloodborne Aβ42 peptide and brain-reactive autoantibodies and their entry into the brain parenchyma via a permeable BBB contribute to AD-related pathological changes and cognitive changes in a mouse model.

Methods

The BBB was rendered chronically permeable through repeated injections of Pertussis toxin (PT), and soluble monomeric, fluorescein isothiocyanate (FITC)-labeled or unlabeled Aβ42 was injected into the tail-vein of 10-month-old male CD1 mice at designated intervals spanning ∼3 months. Acquisition of learned behaviors and long-term retention were assessed via a battery of cognitive and behavioral tests and linked to neuropathological changes.

Results

Mice injected with both PT and Aβ42 demonstrated a preferential deficit in the capacity for long-term retention and an increased susceptibility to interference in selective attention compared to mice exposed to PT or saline only. Immunohistochemical analyses revealed increased BBB permeability and entry of bloodborne Aβ42 and immunoglobulin G (IgG) into the brain parenchyma, selective neuronal binding of IgG and neuronal accumulation of Aβ42 in animals injected with both PT and Aβ42 compared to controls.

Conclusion

Results highlight the potential synergistic role of BBB compromise and the influx of bloodborne Aβ42 into the brain in both the initiation and progression of neuropathologic and cognitive changes associated with AD.

Great ape cognition is structured by stable cognitive abilities and predicted by developmental conditions

Great ape cognition is used as a reference point to specify the evolutionary origins of complex cognitive abilities, including in humans. This research often assumes that great ape cognition consists of cognitive abilities (traits) that account for stable differences between individuals, which change and develop in response to experience. Here, we test the validity of these assumptions by assessing repeatability of cognitive performance among captive great apes (Gorilla gorilla, Pongo abelii, Pan paniscus, Pan troglodytes) in five tasks covering a range of cognitive domains. We examine whether individual characteristics (age, group, test experience) or transient situational factors (life events, testing arrangements or sociality) influence cognitive performance. Our results show that task-level performance is generally stable over time; four of the five tasks were reliable measurement tools. Performance in the tasks was best explained by stable differences in cognitive abilities (traits) between individuals. Cognitive abilities were further correlated, suggesting shared cognitive processes. Finally, when predicting cognitive performance, we found stable individual characteristics to be more important than variables capturing transient experience. Taken together, this study shows that great ape cognition is structured by stable cognitive abilities that respond to different developmental conditions.

Cognitive Test Solution in Mice with Different Brain Weights after Atomoxetine

In this paper, the data are presented concerning different reactions to seven daily injections of atomoxetine in two mouse strains differing in relative brain weight. Atomoxetine affected the performance in a puzzle-box cognitive test in a complicated way-the large brain mice were less successful at task solutions (presumably because they were not afraid of the brightly lit test box), while the small brain strain of atomoxetine treated mice solved the task more successfully. The behavior of all atomoxetine treated animals was more active in an aversive situation (an unescapable slippery funnel, (analogous to the Porsolt test) and the time of immobility decreased significantly in all atomoxetine treated mice. The general patterns of behavioral reactions to atomoxetine in the cognitive test and other interstrain differences demonstrated in these experiments made it possible to suggest that differences in ascending noradrenergic projections between the two strains used exist. Further analysis of the noradrenergic system in these strains is needed (and further analysis of the effects of drugs which affect noradrenergic receptors).

Cognitive performance is linked to survival in free-living African striped mice

Cognition is shaped by evolution and is predicted to increase fitness. However, the link between cognition and fitness in free-living animals is unresolved. We studied the correlates of cognition and survival in a free-living rodent inhabiting an arid environment. We tested 143 striped mice (Rhabdomys pumilio) using a battery of cognitive tests, including: (i) an attention task, (ii) two problem-solving tasks, (iii) a learning and reversal learning task, and (iv) an inhibitory control task. We related cognitive performance with days of survival. Better problem-solving and inhibitory control performance were significant correlates of survival. Surviving males showed greater reversal learning which may be related to sex-specific behavioural and life-history characteristics. Specific cognitive traits and not a composite measure of general intelligence underpins fitness in this free-living rodent population, enhancing our understanding of the evolution of cognition in non-human animals.

The Effects of Galactic Cosmic Rays on the Central Nervous System: From Negative to Unexpectedly Positive Effects That Astronauts May Encounter

Galactic cosmic rays (GCR) pose a serious threat to astronauts’ health during deep space missions. The possible functional alterations of the central nervous system (CNS) under GCR exposure can be critical for mission success. Despite the obvious negative effects of ionizing radiation, a number of neutral or even positive effects of GCR irradiation on CNS functions were revealed in ground-based experiments with rodents and primates. This review is focused on the GCR exposure effects on emotional state and cognition, emphasizing positive effects and their potential mechanisms. We integrate these data with GCR effects on adult neurogenesis and pathological protein aggregation, forming a complete picture. We conclude that GCR exposure causes multidirectional effects on cognition, which may be associated with emotional state alterations. However, the irradiation in space-related doses either has no effect or has performance enhancing effects in solving high-level cognition tasks and tasks with a high level of motivation. We suppose the model of neurotransmission changes after irradiation, although the molecular mechanisms of this phenomenon are not fully understood.

