Goats (Capra hircus) from different selection lines differ in their behavioural flexibility

Artificial selection by humans has likely affected animal’s ability to learn novel contingencies and their ability to adapt to changing environments. In addition, the selection for specific traits in domestic animals might have an additional impact on subject’s behavioural flexibility, but also their general learning performance, due to a re-allocation of resources towards parameters of productivity. To test whether animals bred for high productivity would experience a shift towards lower learning performance, we compared the performance of dwarf goats (not selected for production, 15 subjects) and dairy goats (selected for high milk yield, 18 subjects) in a visual discrimination learning and reversal learning task. To increase the heterogeneity of our test sample, data was collected by two experimenters at two research stations following a similar protocol. We did not find differences between selection lines in the initial discrimination learning task, but in the subsequent reversal learning task - dairy goats were slower to reach the learning criterion compared to dwarf goats (9.18 sessions versus 7.74 sessions, respectively). Our results indicate that the selection for milk production might have affected behavioural flexibility in goats. These breed-specific differences in adapting to changing environmental stimuli might have an impact on welfare-relevant parameters, e.g. when subjects are transferred or re-housed/re-grouped.

Learning and motor inhibitory control in crows and domestic chickens

Cognitive abilities allow animals to navigate through complex, fluctuating environments. In the present study, we tested the performance of a captive group of eight crows, Corvus corone and 10 domestic chickens, Gallus gallus domesticus , in the cylinder task, as a test of motor inhibitory control and reversal learning as a measure of learning ability and behavioural flexibility. Four crows and nine chickens completed the cylinder task, eight crows and six chickens completed the reversal learning experiment. Crows performed better in the cylinder task compared with chickens. In the reversal learning experiment, species did not significantly differ in the number of trials until the learning criterion was reached. The performance in the reversal learning experiment did not correlate with performance in the cylinder task in chickens. Our results suggest crows to possess better motor inhibitory control compared with chickens. By contrast, learning performance in a reversal learning task did not differ between the species, indicating similar levels of behavioural flexibility. Interestingly, we describe notable individual differences in performance. We stress the importance not only to compare cognitive performance between species but also between individuals of the same species when investigating the evolution of cognitive skills.

Effect of the extract of dry Serratula centauroides on the behavior of white rats in tests with positive reinforcement

The effect was studied of dry leaf extract of Serratula centauroides L. on the behavior of white rats (Wistar) in tests with positive reinforcement. It was revealed that the extract of S. centauroides at doses of 50200 mg/kg promotes in animals a decrease in the level of anxiety, adaptation to unfamiliar conditions, and as a consequence, to an increase in the volume of food intake. And also a more rapid formation of a conditioned reflex with positive reinforcement. In animals treated with S. centauroides extract, the volume of food taken in hypophagia test was 1.42.7 times higher than the control value. In the T-shaped maze, 5080% of the animals in the experimental groups developed a conditioned reflex to positive reinforcement, while none of the animals in the control group reached the learning criterion. The S. centauroides extract showed the most pronounced effect on the behavior of animals in tests with positive reinforcement at a dose of 100 mg/kg.

Dogs (Canis lupus familiaris) are susceptible to the Kanizsa’s triangle illusion

The ability to complete partially missing contours is widespread across the animal kingdom, but whether this extends to dogs is still unknown. To address this gap in knowledge, we assessed dogs’ susceptibility to one of the most common contour illusions, the Kanizsa’s triangle. Six dogs were trained to discriminate a triangle from other geometrical figures using a two-alternative conditioned discrimination task. Once the learning criterion was reached, dogs were presented with the Kanizsa’s triangle and a control stimulus, where inducers were rotated around their centre, so as to disrupt what would be perceived as a triangle by a human observer. As a group, dogs chose the illusory triangle significantly more often than control stimuli. At the individual level, susceptibility to the illusion was shown by five out of six dogs. This is the first study where dogs as a group show susceptibility to a visual illusion in the same manner as humans. Moreover, the analyses revealed a negative effect of age on susceptibility, an effect that was also found in humans. Altogether, this suggests that the underling perceptual mechanisms are similar between dogs and humans, and in sharp contrast with other categories of visual illusions to which the susceptibility of dogs has been previously assessed.

