Social learning within and across species: information transfer in mouse-eared bats

2014 ◽  
Vol 92 (2) ◽  
pp. 129-139 ◽  
Author(s):  
Theresa M.A. Clarin ◽  
Ivailo Borissov ◽  
Rachel A. Page ◽  
John M. Ratcliffe ◽  
Björn M. Siemers
Keyword(s):  
Social Learning ◽  
Observational Learning ◽  
Information Transfer ◽  
Direct Interaction ◽  
Food Sources ◽  
Long Term Memory ◽  
Term Memory ◽  
Initial Learning ◽  
Large Groups

Social learning describes information transfer between individuals through observation or direct interaction. Bats can live and forage in large groups, sometimes comprising several species, and are thus well suited for investigations of both intraspecific and interspecific information transfer. Although social learning has been documented within several bat species, it has not been shown to occur between species. Furthermore, it is not fully understood what level of interaction between individuals is necessary for social learning in bats. We address these questions by comparing the efficiency of observation versus interaction in intraspecific social learning and by considering interspecific social learning in sympatric bat species. Observers learned from demonstrators to identify food sources using a light cue. We show that intraspecific social learning exists in the greater mouse-eared bat (Myotis myotis (Borkhausen, 1797)) and that direct interaction with a demonstrator more efficiently leads to information transfer than observational learning alone. We also found evidence for interspecific information transfer from M. myotis to the lesser mouse-eared bat (Myotis oxygnathus Monticelli, 1885). Additionally, we opportunistically retested one individual that we recaptured from the wild 1 year after initial learning and found long-term memory of the trained association. Our study adds to the understanding of learning, information transfer, and long-term memory in wild-living animals.

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

2020 ◽  
Vol 7 (11) ◽  
pp. 201215
Author(s):  
Alexander M. Saliveros ◽  
Eleanor C. Blyth ◽  
Carrie Easter ◽  
Georgina V. Hume ◽  
Fraser McAusland ◽  
...  
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Food Sources ◽  
Conservation Strategies ◽  
Future Research ◽  
Long Term Memory ◽  
Term Memory ◽  
Wide Range ◽  
Social Learning Strategies

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

Guidance in the Interface

2009 ◽  
pp. 465-482
Author(s):  
Christof van Nimwegen ◽  
Hermina Tabachneck-Schijf ◽  
Herre van Oostendorp
Keyword(s):  
Working Memory ◽  
Transfer Task ◽  
Long Term Memory ◽  
Term Memory ◽  
Knowledge And Skills ◽  
Advantages And Disadvantages ◽  
Related Information ◽  
Initial Learning ◽  
Error Behavior

How can we design technology that suits human cognitive needs? In this chapter, we review research on the effects of externalizing information on the interface versus requiring people to internalize it. We discuss the advantages and disadvantages of externalizing information. Further, we discuss some of our own research investigating how externalizing or not externalizing information in program interfaces influences problem-solving performance. In general, externalization provides information relevant to immediate task execution visibly or audibly in the interface. Thus, remembering certain task-related knowledge becomes unnecessary, which relieves working memory. Examples are visual feedback aids such as “graying out” nonapplicable menu items. On the contrary, when certain needed task-related information is not externalized on the interface, it needs to be internalized, stored in working memory and long-term memory. In many task situations, having the user acquire more knowledge of the structure of the task or its underlying rules is desirable. We examined the hypothesis that while externalization will yield better performance during initial learning, internalization will yield a better performance later. We furthermore expected internalization to result in better knowledge, and expected it to provoke less trial-and-error behavior. We conducted an experiment where we compared an interface with certain information externalized versus not externalizing it, and measured performance and knowledge. In a second session 8 months later, we investigated what was left of the participants’ knowledge and skills, and presented them with a transfer task. The results showed that requiring internalization can yield advantages over having all information immediately at hand. This shows that using cognitive findings to enhance the effectiveness of software (especially software with specific purposes) can make a valuable contribution to the field of human-computer interaction.

The Effect of Familiar Melodies on Initial Learning and Long-term Memory for Unconnected Text

2002 ◽  
Vol 20 (2) ◽  
pp. 173-186 ◽  
Author(s):  
David W. Rainey ◽  
Janet D. Larsen
Keyword(s):  
Long Term Memory ◽  
Term Memory ◽  
Mnemonic Device ◽  
Initial Learning ◽  
Musical Accompaniment

In two experiments we tested the hypothesis that music, in the form of a familiar melody, can serve as an effective mnemonic device. Prior research has provided very little support for this commonly held belief. In both studies, participants learned a list of names that they heard either spoken or sung to a familiar tune. In Experiment 1, the melody was "Pop Goes the Weasel"; in Experiment 2, the melody was "Yankee Doodle." We measured the number of trials to learn the list initially and the number of trials to relearn the list a week later. In both studies, there was no advantage in initial learning for those who learned the names to the musical accompaniment. However,in both studies, participants who heard the sung version required fewer trials to relearn the list of names a week later than did participants who heard the spoken version.