Prosociality and reciprocity according to parental status, communication, and personality in domestic canaries (Serinus canaria)

Prosociality (behaviours that benefit to a recipient without necessarily involving a cost to the actor) has recently been shown to exist in various taxa, including birds. Studies on prosociality in primates found that prosocial tendencies of the subject could be related to sex and parental care, communication from the recipient, cognitive abilities and personality. To investigate the existence of such associations on birds, we conducted a Prosocial Choice Task with domestic canaries (Serinus canaria). In our experiment, the subject could choose between three options: a prosocial, a selfish, and a null option (with no cost for the subject). We also conducted a food sharing experiment and measured several personality traits. Our results highlighted high levels of prosociality and a tendency to reciprocity among reproductive mates. We found a higher propensity to be prosocial in nulliparous individuals than in individuals that have previously been parents, but better sharing abilities in parents than in nulliparous individuals. When they were recipient, parents also used communication more efficiently than nulliparous subjects. Data suggest that parental expertise could enhance subjects' skills in eliciting prosociality. We also highlighted some interaction between prosociality, learning abilities, and some personality traits, proactive individuals being fast learners and more prosocial, while reactive individuals being slow learners and more reciprocal. Our results suggest that prosociality and reciprocity could be linked to personality and cognitive abilities, and that it might be interesting to consider them as parts of individual's cognitive style.

Individual consistency in the learning abilities of honey bees: cognitive specialization within sensory and reinforcement modalities

The question of whether individuals perform consistently across a variety of cognitive tasks is relevant for studies of comparative cognition. The honey bee (Apis mellifera) is an appropriate model to study cognitive consistency as its learning can be studied in multiple elemental and non-elemental learning tasks. We took advantage of this possibility and studied if the ability of honey bees to learn a simple discrimination correlates with their ability to solve two tasks of higher complexity, reversal learning and negative patterning. We performed four experiments in which we varied the sensory modality of the stimuli (visual or olfactory) and the type (Pavlovian or operant) and complexity (elemental or non-elemental) of conditioning to examine if stable correlated performances could be observed across experiments. Across all experiments, an individual's proficiency to learn the simple discrimination task was positively and significantly correlated with performance in both reversal learning and negative patterning, while the performances in reversal learning and negative patterning were positively, yet not significantly correlated. These results suggest that correlated performances across learning paradigms represent a distinct cognitive characteristic of bees. Further research is necessary to examine if individual cognitive consistency can be found in other insect species as a common characteristic of insect brains.

Selection of Mice for Object Permanence Cognitive Task Solution

The selection of mice for high (“plus”) and low (“minus”) scores in the puzzle-box test was performed over five generations. This test evaluates the success (or failure) in finding the underpass, leading to the dark part of the box, when it is blocked. This means that the mouse is either able or unable to operate the “object permanence rule” (one of the index’s cognitive abilities). For the “+” strain, animals were bred who solved the test when the underpass test blocked with a plug; the “−” strain comprised those who were unable to solve this task. In mice of the “+” strain, the proportion of animals that was able to solve “plug” stages of the test was higher than in the “−” strain and in the non-selected genetically heterogeneous population. The “+” mice ate significantly more new food in the hyponeophagia test. Animals of both strains demonstrated the ability to “manipulate” the plug blocking the underpass, touching the plug with their paws and muzzle, although the majority of “−” mice were unable to open the underpass effectively. Thus, mice of both selected strains demonstrated that they were able to understand that the underpass does exist, but only “+”-strain animals (at least the majority of them) were able to realize the solution. The selection for plug-stage solution success affected the mouse’s ability to open the hidden underpass.

Personality and social environment predict cognitive performance in common marmosets (Callithrix jacchus)

Consistent inter-individual variation in cognition has been increasingly explored in recent years in terms of its patterns, causes and consequences. One of its possible causes are consistent inter-individual differences in behaviour, also referred to as animal personalities, which are shaped by both the physical and the social environment. The latter is particularly relevant for group-living species like common marmosets (Callithrix jacchus), apt learners that display substantial variation in both their personality and cognitive performance, yet no study to date has interlinked these with marmosets' social environment. Here we investigated (i) consistency of learning speed, and (ii) whether the PCA-derived personality traits Exploration-Avoidance and Boldness-Shyness as well as the social environment (i.e., family group membership) are linked with marmosets' speed of learning. We tested 22 individuals in series of personality and learning-focused cognitive tests, including simple motor tasks and discrimination learning tasks. We found that these marmosets showed significant inter-individual consistency in learning across the different tasks, and that females learned faster than males. Further, bolder individuals, and particularly those belonging to certain family groups, learned faster. These findings indicate that both personality and social environment affect learning speed in marmosets and could be important factors driving individual variation in cognition.