Reversal of a Spatial Discrimination Task in the Common Octopus (Octopus vulgaris)

Reversal learning requires an animal to learn to discriminate between two stimuli but reverse its responses to these stimuli every time it has reached a learning criterion. Thus, different from pure discrimination experiments, reversal learning experiments require the animal to respond to stimuli flexibly, and the reversal learning performance can be taken as an illustration of the animal's cognitive abilities. We herein describe a reversal learning experiment involving a simple spatial discrimination task, choosing the right or left side, with octopus. When trained with positive reinforcement alone, most octopuses did not even learn the original task. The learning behavior changed drastically when incorrect choices were indicated by a visual signal: the octopuses learned the task within a few sessions and completed several reversals thereby decreasing the number of errors needed to complete a reversal successively. A group of octopus trained with the incorrect-choice signal directly acquired the task quickly and reduced their performances over reversals. Our results indicate that octopuses are able to perform successfully in a reversal experiment based on a spatial discrimination showing progressive improvement, however, without reaching the ultimate performance. Thus, depending on the experimental context, octopus can show behavioral flexibility in a reversal learning task, which goes beyond mere discrimination learning.

Automated Operant Conditioning Devices for Fish. Do They Work?

The growing use of teleosts in comparative cognition and in neurobiological research has prompted many researchers to develop automated conditioning devices for fish. These techniques can make research less expensive and fully comparable with research on warm-blooded species, in which automated devices have been used for more than a century. Tested with a recently developed automated device, guppies (Poecilia reticulata) easily performed 80 reinforced trials per session, exceeding 80% accuracy in color or shape discrimination tasks after only 3–4 training session, though they exhibit unexpectedly poor performance in numerical discrimination tasks. As several pieces of evidence indicate, guppies possess excellent numerical abilities. In the first part of this study, we benchmarked the automated training device with a standard manual training procedure by administering the same set of tasks, which consisted of numerical discriminations of increasing difficulty. All manually-trained guppies quickly learned the easiest discriminations and a substantial percentage learned the more difficult ones, such as 4 vs. 5 items. No fish trained with the automated conditioning device reached the learning criterion for even the easiest discriminations. In the second part of the study, we introduced a series of modifications to the conditioning chamber and to the procedure in an attempt to improve its efficiency. Increasing the decision time, inter-trial interval, or visibility of the stimuli did not produce an appreciable improvement. Reducing the cognitive load of the task by training subjects first to use the device with shape and color discriminations, significantly improved their numerical performance. Allowing the subjects to reside in the test chamber, which likely reduced the amount of attentional resources subtracted to task execution, also led to an improvement, although in no case did subjects match the performance of fish trained with the standard procedure. Our results highlight limitations in the capacity of small laboratory teleosts to cope with operant conditioning automation that was not observed in laboratory mammals and birds and that currently prevent an easy and straightforward comparison with other vertebrates.

Contribution to the special issue on reptile cognition: Pattern biases, but not positional cues, influence learning in the little brown skink, Scincella lateralis

Studies of many lizard species have established they are capable of learning to escape to one specific retreat out of several available retreats and will escape to it when subjected to a simulated predator attack. Recently, researchers have focused on the processes involved in learning, including what cues lizards use to learn to escape to a retreat. Previous work on the little brown skink lizard, Scincella lateralis, has shown that it is capable of learning to escape to a specific retreat when it has gained prior experience with its environment and that its performance is better when a retreat is associated with a vertical stripe local cue than when the retreat was associated with a horizontal stripe one. Here I report the results of two additional experiments undertaken to gain a better understanding of how little brown skinks react to cues in their environment. In Experiment 1, the positional cue test, I tested if little brown skinks could be trained to escape to a specific retreat when the only cue available was a positional cue that lizards could use to orient themselves by conducting a series of trials in which little brown skinks were trained to escape to the retreat to the left or the right of a vertical cylinder. Only 2 of the 16 (12.5%) little brown skinks met the learning criterion. This was not significantly different from what is expected if lizards chose their retreats at random suggesting little brown skinks are poor at learning when only a positional cue is available. In Experiment 2, the pattern bias test, I tested if the little brown skink’s superior performance learning to escape to a retreat with a vertical stripe cue in previous experiments was due to a bias for vertical stripes (or against horizontal stripes) through a series of trials in which little brown skinks had to choose between two escape retreats: one with a vertical stripe local cue and the other with a horizontal stripe local cue. A significant bias for the vertical stripe local cue retreat was found among 24 adults, but not among 12 neonates. These results suggest pattern bias among adult little brown skinks impacted the results of previous studies. The possibility that lizards may have biases for colours or shapes and that these biases may have an impact on learning studies is discussed.