Guidance in the Interface

2011 ◽  
pp. 74-101
Author(s):  
Christof V. Tabachneck-Schijf Nimwegen
Keyword(s):  
Working Memory ◽  
Transfer Task ◽  
Long Term Memory ◽  
Term Memory ◽  
Knowledge And Skills ◽  
Advantages And Disadvantages ◽  
Related Information ◽  
Initial Learning ◽  
Error Behavior

How can we design technology that suits human cognitive needs? In this chapter, we review research on the effects of externalizing information on the interface versus requiring people to internalize it. We discuss the advantages and disadvantages of externalizing information. Further, we discuss some of our own research investigating how externalizing or not externalizing information in program interfaces influences problem-solving performance. In general, externalization provides information relevant to immediate task execution visibly or audibly in the interface. Thus, remembering certain task-related knowledge becomes unnecessary, which relieves working memory. Examples are visual feedback aids such as “graying out” nonapplicable menu items. On the contrary, when certain needed task-related information is not externalized on the interface, it needs to be internalized, stored in working memory and long-term memory. In many task situations, having the user acquire more knowledge of the structure of the task or its underlying rules is desirable. We examined the hypothesis that while externalization will yield better performance during initial learning, internalization will yield a better performance later. We furthermore expected internalization to result in better knowledge, and expected it to provoke less trial-and-error behavior. We conducted an experiment where we compared an interface with certain information externalized versus not externalizing it, and measured performance and knowledge. In a second session 8 months later, we investigated what was left of the participants’ knowledge and skills, and presented them with a transfer task. The results showed that requiring internalization can yield advantages over having all information immediately at hand. This shows that using cognitive findings to enhance the effectiveness of software (especially software with specific purposes) can make a valuable contribution to the field of human-computer interaction.

scholarly journals Tracing the path of forgetting in rule abstraction and exemplar retrieval

2018 ◽  
Vol 71 (11) ◽  
pp. 2261-2281 ◽  
Author(s):  
Janina A Hoffmann ◽  
Bettina von Helversen ◽  
Regina A Weilbächer ◽  
Jörg Rieskamp
Keyword(s):  
Retention Interval ◽  
Decision Makers ◽  
Long Term Memory ◽  
Rule Based ◽  
Term Memory ◽  
Initial Learning ◽  
Rule Abstraction ◽  
The Individual ◽  
Over Time

People often forget acquired knowledge over time such as names of former classmates. Which knowledge people can access, however, may modify the judgement process and affect judgement accuracy. Specifically, we hypothesised that judgements based on retrieving past exemplars from long-term memory may be more vulnerable to forgetting than remembering rules that relate the cues to the criterion. Experiment 1 systematically tracked the individual course of forgetting from initial learning to later tests (immediate, 1 day, and 1 week) in a linear judgement task facilitating rule-based strategies and a multiplicative judgement task facilitating exemplar-based strategies. Practising the acquired judgement strategy in repeated tests helped participants to consistently apply the learnt judgement strategy and retain a high judgement accuracy even after a week. Yet, whereas a long retention interval did not affect judgements in the linear task, a long retention interval impaired judgements in the multiplicative task. If practice was restricted as in Experiment 2, judgement accuracy suffered in both tasks. In addition, after a week without practice, participants tried to reconstruct their judgements by applying rules in the multiplicative task. These results emphasise that the extent to which decision makers can still retrieve previously learned knowledge limits their ability to make accurate judgements and that the preferred strategies change over time if the opportunity for practice is limited.

scholarly journals Social learning of floral odours inside the honeybee hive

2005 ◽  
Vol 272 (1575) ◽  
pp. 1923-1928 ◽  
Author(s):  
Walter M Farina ◽  
Christoph Grüter ◽  
Paula C Díaz
Keyword(s):  
Associative Learning ◽  
Food Source ◽  
Waggle Dance ◽  
Food Sources ◽  
Long Term Memory ◽  
Proboscis Extension Response ◽  
Term Memory ◽  
Information Centre ◽  
Proboscis Extension

A honeybee hive serves as an information centre in which communication among bees allows the colony to exploit the most profitable resources in a continuously changing environment. The best-studied communication behaviour in this context is the waggle dance performed by returning foragers, which encodes information about the distance and direction to the food source. It has been suggested that another information cue, floral scents transferred within the hive, is also important for recruitment to food sources, as bee recruits are more strongly attracted to odours previously brought back by foragers in both honeybees and bumble-bees. These observations suggested that honeybees learn the odour from successful foragers before leaving the hive. However, this has never been shown directly and the mechanisms and properties of the learning process remain obscure. We tested the learning and memory of recruited bees in the laboratory using the proboscis extension response (PER) paradigm, and show that recruits indeed learn the nectar odours brought back by foragers by associative learning and retrieve this memory in the PER paradigm. The associative nature of this learning reveals that information was gained during mouth-to-mouth contacts among bees (trophallaxis). Results further suggest that the information is transferred to long-term memory. Associative learning of food odours in a social context may help recruits to find a particular food source faster.