Judgement bias of group housed gestating sows predicted by behavioral traits, but not physical measures of welfare

Judgement bias testing has emerged as a potential tool for assessing affective states in animals. Researchers infer an animal's affective state based on an animal's response to an ambiguous stimulus that is intermediate to both the rewarded and punished conditioned stimuli. Animals can be classified as "optimistic" or having a positive affective state if the animal displays behaviors that suggest an increased expectation of reward in the face of ambiguous stimuli. Alternatively, animals can be classified "pessimistic" or having a negative affective state if the animal displays behaviors that suggest an increased expectation of punishment in the face of ambiguous stimuli. Recent reports in multiple species question what factors influence performance in judgement bias testing, and which may allow for erroneous conclusions regarding individual affective state. In order to better understand this concern, 25 female swine were subjected to behavioral assessments at critical rearing stages to determine response variability. These same individuals were then assessed for physical measures of welfare and judgement bias using the "go/no-go" task as breeding adults. Sows which were more aggressive approached the ambiguous, but not the positive, stimulus significantly faster than others. Both optimistic and pessimistic biases were observed despite all sows living in enriched housing, and, sows with more positive physical welfare measures (fewer skin lesions and healthy body condition) did not exhibit more optimistic judgement biases. Our data demonstrate that behavior traits, such as aggressiveness, can affect a sow's performance in a judgement bias test, while measures of physical health did not. We suggest that individual differences in behavior (e.g., bold-aggressive behavioral syndrome, or, proactive coping style) generate different emotional responses and can contribute to the animal's overall affective state more so than physical ailment. Our findings highlight the complexity of how different factors impact an animal's overall affective state and support the need for complementary measures in future JBT studies, including personality assessment.

Do sex differences in construction behavior relate to differences in physical cognitive abilities?

Nest-building behaviour in birds may be particularly relevant to investigating the evolution of physical cognition, as nest building engages cognitive mechanisms for the use and manipulation of materials. We hypothesized that nest-building ecology may be related to physical cognitive abilities. To test our hypothesis, we used zebra finches, which have sex-differentiated roles in nest building. We tested 16 male and 16 female zebra finches on three discrimination tasks in the following order: length discrimination, flexibility discrimination, and color discrimination, using different types of string. We predicted that male zebra finches, which select and deposit the majority of nesting material and are the primary nest builders in this species, would learn to discriminate string length and flexibility-structural traits relevant to nest building-in fewer trials compared to females, but that the sexes would learn color discrimination (not structurally relevant to nest building) in a similar number of trials. Contrary to these predictions, male and female zebra finches did not differ in their speed to learn any of the three tasks. There was, however, consistent among-individual variation in performance: learning speed was positively correlated across the tasks. Our findings suggest that male and female zebra finches either (1) do not differ in their physical cognitive abilities, or (2) any cognitive sex differences in zebra finches are more specific to tasks more closely associated with nest building. Our experiment is the first to examine the potential evolutionary relationship between nest building and physical cognitive abilities.

HIPPOCAMPUS CELL DISORDERS AND NEUROSENSORY TESTS IN MICE (Mus musculus) DUE TO INDUCTION OF EXCESS SODIUM CHLORIDE

Salt or sodium chloride (NaCl) is an additive to give food a salty taste. The use of salt in everyday life is difficult to avoid. Salt has both good and bad effects on the body. The electrolyte content of salt can help launch metabolism in the body, whereas if the body contains too much salt it will cause heart attacks and hypertension. The dose of salt consumption that has been set by the government is 5g/day. This study was conducted to examine the effect of consuming excessive sodium chloride (NaCl) on the ability to smell and to what extent it damages cells in the hippocampus of mice (Mus musculus). The method of this study was CRD (completely randomized design) with 6 replications, 1 group control and 3 repetitions induced by sodium chloride (NaCl) is 260mg/gBB (P1), 520mg/gBB (P2), and 780mg/gBB (P3). The parameters of this study are neurosensory coordination in the form of olfactory response of mice (Mus musculus) to ammonia and cell disruption in the hippocampus (DG & CA) which were observed by histological preparations of Hematoxylin eosin (HE) staining. The results of this study indicate the presence of olfactory disorders in mice (Mus musculus) and cell death in the hippocampus also increased due to excessive sodium chloride (NaCl) induction. The more salt is consumed in daily life, it will disrupt the cells in the hippocampus.

