More or less of me and you: self-relevance augments the effects of item probability on stimulus prioritization

Self-relevance exerts a powerful influence on information processing. Compared to material associated with other people, personally meaningful stimuli are prioritized during decision-making. Further exploring the character of this effect, here we considered the extent to which stimulus enhancement is impacted by the frequency of self-relevant versus friend-relevant material. In a matching task, participants reported whether shape-label stimulus pairs corresponded to previously learned associations (e.g., triangle = self, square = friend). Crucially however, before the task commenced, stimulus-based expectancies were provided indicating the probability with which both self- and friend-related shapes would be encountered. The results revealed that task performance was impacted by the frequency of stimulus presentation in combination with the personal relevance of the items. When self- and friend-related shapes appeared with equal frequencies, a self-prioritization effect emerged (Expt. 1). Additionally, in both confirmatory (Expt. 2) and dis-confirmatory (Expt. 3) task contexts, stimuli that were encountered frequently (vs. infrequently) were prioritized, an effect that was most pronounced for self-relevant (vs. friend-relevant) items. Further computational analyses indicated that, in each of the reported experiments, differences in performance were underpinned by variation in the rate of information uptake, with evidence extracted more rapidly from self-relevant compared to friend-relevant stimuli. These findings advance our understanding of the emergence and origin of stimulus-prioritization effects during decisional processing.

Comparative cognition in three understudied ungulate species: European bison, forest buffalos and giraffes

Background Comparative cognition has historically focused on a few taxa such as primates, birds or rodents. However, a broader perspective is essential to understand how different selective pressures affect cognition in different taxa, as more recently shown in several studies. Here we present the same battery of cognitive tasks to two understudied ungulate species with different socio-ecological characteristics, European bison (Bison bonasus) and forest buffalos (Syncerus caffer nanus), and we compare their performance to previous findings in giraffes (Giraffa camelopardalis). We presented subjects with an Object permanence task, Memory tasks with 30 and 60 s delays, two inference tasks based on acoustic cues (i.e. Acoustic inference tasks) and a control task to check for the use of olfactory cues (i.e. Olfactory task). Results Overall, giraffes outperformed bison and buffalos, and bison outperformed buffalos (that performed at chance level). All species performed better in the Object permanence task than in the Memory tasks and one of the Acoustic inference tasks (which they likely solved by relying on stimulus enhancement). Giraffes performed better than buffalos in the Shake full Acoustic inference task, but worse than bison and buffalos in the Shake empty Acoustic inference task. Conclusions In sum, our results are in line with the hypothesis that specific socio-ecological characteristics played a crucial role in the evolution of cognition, and that higher fission-fusion levels and larger dietary breadth are linked to higher cognitive skills. This study shows that ungulates may be an excellent model to test evolutionary hypotheses on the emergence of cognition.

Carrion Crows and Azure-Winged Magpies Show No Prosocial Tendencies When Tested in a Token Transfer Paradigm

To study the evolution of humans’ cooperative nature, researchers have recently sought comparisons with other species. Studies investigating corvids, for example, showed that carrion crows and azure-winged magpies delivered food to group members when tested in naturalistic or simple experimental paradigms. Here, we investigated whether we could replicate these positive findings when testing the same two species in a token transfer paradigm. After training the birds to exchange tokens with an experimenter for food rewards, we tested whether they would also transfer tokens to other birds, when they did not have the opportunity to exchange the tokens themselves. To control for the effects of motivation, and of social or stimulus enhancement, we tested each individual in three additional control conditions. We witnessed very few attempts and/or successful token transfers, and those few instances did not occur more frequently in the test condition than in the controls, which would suggest that the birds lack prosocial tendencies. Alternatively, we propose that this absence of prosociality may stem from the artificial nature and cognitive complexity of the token transfer task. Consequently, our findings highlight the strong impact of methodology on animals’ capability to exhibit prosocial tendencies and stress the importance of comparing multiple experimental paradigms.

Temporal attention selectively enhances target features

Here, we examined the computations by which temporal attention, the allocation of attention to a moment in time, improves perception, under a divisive normalization framework. Under this framework, attention can improve perception of a target signal in three ways: stimulus enhancement (increasing gain across all sensory channels), signal enhancement (selectively increasing gain in channels that encode the target stimulus), or external noise exclusion (reducing the gain in channels that encode irrelevant features). These mechanisms make diverging predictions when a target is embedded in varying levels of noise: stimulus enhancement improves performance only when noise is low, signal enhancement improves performance at all noise intensities, and external noise exclusion improves performance only when noise is high. To date, temporal attention studies have used noise-free displays. Therefore, it is unclear whether temporal attention acts via stimulus enhancement (amplifying both target features and noise) or signal enhancement (selectively amplifying target features) because both mechanisms predict improved performance in the absence of noise. To tease these mechanisms apart, we manipulated temporal attention using an auditory cue while parametrically varying external noise in a fine-orientation discrimination task. Temporal attention improved performance across all noise levels. Formal model comparisons revealed that this cueing effect was best accounted for by a combination of signal enhancement and stimulus enhancement, suggesting that temporal attention improves perceptual performance, in part, by selectively increasing gain for target features.

