scholarly journals Spontaneous reoccurrence of “scooping”, a wild tool-use behaviour, in naïve chimpanzees

PeerJ ◽  
2017 ◽  
Vol 5 ◽  
pp. e3814 ◽  
Author(s):  
Elisa Bandini ◽  
Claudio Tennie
Keyword(s):  
Social Learning ◽  
Tool Use ◽  
Modern Human ◽  
Individual Learning ◽  
Wild Chimpanzee ◽  
Technological Culture ◽  
Parsimonious Explanation ◽  
In The Wild

Modern human technological culture depends on social learning. A widespread assumption for chimpanzee tool-use cultures is that they, too, are dependent on social learning. However, we provide evidence to suggest that individual learning, rather than social learning, is the driver behind determining the form of these behaviours within and across individuals. Low-fidelity social learning instead merely facilitates the reinnovation of these behaviours, and thus helps homogenise the behaviour across chimpanzees, creating the population-wide patterns observed in the wild (what here we call “socially mediated serial reinnovations”). This is the main prediction of the Zone of Latent Solutions (ZLS) hypothesis. This study directly tested the ZLS hypothesis on algae scooping, a wild chimpanzee tool-use behaviour. We provided naïve chimpanzees (n = 14, Mage = 31.33, SD = 10.09) with ecologically relevant materials of the wild behaviour but, crucially, without revealing any information on the behavioural form required to accomplish this task. This study found that naïve chimpanzees expressed the same behavioural form as their wild counterparts, suggesting that, as the ZLS theory predicts, individual learning is the driver behind the frequency of this behavioural form. As more behaviours are being found to be within chimpanzee’s ZLS, this hypothesis now provides a parsimonious explanation for chimpanzee tool cultures.

scholarly journals Pay-off-biased social learning underlies the diffusion of novel extractive foraging traditions in a wild primate

2017 ◽  
Vol 284 (1856) ◽  
pp. 20170358 ◽  
Author(s):  
Brendan J. Barrett ◽  
Richard L. McElreath ◽  
Susan E. Perry
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Individual Learning ◽  
Adaptive Behaviour ◽  
Cultural Dynamics ◽  
New Techniques ◽  
Individual Level ◽  
Important Variation ◽  
In The Wild ◽  
Innovation And Diffusion

The type and variety of learning strategies used by individuals to acquire behaviours in the wild are poorly understood, despite the presence of behavioural traditions in diverse taxa. Social learning strategies such as conformity can be broadly adaptive, but may also retard the spread of adaptive innovations. Strategies like pay-off-biased learning, by contrast, are effective at diffusing new behaviour but may perform poorly when adaptive behaviour is common. We present a field experiment in a wild primate, Cebus capucinus , that introduced a novel food item and documented the innovation and diffusion of successful extraction techniques. We develop a multilevel, Bayesian statistical analysis that allows us to quantify individual-level evidence for different social and individual learning strategies. We find that pay-off-biased and age-biased social learning are primarily responsible for the diffusion of new techniques. We find no evidence of conformity; instead rare techniques receive slightly increased attention. We also find substantial and important variation in individual learning strategies that is patterned by age, with younger individuals being more influenced by both social information and their own individual experience. The aggregate cultural dynamics in turn depend upon the variation in learning strategies and the age structure of the wild population.

scholarly journals PAYOFF-BIASED SOCIAL LEARNING UNDERLIES THE DIFFUSION OF NOVEL EXTRACTIVE FORAGING TRADITIONS IN A WILD PRIMATE

2017 ◽  
Author(s):  
Brendan J Barrett ◽  
Richard L McElreath ◽  
Susan E Perry
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Individual Learning ◽  
Adaptive Behaviour ◽  
Cultural Dynamics ◽  
New Techniques ◽  
Individual Level ◽  
Important Variation ◽  
In The Wild ◽  
Innovation And Diffusion

AbstractThe type and variety of learning strategies used by individuals to acquire behaviours in the wild are poorly understood, despite the presence of behavioural traditions in diverse taxa. Social learning strategies such as conformity can be broadly adaptive, but may also retard the spread of adaptive innovations. Strategies like payoff-biased learning, in contrast, are effective at diffusing new behaviour but may perform poorly when adaptive behaviour is common. We present a field experiment in a wild primate,Cebus capucinus, that introduced a novel food item and documented the innovation and diffusion of successful extraction techniques. We develop a multilevel, Bayesian statistical analysis that allows us to quantify individual-level evidence for different social and individual learning strategies. We find that payoff-biased social learning and age-biased social learning are primarily responsible for the diffusion of new techniques. We find no evidence of conformity; instead rare techniques receive slightly increased attention. We also find substantial and important variation in individual learning strategies that is patterned by age, with younger individuals being more influenced by both social information and their own individual experience. The aggregate cultural dynamics in turn depend upon the variation in learning strategies and the age structure of the wild population.

scholarly journals Experimental studies of modern human social and individual learning in an archaeological context: People behave adaptively, but within limits