Memory enhances problem solving in the fawn-footed mosaic-tailed rat Melomys cervinipes

Problem solving is important for survival, allowing animals to access novel food resources or escape from predators. It was originally thought to rely on an animal's intelligence; however, studies examining the relationship between individual cognitive ability and problem solving performance show mixed results, and studies are often restricted to only one cognitive and one problem solving task. We investigated the relationship between general cognitive ability and problem solving across multiple tasks in the fawn-footed mosaic-tailed rat Melomys cervinipes. We measured general cognitive ability across different domains (memory in an odour learning association task, recognition in a novel object recognition task, size discrimination using different sized pieces of food, and learning across multiple presentations of a food-baited activity board). We also measured problem solving across different contexts (food-baited puzzle boxes in home cage, obstruction task, and food-baited activity board in a novel arena). Mosaic-tailed rats showed a general cognitive ability, with average problem solving latency, memory ability, and learning in the tile task being correlated. As such, individuals that were able to remember an association and learned to solve the tile task solved the problems faster than individuals that could not remember or learn. Our results suggest that problem solving in mosaic-tailed rats likely relies on some forms of simple cognition, particularly memory, but could also depend on other traits, such as an individual's persistence.

Two variations and one similarity in memory functions deployed by mice and humans to support foraging

Assessing variations in cognitive function between humans and animals is vital for understanding the idiosyncrasies of human cognition and for refining animal models of human brain function and disease. We determined memory functions deployed by mice and humans to support foraging with a search task acting as a test battery. Mice searched for food from the top of poles within an open arena. Poles were divided into groups based on visual cues and baited according to different schedules. White and black poles were baited in alternate trials. Striped poles were never baited. The requirement of the task was to find all baits in each trial. Mice's foraging efficiency, defined as the number of poles visited before all baits were retrieved, improved with practice. Mice learnt to avoid visiting unbaited poles across trials (long-term memory) and revisits to poles within each trial (working memory). Humans tested with a virtual reality version of the task outperformed mice in foraging efficiency, working memory, and exploitation of the temporal pattern of rewards across trials. Moreover, humans, but not mice, reduced the number of possible movement sequences used to search the set of poles. For these measures, interspecies differences were maintained throughout the 3 weeks of testing. By contrast, long-term memory for never-rewarded poles was similar in mice and humans after the first week of testing. These results indicate that human cognitive functions relying on archaic brain structures may be adequately modelled in mice. Conversely, modelling in mice fluid skills likely to have developed specifically in primates requires caution.

A mouse model of Bardet-Biedl Syndrome has impaired fear memory, which is rescued by lithium treatment

Primary cilia are microtubule-based organelles present on most cells that regulate many physiological processes, ranging from maintaining energy homeostasis to renal function. However, the role of these structures in the regulation of behavior remains unknown. To study the role of cilia in behavior, we employ mouse models of the human ciliopathy, Bardet-Biedl Syndrome (BBS). Here, we demonstrate that BBS mice have significant impairments in context fear conditioning, a form of associative learning. Moreover, we show that postnatal deletion of BBS gene function, as well as congenital deletion, specifically in the forebrain, impairs context fear conditioning. Analyses indicated that these behavioral impairments are not the result of impaired hippocampal long-term potentiation. However, our results indicate that these behavioral impairments are the result of impaired hippocampal neurogenesis. Two-week treatment with lithium chloride partially restores the proliferation of hippocampal neurons which leads to a rescue of context fear conditioning. Overall, our results identify a novel role of cilia genes in hippocampal neurogenesis and long-term context fear conditioning.

Exploratory behaviour towards novel objects is associated with enhanced learning in young horses

The mechanisms underlying individual variation in learning are key to understanding the development of cognitive abilities. In humans and primates, curiosity has been suggested as an important intrinsic factor that enhances learning, whereas in domesticated species research has primarily identified factors with a negative effect on cognitive abilities, such as stress and fearfulness. This study presents the first evidence of a link between object-directed curiosity and learning performance in young horses in two very different learning tasks (visual discrimination and pressure-release). We exposed young horses (n = 44) to standardised novel object tests at 5 months and 1 year of age and found consistency in responses. Standard indicators of fearfulness (e.g. heart rate and alertness) were unrelated to learning performance, whereas exploratory behaviour towards the novel objects correlated to performance in both learning tasks. Exploratory behaviour was unreinforced in the novel object tests and likely reflects the animal’s intrinsic motivation (i.e. curiosity), suggesting that this trait is favourable for learning performance. In addition to the insights that these results provide into cognition in a domesticated species, they also raise questions in relation to fostering of curiosity in animals and the impact that such manipulation may have on cognitive abilities.

