Microbial transmission in the social microbiome and host health and disease.

Although social interactions are known to drive pathogen transmission, the contributions of socially transmissible host-associated mutualists and commensals to host health and disease remain poorly explored. We use the concept of the social microbiome-the microbial metacommunity of a social network of hosts-to analyze the implications of social microbial transmission for host health and disease. We investigate the contributions of socially transmissible microbes to both eco-evolutionary microbiome community processes (colonization resistance, the evolution of virulence, and reactions to ecological disturbance) and microbial transmission-based processes (transmission of microbes with metabolic and immune effects, inter-specific transmission, transmission of antibiotic-resistant microbes, and transmission of viruses). We consider the implications of social microbial transmission for communicable and non-communicable diseases and evaluate the importance of a socially transmissible component underlying canonically non-communicable diseases. The social transmission of mutualists and commensals may play a significant, under-appreciated role in the social determinants of health and may act as a hidden force in social evolution.

Rats respond to aversive emotional arousal of human handlers with the activation of the basolateral and central amygdala.

Reading danger signals may save an animal's life, and learning about threats from others allows avoiding first-hand aversive and often fatal experiences. Fear expressed by other individuals, including those belonging to other species, may indicate the presence of a threat in the environment and is an important social cue. Humans and other animals respond to conspecifics' fear with increased activity of the amygdala, the brain structure crucial for detecting threats and mounting an appropriate response to them. It is unclear, however, whether the cross-species transmission of threat information involves similar mechanisms, e.g., whether animals respond to the aversively induced emotional arousal of humans with activation of fear-processing circuits in the brain. Here, we report that when rats interact with a human caregiver who had recently undergone fear conditioning, they show risk assessment behavior and enhanced amygdala activation. The amygdala response involves its two major parts, the basolateral and central, which detect a threat and orchestrate defensive responses. Further, we show that humans who learn about a threat by observing another aversively aroused human, similar to rats, activate the basolateral and centromedial parts of the amygdala. Our results demonstrate that rats detect the emotional arousal of recently aversively stimulated caregivers and suggest that cross-species social transmission of threat information may involve similar neural circuits in the amygdala as the within-species transmission.

Does Physiological Arousal Increase Social Transmission of Information? Two Replications of Berger (2011).

People share information for many reasons. For example, Berger (2011, N = 40) found that undergraduate participants manipulated to have higher physiological arousal were more likely to share a news article with others via email than people who had low arousal. Berger's research is widely cited as evidence of the causal role of arousal in sharing information and has been used to explain why information that induces high-arousal emotions is shared more than information that induces low-arousal emotions. We conducted two replications (N = 111, N = 160) of Berger's study, using the same arousal manipulation but updating the sharing measure to reflect the rise of information sharing through social media. Both studies failed to find an impact of incidental physiological arousal on undergraduate participants' willingness to share news articles on social media. Our studies cast doubt on the idea that incidental physiological arousal-in the absence of other factors-impacts people's decisions to share information on social networking sites.

Early life conditions reduce similarity between reproductive partners in HPA axis response to stress.

Social environments modulate endocrine function, yet it is unclear whether individuals can become like their social partners in how they physiologically respond to stressors. This social transmission of hypothalamic-pituitary-adrenal (HPA) axis reactivity could have long-term consequences for health and lifespan of individuals if their social partners react to stressors with an exaggerated HPA axis response. We tested whether glucocorticoid levels in response to stress of breeding partners changes after breeding depending on whether partners had similar or dissimilar postnatal conditions. We manipulated postnatal conditions by mimicking early life stress in zebra finch chicks (Taeniopygia guttata) via postnatal corticosterone exposure. When they reached adulthood, we created breeding pairs where the female and male had experienced either the same or different early life hormonal treatment (corticosterone or control). Before and after breeding, we obtained blood samples within 3 min and after 10 min or 30 min of restraint stress (baseline, cort10, cort30). We found that corticosterone levels of individuals in response to restraint were affected by their own and their partner's early life conditions, but did not change after breeding. However, across all pairs, partners became more similar in cort30 levels after breeding, although differences between partners in cort10 remained greater in pairs with a corticosterone-treated female. Thus, we show that HPA axis response to stressors in adulthood can be modulated by reproductive partners and that similarity between partners is reduced when females are postnatally exposed to elevated glucocorticoids.

Coupled information networks drive honeybee (Apis mellifera) collective foraging.

Collective behaviour by eusocial insect colonies is typically achieved through multiple communication networks that produce complex behaviour at the group level but often appear to provide redundant or even competing information. A classic example occurs in honeybee (Apis mellifera) colonies, where both the dance communication system and robust scent-based mechanisms contribute to the allocation of a colony's workforce by regulating the flow of experienced foragers among known food sources. Here we analysed social connectivity patterns during the reactivation of experienced foragers to familiar feeding sites to show that these social information pathways are not simply multiple means to achieve the same end but intersect to play complementary roles in guiding forager behaviour. Using artificial feeding stations, we mimicked a natural scenario in which two forager groups were simultaneously collecting from distinct patches containing different flowering species. We then observed the reactivation of these groups at their familiar feeding sites after interrupting their foraging. Social network analysis revealed that temporarily unemployed individuals interacted more often and for longer with foragers that advertised a familiar versus unfamiliar foraging site. Due to such resource-based assortative mixing, network-based diffusion analysis estimated that reactivation events primarily resulted from interactions among bees that had been trained to the same feeding station and less so from different-feeder interactions. Both scent- and dance-based interactions strongly contributed to reactivation decisions. However, each bout of dance-following had an especially strong effect on a follower's likelihood of reactivation, particularly when dances indicated locations familiar to followers. Our findings illustrate how honeybee foragers can alter their social connectivity in ways that are likely to enhance collective outcomes by enabling foragers to rapidly access up-to-date information about familiar foraging sites. In addition, our results highlight how reliance on multiple communication mechanisms enables social insect workers to utilise flexible information-use strategies that are robust to variation in the availability of social information.