Neophobia and social facilitation in narrow-striped mongooses

Social learning is widespread in the animal kingdom, but individuals can differ in how they acquire and use social information. Personality traits, such as neophobia, may, for example, promote individual learning strategies. Here, we contribute comparative data on social learning strategies in carnivorans by examining whether narrow-striped mongooses (Mungotictis decemlineata), a group-living Malagasy euplerid, learn socially and whether neophobia influences social learning. To this end, we tested seven wild female groups with a two-option artificial feeding box, using a demonstrator–observer paradigm, and conducted novel object tests to assess neophobia. In five groups, one individual was trained as a demonstrator displaying one of the techniques, whereas the other two groups served as control groups. Neophobia did not co-vary with an individual’s propensity to seek social information. However, less neophobic individuals, and individuals that tended to seek social information, learned the task faster. Moreover, individuals in demonstrator groups learned the task faster than those in groups without a demonstrator and used the demonstrated technique more often. Hence, narrow-striped mongooses rely on social facilitation and local or stimulus enhancement to solve new problems. Finally, our results suggest that several individual characteristics should be taken into consideration to obtain a more comprehensive understanding of social learning strategies.

Did we find a copycat? Do as I Do in a domestic cat (Felis catus)

This study shows evidence of a domestic cat (Felis catus) being able to successfully learn to reproduce human-demonstrated actions based on the Do as I Do paradigm. The subject was trained to reproduce a small set of familiar actions on command “Do it!” before the study began. To test feature–contingent behavioural similarity and control for stimulus enhancement, our test consisted of a modified version of the two-action procedure, combined with the Do as I Do paradigm. Instead of showing two different actions on an object to different subjects, we applied a within-subject design and showed the two actions to the same subject in separate trials. We show evidence that a well-socialized companion cat was able to reproduce actions demonstrated by a human model by reproducing two different actions that were demonstrated on the same object. Our experiment provides the first evidence that the Do as I Do paradigm can be applied to cats, suggesting that the ability to recognize behavioural similarity may fall within the range of the socio-cognitive skills of this species. The ability of reproducing the actions of a heterospecific human model in well-socialized cats may pave the way for future studies addressing cats’ imitative skills.

Horses Failed to Learn from Humans by Observation

Animals can acquire new behavior through both individual and social learning. Several studies have investigated horses’ ability to utilize inter-species (human demonstrator) social learning with conflicting results. In this study, we repeat a previous study, which found that horses had the ability to learn from observing humans performing an instrumental task, but we include a control for stimulus enhancement. One human demonstrator and thirty horses were included, and the horses were randomly assigned to one of three treatments: (A) full human demonstration, (B) partial human demonstration, and (C) no human demonstration. The task was for the horses to touch an object situated 1 m away from a feed box, to open this feed box, and thereby obtain a food reward. The success of each horse, the behavior directed towards the apparatus and the human, and behaviors indicative of frustration were observed. The results showed that horses observing a full and partial human demonstration were not more successful in solving the instrumental task than horses not observing any demonstration. Horses that did not solve the task expressed more box- and human-oriented behavior compared to successful horses, which may be an indication of motivation to solve the task and/or frustration from being unable to solve the task.

Evidence of model based transmission bias in captive chimpanzees: initial tool choice matches proficient groupmate

Social learning theories predict biased transmission dictating what and whom is copied. We presented a novel tool-use task to six groups of captive chimpanzees (Pan troglodytes) to investigate a model proficiency bias. The study included six groups totalling 54 chimpanzees (24 males) housed in six social groups at the KCCMR, University of Texas, U.S.A. Subjects were aged 12- to 43-years-old (M = 24.5 years, SD = 7). In each of four groups (N = 33, Males = 18), two models were trained to use one of two visually and functionally different ‘hook’ and ‘spoon’ tools to obtain baskets containing food that were otherwise out-of-reach. Once trained, the models demonstrated their tool-use in the presence of the group. The two models differed in their novel-task-solving proficiency as ascertained by prior interactions with novel tasks (also observed by group members) and caregiver ratings of each chimpanzee’s general proficiency. Two groups of ‘control’ chimpanzees (N = 21) had no prior information regarding the task and saw no conspecific demonstrations. Within the experimental groups, significantly more chimpanzees touched the tool used by the ‘high proficiency’ model than the one used by the ‘low proficiency’ model (p < 0.001), demonstrating some degree of model-based social learning bias. The tool used in observing chimpanzees’ first attempts and first successes, however, did not differ as a function of which model used the tool. This was likely because the task could be easily learned asocially. We propose that the chimpanzees’ tool-use behaviour was guided by biased stimulus enhancement alongside asocial learning. As with humans, chimpanzees demonstrate an ability to discern the most proficient model but also show the flexibility to asocially acquire multiple successful methods. Thus, chimpanzees and humans both demonstrate adaptive social learning strategies dictating when and whom they copy.