Individual variation in the vigor and form of Pavlovian conditioned responses: Analysis of a model system

Pavlovian conditioning results in individual variation in the vigor and form of acquired behaviors. Here, we describe a general-process model of associative learning (HeiDI; How excitation and inhibition determine ideo-motion) that provides an analysis for such variation together with a range of other important group-level phenomena. The model takes as its starting point the idea that pairings of a conditioned stimulus (CS) and an unconditioned stimulus (US) result in the formation of reciprocal associations between their central representations. The asymptotic values of these associations and the rate at which these are reached are held to be influenced by the perceived salience of the CS (αCS) and US (βUS). Importantly, whether this associative knowledge is exhibited in behavior that reflects the properties of the CS (e.g., sign-tracking) or US (e.g., goal-tracking) is also influenced by the relative values of αCS and βUS. In this way, HeiDI provides an analysis for both quantitative and qualitative individual differences generated by Pavlovian conditioning procedures.

Arthropod Intelligence? The Case for Portia

Macphail’s “null hypothesis,” that there are no differences in intelligence, qualitative, or quantitative, between non-human vertebrates has been controversial. This controversy can be useful if it encourages interest in acquiring a detailed understanding of how non-human animals express flexible problem-solving capacity (“intelligence”), but limiting the discussion to vertebrates is too arbitrary. As an example, we focus here on Portia, a spider with an especially intricate predatory strategy and a preference for other spiders as prey. We review research on pre-planned detours, expectancy violation, and a capacity to solve confinement problems where, in each of these three contexts, there is experimental evidence of innate cognitive capacities and reliance on internal representation. These cognitive capacities are related to, but not identical to, intelligence. When discussing intelligence, as when discussing cognition, it is more useful to envisage a continuum instead of something that is simply present or not; in other words, a continuum pertaining to flexible problem-solving capacity for “intelligence” and a continuum pertaining to reliance on internal representation for “cognition.” When envisaging a continuum pertaining to intelligence, Daniel Dennett’s notion of four Creatures (Darwinian, Skinnerian, Popperian, and Gregorian) is of interest, with the distinction between Skinnerian and Popperian Creatures being especially relevant when considering Portia. When we consider these distinctions, a case can be made for Portia being a Popperian Creature. Like Skinnerian Creatures, Popperian Creatures express flexible problem solving capacity, but the manner in which this capacity is expressed by Popperian Creatures is more distinctively cognitive.

General learning ability in perceptual learning

Developing expertise in any field usually requires acquisition of a wide range of skills. Most current studies on perceptual learning have focused on a single task and concluded that learning is quite specific to the trained task, and the ubiquitous individual differences reflect random fluctuations across subjects. Whether there exists a general learning ability that determines individual learning performance across multiple tasks remains largely unknown. In a large-scale perceptual learning study with a wide range of training tasks, we found that initial performance, task, and individual differences all contributed significantly to the learning rates across the tasks. Most importantly, we were able to extract both a task-specific but subject-invariant component of learning, that accounted for 38.6% of the variance, and a subject-specific but task-invariant perceptual learning ability, that accounted for 36.8% of the variance. The existence of a general perceptual learning ability across multiple tasks suggests that individual differences in perceptual learning are not "noise"; rather, they reflect the variability of learning ability across individuals. These results could have important implications for selecting potential trainees in occupations that require perceptual expertise and designing better training protocols to improve the efficiency of clinical rehabilitation.

Estimating the heritability of cognitive traits across dog breeds reveals highly heritable inhibitory control and communication factors

Trait heritability is necessary for evolution by both natural and artificial selection, yet we know little about the heritability of cognitive traits. Domestic dogs are a valuable study system for questions regarding the evolution of phenotypic diversity due to their extraordinary intraspecific variation. While previous studies have investigated morphological and behavioral variation across dog breeds, few studies have systematically assessed breed differences in cognition. We integrated data from Dognition.com-a citizen science project on dog cognition-with breed-averaged genetic data from published sources to estimate the among-breed heritability of cognitive traits using mixed models. The resulting dataset included 11 cognitive measures for 1508 adult dogs across 36 breeds. A factor analysis yielded four factors interpreted as reflecting inhibitory control, communication, memory, and physical reasoning. Narrow-sense among-breed heritability estimates-reflecting the proportion of cognitive variance attributable to additive genetic variation-revealed that scores on the inhibitory control and communication factors were highly heritable (inhibitory control: h² = 0.70; communication: h² = 0.39), while memory and physical reasoning were less heritable (memory: h² = 0.17; physical reasoning: h² = 0.21). Although the heritability of inhibitory control is partially explained by body weight, controlling for breed-average weight still yields a high heritability estimate (h² = 0.50), while other factors are minimally affected. Our results indicate that cognitive phenotypes in dogs covary with breed relatedness and suggest that cognitive traits have strong potential to undergo selection. The highest heritabilities were observed for inhibitory control and communication, both of which are hypothesized to have been altered by domestication.