2018 ◽  
Author(s):  
Alex Mesoudi
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Homo Sapiens ◽  
Experimental Studies ◽  
Theoretical Models ◽  
Modern Human ◽  
Individual Learning ◽  
Adaptive Landscape ◽  
Adaptive Performance ◽  
Learning Abilities

It has been proposed that one reason for the success of Homo sapiens is our advanced learning abilities. Theoretical models suggest that complex cultural adaptations can arise from an optimal mix of (i) individual learning that is of sufficient accuracy plus (ii) social learning that is of sufficiently high fidelity and is payoff- biased. Here I review the findings of a series of experimental studies of human learning, designed to simulate the kind of technology-based tasks that our ancestors would have faced. Results of these studies support the predictions of the models, and show that contemporary humans’ learning strategies are broadly adaptive. Performance typically improved through effective individual learning and payoff-biased social learning. The latter crucially allowed participants to escape low-fitness locally optimal artifact designs and jump to higher-fitness designs, assuming a realistic multimodal adaptive landscape underlying artifact fitness. On the other hand, people also exhibited predictable flaws in their learning, such as the copying of neutral traits exhibited by successful models along with their functional traits (i.e. cultural hitchhiking), and an unwillingness to share information with others under certain circumstances.

scholarly journals Naïve orangutans (Pongo abelii & Pongo pygmaeus) individually acquire nut-cracking using hammer tools

2020 ◽  
Author(s):  
Elisa Bandini ◽  
Johannes Grossmann ◽  
Martina Funk ◽  
Anna Albiach Serrano ◽  
Claudio Tennie
Keyword(s):  
Social Learning ◽  
Tool Use ◽  
Pongo Pygmaeus ◽  
Primate Species ◽  
Learning Mechanisms ◽  
Pongo Abelii ◽  
Unique Nature ◽  
In The Wild ◽  
Nut Cracking ◽  
Age Range

AbstractNut-cracking using hammer tools has been argued to be one of the most complex tool-use behaviours observed in non-human animals (henceforth: animals). Recently, even the United Nations Convention on the Conservation of Migratory Species (CMS) recognised the unique nature of chimpanzee nut-cracking by making it the first animal behaviour to be awarded UN-protected status (Picheta, 2020). So far, only chimpanzees, capuchins and macaques have been observed using tools to crack nuts in the wild (Boesch & Boesch, 1990; Gumert, Kluck, & Malaivijitnond, 2009; Ottoni & Mannu, 2001). However, the learning mechanisms behind this behaviour, and the extent of nut-cracking in other primate species are still unknown. The aim of this study was two-fold. First, we aimed to examine whether other great ape species would develop nut-cracking when provided with all the tools and motivation to do so. Second, we wanted to examine the mechanisms behind the emergence of nut-cracking in a naïve sample. Orangutans (Pongo abelii; pygmaeus) have not been observed cracking nuts in the wild, despite having the second most extensive tool-use repertoire of the great apes (after chimpanzees), having the materials for the behaviour in the wild (albeit rarely) and possessing flexible problem-solving capacities. Therefore, orangutans are a valid candidate species for the investigation of the development of nut-cracking. Four nut-cracking-naïve orangutans at Leipzig zoo (Pongo abelii; Mage=16; age range=10-19; 4F; at time of testing) were provided with nuts and hammers but were not demonstrated the nut-cracking behavioural form, in order to control for the role of copying social learning in the acquisition of this behaviour. Additionally, we report data from a previously unpublished study by one of the authors (MF) with eight orangutans housed at Zürich zoo (10 Pongo abelii and two Pongo pygmaeus; Mage=14; age range =2-30; 5F; at time of testing) that followed a similar testing paradigm. Out of the twelve orangutans across both testing institutions, at least four individuals, one from Leipzig (Pongo abelii) and three from Zürich (Pongo abelii; pygmaeus), spontaneously expressed nut-cracking with a wooden hammer. These results suggest that the behavioural form of nut-cracking using hammer tools can emerge in orangutans when required through individual learning combined, in some cases, with non-copying social learning mechanisms.

scholarly journals Exploring the role of individual learning in animal tool-use

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9877 ◽  
Author(s):  
Elisa Bandini ◽  
Claudio Tennie
Keyword(s):  
Social Learning ◽  
Tool Use ◽  
Animal Species ◽  
Experimental Studies ◽  
Individual Learning ◽  
The Other ◽  
Learning Approach ◽  
Learning Mechanisms ◽  
The Individual

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

scholarly journals Taxonomic counts of cognition in the wild

2010 ◽  
Vol 7 (4) ◽  
pp. 631-633 ◽  
Author(s):  
Louis Lefebvre
Keyword(s):  
Social Learning ◽  
Environmental Change ◽  
Tool Use ◽  
Neural Correlates ◽  
Primate Species ◽  
Tactical Deception ◽  
In The Wild ◽  
Positive Correlations ◽  
Innovation Rate ◽  
Robust Evidence

In 1985, Kummer & Goodall pleaded for an ecology of intelligence and proposed that innovations might be a good way to measure cognition in the wild. Counts of innovation per taxonomic group are now available in hundreds of avian and primate species, as are counts of tactical deception, tool use and social learning. Robust evidence suggests that innovation rate and its neural correlates allow birds and mammals to cope better with environmental change. The positive correlations between taxonomic counts, and the increasing number of cognitive and neural measures found to be associated with ecological variables, suggest that domain general processes might be more pervasive than previously thought in the evolution of intelligence.