Conceptual short-term memory (CSTM) supports core claims of Christiansen and Chater

2016 ◽  
Vol 39 ◽  
Author(s):  
Mary C. Potter
Keyword(s):  
Working Memory ◽  
Rapid Serial Visual Presentation ◽  
Language Comprehension ◽  
Short Term Memory ◽  
Visual Presentation ◽  
Long Term Memory ◽  
Short Term ◽  
Term Memory ◽  
Use Of Knowledge

AbstractRapid serial visual presentation (RSVP) of words or pictured scenes provides evidence for a large-capacity conceptual short-term memory (CSTM) that momentarily provides rich associated material from long-term memory, permitting rapid chunking (Potter 1993; 2009; 2012). In perception of scenes as well as language comprehension, we make use of knowledge that briefly exceeds the supposed limits of working memory.

Comparison of Auditory, Language, Memory, and Attention Abilities in Children With and Without Listening Difficulties

2020 ◽  
Vol 29 (4) ◽  
pp. 710-727
Author(s):  
Beula M. Magimairaj ◽  
Naveen K. Nagaraj ◽  
Alexander V. Sergeev ◽  
Natalie J. Benafield
Keyword(s):  
Auditory Processing ◽  
Short Term Memory ◽  
Group Differences ◽  
Long Term Memory ◽  
Short Term ◽  
Significant Group ◽  
Term Memory ◽  
Memory And Attention ◽  
Speed And Accuracy

Objectives School-age children with and without parent-reported listening difficulties (LiD) were compared on auditory processing, language, memory, and attention abilities. The objective was to extend what is known so far in the literature about children with LiD by using multiple measures and selective novel measures across the above areas. Design Twenty-six children who were reported by their parents as having LiD and 26 age-matched typically developing children completed clinical tests of auditory processing and multiple measures of language, attention, and memory. All children had normal-range pure-tone hearing thresholds bilaterally. Group differences were examined. Results In addition to significantly poorer speech-perception-in-noise scores, children with LiD had reduced speed and accuracy of word retrieval from long-term memory, poorer short-term memory, sentence recall, and inferencing ability. Statistically significant group differences were of moderate effect size; however, standard test scores of children with LiD were not clinically poor. No statistically significant group differences were observed in attention, working memory capacity, vocabulary, and nonverbal IQ. Conclusions Mild signal-to-noise ratio loss, as reflected by the group mean of children with LiD, supported the children's functional listening problems. In addition, children's relative weakness in select areas of language performance, short-term memory, and long-term memory lexical retrieval speed and accuracy added to previous research on evidence-based areas that need to be evaluated in children with LiD who almost always have heterogenous profiles. Importantly, the functional difficulties faced by children with LiD in relation to their test results indicated, to some extent, that commonly used assessments may not be adequately capturing the children's listening challenges. Supplemental Material https://doi.org/10.23641/asha.12808607

Retrieval from Memory or Procedural Strategies for Addition Problems

2011 ◽  
Vol 70 (1) ◽  
pp. 35-39 ◽  
Author(s):  
Muriel Fanget ◽  
Catherine Thevenot ◽  
Caroline Castel ◽  
Michel Fayol
Keyword(s):  
Reaction Times ◽  
Long Term Memory ◽  
Verbal Reports ◽  
Term Memory ◽  
Simple Addition ◽  
Memory Traces ◽  
Addition Problem ◽  
Retrieval From Memory ◽  
Calculation Procedures

In this study, we used a paradigm recently developed ( Thevenot, Fanget, & Fayol, 2007 ) to determine whether 10-year-old children solve simple addition problems by retrieval of the answer from long-term memory or by calculation procedures. Our paradigm is unique in that it does not rely on reaction times or verbal reports, which are known to potentially bias the results, especially in children. Rather, it takes advantage of the fact that calculation procedures degrade the memory traces of the operands, so that it is more difficult to recognize them when they have been involved in the solution of an addition problem by calculation rather than by retrieval. The present study sharpens the current conclusions in the literature and shows that, when the sum of addition problems is up to 10, children mainly use retrieval, but when it is greater than 10, they mainly use calculation procedures.

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