Predictors of individual variation in reversal learning performance in three-spined sticklebacks

Behavioral flexibility is a type of phenotypic plasticity that can influence how animals cope with environmental change and is often measured with a reversal learning paradigm. The goal of this study was to understand why individuals differ in behavioral flexibility, and whether individual differences in behavioral flexibility fit the predictions of coping styles theory. We tested whether individual variation in flexibility correlates with response to novelty (response to a novel object), boldness (emergence into a novel environment), and behavioral persistence (response to a barrier), and tested for trade-offs between how quickly individuals learn an initial discrimination and flexibility. We compare results when reversal learning performance is measured during an early step of reversal learning (e.g. the number of errors during the first reversal session) to when reversal learning performance is measured by time to criterion. Individuals that made fewer mistakes during an early step of reversal learning spent more time away from the novel object, were less bold, less persistent, and performed worse during initial discrimination learning. In contrast, time to criterion was not correlated with any of the behaviors measured. This result highlights the utility of dissecting the steps of reversal learning to better understand variation in behavioral flexibility. Altogether, this study suggests that individuals differ in flexibility because flexibility is a key ingredient to their overall integrated strategy for coping with environmental challenges.

The impact of environmental interventions among mouse siblings on the heritability and malleability of general cognitive ability

General cognitive ability can be highly heritable in some species, but at the same time, is very malleable. This apparent paradox could potentially be explained by gene-environment interactions and correlations that remain hidden due to experimental limitations on human research and blind spots in animal research. Here, we shed light on this issue by combining the design of a sibling study with an environmental intervention administered to laboratory mice. The analysis included 58 litters of four full-sibling genetically heterogeneous CD-1 male mice, for a total of 232 mice. We separated the mice into two subsets of siblings: a control group (maintained in standard laboratory conditions) and an environmental-enrichment group (which had access to continuous physical exercise and daily exposure to novel environments). We found that general cognitive ability in mice has substantial heritability (24% for all mice) and is also malleable. The mice that experienced the enriched environment had a mean intelligence score that was 0.44 standard deviations higher than their siblings in the control group (equivalent to gains of 6.6 IQ points in humans). We also found that the estimate of heritability changed between groups (55% in the control group compared with non-significant 15% in the enrichment group), analogous to findings in humans across socio-economic status. Unexpectedly, no evidence of gene-environment interaction was detected, and so the change in heritability might be best explained by higher environmental variance in the enrichment group. Our findings, as well as the 'sibling intervention procedure' for mice, may be valuable to future research on the heritability, mechanisms and evolution of cognition.This article is part of the theme issue 'Causes and consequences of individual differences in cognitive abilities'.

Mate assessment behavior is correlated to learning ability in female threespine sticklebacks

In many species, males signal quality with elaborate traits, but females often show inter-individual variation in preference for these traits. Choosing a mate requires multiple cognitive steps; therefore, cognitive style (how an individual processes information) likely influences the perception of sexual signals and ability to choose a high-quality mate. An important component of cognitive style is flexibility; cognitively flexible individuals are more perceptive to shifts in cues. We hypothesized that cognitively flexible individuals would acquire more information about potential mates, better discern between two quality-signaling traits, and thus be more discriminatory. Here, we show that mate assessment is correlated to other cognitive traits. Although we did not detect an effect of cognitive style on mate preference or discrimination, we found that female threespine sticklebacks Gasterosteus aculeatus that spent more time assessing potential mates (more responsive) in a dichotomous mate choice task reached both the initial and reversal learning criterion in a spatial learning task with fewer errors. However, these highly responsive females made more consecutive mistakes immediately at the beginning of the reversal phase, suggesting that they did not quickly adapt to the environmental change but instead rapidly formed strict routines during the learning task that were eventually reversible after repeated errors. Furthermore, we found evidence for condition-dependent mate preference, with larger females preferring the high-quality male. These are among the first results that illustrate how cognitive traits might influence mate choice, which has implications for the strength and direction of sexual selection.

Dissociating task acquisition from expression during learning reveals latent knowledge

Performance on cognitive tasks during learning is used to measure knowledge, yet it remains controversial since such testing is susceptible to contextual factors. To what extent does performance during learning depend on the testing context, rather than underlying knowledge? We trained mice, rats and ferrets on a range of tasks to examine how testing context impacts the acquisition of knowledge versus its expression. We interleaved reinforced trials with probe trials in which we omitted reinforcement. Across tasks, each animal species performed remarkably better in probe trials during learning and inter-animal variability was strikingly reduced. Reinforcement feedback is thus critical for learning-related behavioral improvements but, paradoxically masks the expression of underlying knowledge. We capture these results with a network model in which learning occurs during reinforced trials while context modulates only the read-out parameters. Probing learning by omitting reinforcement thus uncovers latent knowledge and identifies context- not “smartness”- as the major source of individual variability.