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

2018 ◽  
Vol 5 (5) ◽  
pp. 171826 ◽  
Author(s):  
Elisa Bandini ◽  
Claudio Tennie
Keyword(s):  
Social Learning ◽  
Tool Use ◽  
Macaca Fascicularis ◽  
Social Information ◽  
Stone Tools ◽  
Individual Learning ◽  
Specific Technique ◽  
Learning Conditions ◽  
The Individual

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

scholarly journals Collective knowledge and the dynamics of culture in chimpanzees

2021 ◽  
Vol 377 (1843) ◽  
Author(s):  
Andrew Whiten ◽  
Rachel A. Harrison ◽  
Nicola McGuigan ◽  
Gillian L. Vale ◽  
Stuart K. Watson
Keyword(s):  
Social Learning ◽  
Tool Use ◽  
Primate Species ◽  
Group Differences ◽  
Social Tolerance ◽  
Collective Knowledge ◽  
Cumulative Culture ◽  
Small Communities ◽  
In The Wild ◽  
Series Of Experiments

Social learning in non-human primates has been studied experimentally for over 120 years, yet until the present century this was limited to what one individual learns from a single other. Evidence of group-wide traditions in the wild then highlighted the collective context for social learning, and broader ‘diffusion experiments’ have since demonstrated transmission at the community level. In the present article, we describe and set in comparative perspective three strands of our recent research that further explore the collective dimensions of culture and cumulative culture in chimpanzees. First, exposing small communities of chimpanzees to contexts incorporating increasingly challenging, but more rewarding tool use opportunities revealed solutions arising through the combination of different individuals' discoveries, spreading to become shared innovations. The second series of experiments yielded evidence of conformist changes from habitual techniques to alternatives displayed by a unanimous majority of others but implicating a form of quorum decision-making. Third, we found that between-group differences in social tolerance were associated with differential success in developing more complex tool use to exploit an increasingly inaccessible resource. We discuss the implications of this array of findings in the wider context of related studies of humans, other primates and non-primate species. This article is part of a discussion meeting issue ‘The emergence of collective knowledge and cumulative culture in animals, humans and machines’.

A cognitive approach to cumulative technological culture is useful and necessary but only if it also applies to other species

2020 ◽  
Vol 43 ◽  
Author(s):  
Thibaud Gruber
Keyword(s):  
Social Learning ◽  
Cognitive Processes ◽  
Learning Processes ◽  
Cognitive Approach ◽  
Technological Culture ◽  
Social Learning Processes

Abstract The debate on cumulative technological culture (CTC) is dominated by social-learning discussions, at the expense of other cognitive processes, leading to flawed circular arguments. I welcome the authors' approach to decouple CTC from social-learning processes without minimizing their impact. Yet, this model will only be informative to understand the evolution of CTC if tested in other cultural species.

scholarly journals Processing of novel food reveals payoff and rank-biased social learning in a wild primate

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Charlotte Canteloup ◽  
Mabia B. Cera ◽  
Brendan J. Barrett ◽  
Erica van de Waal
Keyword(s):  
Social Learning ◽  
Learning Strategies ◽  
Individual Learning ◽  
Diffusion Experiment ◽  
Vervet Monkeys ◽  
Dynamic Learning ◽  
Novel Food ◽  
Bias Attention ◽  
Higher Rank ◽  
Learning From Others

AbstractSocial learning—learning from others—is the basis for behavioural traditions. Different social learning strategies (SLS), where individuals biasedly learn behaviours based on their content or who demonstrates them, may increase an individual’s fitness and generate behavioural traditions. While SLS have been mostly studied in isolation, their interaction and the interplay between individual and social learning is less understood. We performed a field-based open diffusion experiment in a wild primate. We provided two groups of vervet monkeys with a novel food, unshelled peanuts, and documented how three different peanut opening techniques spread within the groups. We analysed data using hierarchical Bayesian dynamic learning models that explore the integration of multiple SLS with individual learning. We (1) report evidence of social learning compared to strictly individual learning, (2) show that vervets preferentially socially learn the technique that yields the highest observed payoff and (3) also bias attention toward individuals of higher rank. This shows that behavioural preferences can arise when individuals integrate social information about the efficiency of a behaviour alongside cues related to the rank of a demonstrator. When these preferences converge to the same behaviour in a group, they may result in stable behavioural traditions.

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