Artificial selection for schooling behaviour and its effects on associative learning abilities

ABSTRACTThe evolution of collective behaviour has been proposed to have important effects on individual cognitive abilities. Yet, in what way they are related remains enigmatic. In this context, the ‘distributed cognition’ hypothesis suggests that reliance on other group members relaxes selection for individual cognitive abilities. Here, we tested how cognitive processes respond to evolutionary changes in collective motion using replicate lines of guppies (Poecilia reticulata) artificially selected for the degree of schooling behaviour (group polarization) with >15% difference in schooling propensity. We assessed associative learning in females of these selection lines in a series of cognitive assays: colour associative learning, reversal learning, social associative learning, and individual and collective spatial associative learning. We found that control females were faster than polarization-selected females at fulfilling a learning criterion only in the colour associative learning assay, but they were also less likely to reach a learning criterion in the individual spatial associative learning assay. Hence, although testing several cognitive domains, we found weak support for the distributed cognition hypothesis. We propose that any cognitive implications of selection for collective behaviour lie outside of the cognitive abilities included in food-motivated associative learning for visual and spatial cues.

Learning and motor-impulse control in domestic fowl and crows

Cognitive abilities allow animals to navigate through complex, fluctuating environments. For example, behavioural flexibility, which is the ability of an animal to alter their behaviour in response to a novel stimulus or to modify responses to as familiar stimulus or behavioural inhibition, defined as the ability to control a response in order to choose a conflicting course of action. Behavioural flexibility and inhibitory control are expected to vary between and within species based on socio-ecological factors. In the present study we compared performance of a captive group of eight crows, Corvus corone, and ten domestic fowl, Gallus gallus domesticus, in two cognitive tasks, the cylinder task as a test of motor inhibitory control, and reversal learning as a measure of learning ability and behavioural flexibility. Four crows and nine fowl completed the cylinder task, eight crows completed the reversal learning experiment and nine fowl were tested in the acquisition phase, however three fowl did not complete the reversal phase of the experiment due to time constraints. Crows performed significantly better in the cylinder task compared to domestic fowl. In the reversal learning experiment, species did not significantly differ in the number of trials until learning criterion was reached. In crows, individuals who needed less trials to reach learning criterion in the acquisition phase also needed less trials to reach the criterion in the reversal phase. This relationship was lacking in domestic fowl. Performance in the learning task did not correlate with performance in the cylinder task in domestic fowl. Our results show crows to possess significantly better motor-inhibitory control compared to domestic fowl, which could be indicative of this specific aspect of executive functioning to be lacking in domestic fowl. In contrast learning performance in a reversal learning task did not differ between crows and domestic fowl, indicating similar levels of behavioural flexibility in both species.

Partial rewarding during clicker training does not improve naïve dogs’ learning speed and induces a pessimistic-like affective state

Clicker training is considered a welfare-friendly way of teaching novel behaviors to animals because it is mostly based on the positive reinforcement. However, trainers largely vary in their way of applying this training technique. According to the most, a reward (e.g., food) should follow every click, while others claim that dogs learn faster when the reward is sometimes omitted. One argument against the use of partial rewarding is that it induces frustration in the animal, raising concerns over its welfare consequences. Here, we investigated the effect of partial rewarding not only on training efficacy (learning speed), but also on dogs’ affective state. We clicker-trained two groups of dogs: one group received food after every click while the other group received food only 60% of the time. Considering previous evidence of the influencing role of personality on reactions to frustrated expectations, we included measurements of dogs’ emotional reactivity. We compared the number of trials needed to reach a learning criterion and their pessimistic bias in a cognitive bias test. No difference between the two groups emerged in terms of learning speed; however, dogs that were partially rewarded during clicker training showed a more pessimistic bias than dogs that were continuously rewarded. Generally, emotional reactivity was positively associated with a more pessimistic bias. Partial rewarding does not improve training efficacy, but it is associated with a negatively valenced affective state, bringing support to the hypothesis that partial rewarding might negatively affect dogs’ welfare.