Performance is generally used as a metric to assay whether an animal has learnt a particular perceptual task. Here the authors demonstrate that in the context of probe trials without the possibility of reward, animals perform the correct instrumental response suggesting a latent knowledge of the task much before it is manifest in their performance.

A single factor explanation for associative learning performance on colour discrimination problems in common pheasants (Phasianus colchicus)

It remains unclear whether performance of non-human animals on cognitive test batteries can be explained by domain general cognitive processes, as is found in humans. The persistence of this dispute is likely to stem from a lack of clarity of the psychological or neural processes involved. One broadly accepted cognitive process, that may predict performance in a range of psychometric tasks, is associative learning. We therefore investigated intra-individual performances on tasks that incorporate processes of associative learning, by assessing the speed of acquisition and reversal learning in up to 187 pheasants (Phasianus colchicus) on four related binary colour discrimination tasks. We found a strong, positive significant bivariate relationship between an individual's acquisition and reversal learning performances on one cue set. Weak, positive significant bivariate relationships were also found between an individual's performance on pairs of reversal tasks and between the acquisition and reversal performances on different cue sets. A single factor, robust to parallel analysis, explained 36% of variation in performance across tasks. Inter-individual variation could not be explained by differential prior experience, age, sex or body condition. We propose that a single factor explanation, which we call 'a', summarises the covariance among scores obtained from these visual discrimination tasks, as they all assess capacities for associative learning. We argue that 'a' may represent an underlying cognitive ability exhibited by an individual, which manifests across a variety of tasks requiring associative processes.

A Novel Method for Training Mice in Visuo-Tactile 3-D Object Discrimination and Recognition

Perceiving, recognizing and remembering 3-dimensional (3-D) objects encountered in the environment has a very high survival value; unsurprisingly, this ability is shared among many animal species, including humans. The psychological, psychophysical and neural basis for object perception, discrimination, recognition and memory has been extensively studied in humans, monkeys, pigeons and rodents, but is still far from understood. Nearly all 3-D object recognition studies in the rodent used the "novel object recognition" paradigm, which relies on innate rather than learned behavior; however, this procedure has several important limitations. Recently, investigators have begun to recognize the power of behavioral tasks learned through reinforcement training (operant conditioning) to reveal the sensorimotor and cognitive abilities of mice and to elucidate their underlying neural mechanisms. Here, we describe a novel method for training and testing mice in visual and tactile object discrimination, recognition and memory, and use it to begin to examine the underlying sensory basis for these cognitive capacities. A custom-designed Y maze was used to train mice to associate one of two 3-D objects with a food reward. Out of nine mice trained in two cohorts, seven reached performance criterion in about 20-35 daily sessions of 20 trials each. The learned association was retained, or rapidly re-acquired, after a 6 weeks hiatus in training. When tested under low light conditions, individual animals differed in the degree to which they used tactile or visual cues to identify the objects. Switching to total darkness resulted only in a transient dip in performance, as did subsequent trimming of all large whiskers (macrovibrissae). Additional removal of the small whiskers (microvibrissae) did not degrade performance, but transiently increased the time spent inspecting the object. This novel method can be combined in future studies with the large arsenal of genetic tools available in the mouse, to elucidate the neural basis of object perception, recognition and memory.

The relationship between learning speed and personality is age- and task-dependent in red junglefowl

Abstract

Cognition is fundamental to animals’ lives and an important source of phenotypic variation. Nevertheless, research on individual variation in animal cognition is still limited. Further, although individual cognitive abilities have been suggested to be linked to personality (i.e., consistent behavioral differences among individuals), few studies have linked performance across multiple cognitive tasks to personality traits. Thus, the interplays between cognition and personality are still unclear. We therefore investigated the relationships between an important aspect of cognition, learning, and personality, by exposing young and adult red junglefowl (Gallus gallus) to multiple learning tasks (discriminative, reversal, and spatial learning) and personality assays (novel arena, novel object, and tonic immobility). Learning speed was not correlated across learning tasks, and learning speed in discrimination and spatial learning tasks did not co-vary with personality. However, learning speed in reversal tasks was associated with individual variation in exploration, and in an age-dependent manner. More explorative chicks learned the reversal task faster than less explorative ones, while the opposite association was found for adult females (learning speed could not be assayed in adult males). In the same reversal tasks, we also observed a sex difference in learning speed of chicks, with females learning faster than males. Our results suggest that the relationship between cognition and personality is complex, as shown by its task- and age-dependence, and encourage further investigation of the causality and dynamics of this relationship.

Significance statement

In the ancestor of today’s chickens, the red junglefowl, we explored how personality and cognition relate by exposing both chicks and adults to several learning tasks and personality assays. Our birds differed in personality and learning speed, while fast learners in one task did not necessarily learn fast in another (i.e., there were no overall “smarter” birds). Exploration correlated with learning speed in the more complex task of reversal learning: faster exploring chicks, but slower exploring adult females, learned faster, compared to less explorative birds. Other aspects of cognition and personality did not correlate. Our results suggest that cognition and personality are related, and that the relationship can differ depending on task and age of the animal.

Electronic supplementary material

The online version of this article (10.1007/s00265-018-2579-2) contains supplementary material, which is available to authorized users.

Consistent individual differences in associative learning speed are not linked to boldness in female Atlantic mollies

Recent studies on consistent individual differences in behavioural tendencies (animal personality) raised the question of whether individual differences in cognitive abilities can be linked to certain personality types. We tested female Atlantic mollies (Poecilia mexicana) in two different classical conditioning experiments. For the first time, we provide evidence for highly consistent individual differences in associative learning speed in fish. We characterized the same individuals for boldness in two experimental situations (latency to emerge from shelter and freezing time after a simulated predator attack) and found high behavioural repeatability. When we tested for a potential correlation between associative learning speed and boldness, however, there was no evidence for a link between them. Our study design included several steps to avoid typical pitfalls of disadvantaging shy individuals during learning tests. We caution that other experimental studies may have suffered from erroneous interpretations due to a more cautious coping style of shy individuals in the respective setup used to assess learning.

Intra-individual variation in performance on novel variants of similar tasks influences single factor explanations of general cognitive processes

Intra-individual variation in performance within and across cognitive domains may confound interpretations of both domain-general and domain-specific abilities. Such variation is rarely considered in animal test batteries. We investigate individual consistency in performance by presenting pheasant chicks (n = 31), raised under standardized conditions, with nine different cognitive tasks. Among these tasks were two replicated novel variants of colour learning and colour reversal problems, tests of positional learning and memory, as well as two different tasks that captured multiple putative measures of inhibitory control and motor-related performance. These task variants were also used to compare subjects' performance on alternative test batteries comprised of different task combinations. Subjects' performance improved with experience, yet we found relatively little consistency in their performance, both within similar tasks using different paradigms and across different tasks. Parallel analysis revealed non-significant factors when all nine tasks were included in a principal axis factor analysis. However, when different combinations of six of the nine tasks were included in principal axis factoring, 14 of 84 combinations revealed significant main factors, explaining between 28 and 35% of the variance in task performance. While comparable findings have been suggested to reflect domain-general intelligence in other species, we found no evidence to suggest that a single factor encompassed a diverse range of cognitive abilities in pheasants. Instead, we reveal how single factor explanations of cognitive processes can be influenced by test battery composition and intra-individual variation in performance across tasks. Our findings highlight the importance of conducting multiple tests within specific domains to ensure robust cognitive measures are obtained.

Dopamine D1 receptor density in the mPFC responds to cognitive demands and receptor turnover contributes to general cognitive ability in mice

In both humans and mice, performance on tests of intelligence or general cognitive ability (GCA) is related to dopamine D1 receptor-mediated activity in the prelimbic cortex, and levels of DRD1 mRNA predict the GCA of mice. Here we assessed the turnover rate of D1 receptors as well as the expression level of the D1 chaperone protein (DRiP78) in the medial PPC (mPFC) of mice to determine whether rate of receptor turnover was associated with variations in the GCA of genetically heterogeneous mice. Following assessment of GCA (aggregate performance on four diverse learning tests) mice were administered an irreversible dopamine receptor antagonist (EEDQ), after which the density of new D1 receptors were quantified. GCA was positively correlated with both the rate of D1 receptor recovery and levels of DRiP78. Additionally, the density of D1 receptors was observed to increase within 60 min (or less) in response to intense demands on working memory, suggesting that a pool of immature receptors was available to accommodate high cognitive loads. These results provide evidence that innate general cognitive abilities are related to D1 receptor turnover rates in the prefrontal cortex, and that an intracellular pool of immature D1 receptors are available to accommodate cognitive demands.

Cognitive test batteries in animal cognition research: evaluating the past, present and future of comparative psychometrics

For the past two decades, behavioural ecologists have documented consistent individual differences in behavioural traits within species and found evidence for animal "personality". It is only relatively recently, however, that increasing numbers of researchers have begun to investigate individual differences in cognitive ability within species. It has been suggested that cognitive test batteries may provide an ideal tool for this growing research endeavour. In fact, cognitive test batteries have now been used to examine the causes, consequences and underlying structure of cognitive performance within and between many species. In this review, we document the existing attempts to develop cognitive test batteries for non-human animals and review the claims that these studies have made in terms of the structure and evolution of cognition. We argue that our current test battery methods could be improved on multiple fronts, from the design of tasks, to the domains targeted and the species tested. Refining and optimising test battery design will provide many benefits. In future, we envisage that well-designed cognitive test batteries may provide answers to a range of exciting questions, including giving us greater insight into the evolution and structure of cognition.