Social information facilitates learning about novel food sources in adult flower-visiting bats.

Incorporating novel food sources into their diet is crucial for animals in changing environments. Although the utilization of novel food sources can be learned individually, learning socially from experienced conspecifics may facilitate this task and enable a transmission of foraging-related innovations across a population. In anthropogenically modified habitats, bats (Mammalia: Chiroptera) frequently adapt their feeding strategy to novel food sources, and corresponding social learning processes have been experimentally demonstrated in frugivorous and animalivorous species. However, comparable experiments are lacking for nectarivorous flower-visiting bats, even though their utilization of novel food sources in anthropogenically altered habitats is often observed and even discussed as the reason why bats are able to live in some areas. In the present study, we investigated whether adult flower-visiting bats may benefit from social information when learning about a novel food source. We conducted a demonstrator-observer dyad with wild Pallas' long-tongued bats (Glossophaga soricina; Phyllostomidae: Glossophaginae) and hypothesized that naïve individuals would learn to exploit a novel food source faster when accompanied by an experienced demonstrator bat. Our results support this hypothesis and demonstrate flower-visiting bats to be capable of using social information to expand their dietary repertoire.

Peer-to-peer: The Social Transmission of Symptoms Online.

BACKGROUND: Social learning can be highly adaptive-for example, avoiding a hotplate your friend just burnt themselves on-but it has also been implicated in symptom transmission. Social learning is particularly pertinent given the rapid increase in the use of online mediums for social interaction. Yet, little is known about the social transmission of symptoms online or social chains extending further than a single model-observer interaction. PURPOSE: To explore whether socially induced symptoms could be propagated through a three-generation social transmission chain in an online setting. METHODS: We explored the social transmission of cybersickness following a virtual reality (VR) experience through online webcam interactions. One hundred and seventy-seven adults viewed a VR video in one of four links along a social transmission chain, after: viewing an actor model cybersickness to the VR video (First-Generation); viewing the First-Generation participant undergo VR (Second-Generation); viewing the Second-Generation participant undergo VR (Third-Generation); or naïve (Control). RESULTS: Cybersickness was strongest in First-Generation participants, indicating social transmission from the model. This was mediated by expectancy and anxiety. Whether or not subsequent generations experienced cybersickness depended on what the observed participant verbally reported, which is consistent with social transmission. CONCLUSIONS: Results demonstrate that symptoms can be readily transmitted online, and that expectancy and anxiety are involved. Although it is inconclusive as to whether symptoms can propagate along a social transmission chain, there is some evidence of protection from symptoms when a model who does not report any symptoms is observed. As such, this research highlights the role of social transmission in the modulation of symptoms through virtual mediums.

Social learning is a ubiquitous cognitive process whereby our own behaviors and experiences are influenced by observing others. Occasionally, this can involve the observation of an individual experiencing negative outcomes (e.g., pain or symptoms) following exposure to a treatment or intervention (e.g., consumption of medicine). Previous research has found that individuals may experience an increase in symptoms due to this social learning, even when their treatment has no active components. While research has primarily explored situations in which there is one model and one observer, it was of interest as to whether these socially induced symptoms can be transmitted beyond the first observer. Moreover, with social interaction through online mediums such as social media and video conferencing becoming more common, it was also of interest as to whether these symptoms can be transmitted online. The present findings highlight the significant role of social learning in symptom transmission, even when interactions occur online. With expectancy and anxiety being key features of this social transmission, this study highlights important implications for understanding how individuals can learn about their own future experiences through the observation of others.

Visual attention across cultures: Similarities and differences in child development and maternal attention styles.

Previous cross-cultural research has described two different attention styles: a holistic style, characterized by context-sensitive processing, generally associated with interdependent cultural contexts, and an analytic style, a higher focus on salient objects, generally found in independent cultural contexts. Though a general assumption in the field is that attention styles are gradually socialized in culture-specific interactions in childhood, empirical evidence for the proximal mechanisms underlying this development is scarce. This study aimed to document the emergence of cross-cultural differences in attention styles in three cultural contexts differing in social orientations, namely in urban middle-class families from Münster, Germany (i.e., more independent context), and Kyoto, Japan, and Indigenous-heritage families from Cotacachi, Ecuador (i.e., more interdependent contexts). Furthermore, to test the assumption that caregivers' attention guidance is one of the forces driving differential development, we investigated how caregivers guide children's attention. In total, 270 children between 4 and 9 years of age and their mothers participated in three tasks: an eye-tracking task, a picture description task and a forced-choice recognition task. Results indicate a mixed pattern of findings: While some tasks revealed the expected cultural differences, namely a higher object focus in Münster compared to Kyoto and Cotacachi, others did not. Regarding caregivers' attention guidance, we found that mothers in Münster more strongly emphasized the focal object than mothers in Kyoto and Cotacachi. The results are discussed in terms of culture-specific developmental trajectories and the generalizability of attentional processes across tasks and cultural contexts. RESEARCH HIGHLIGHTS: We investigated visual attention styles in 4- to 9-year-old children and their mothers from urban Germany, urban Japan, and rural Ecuador in three different tasks. Special emphasis lied on mothers' verbal attention guidance toward their children as a proximal mechanism underlying the emergence of culture-specific attention styles. Mothers from urban Germany guided their children's attention in more analytic ways than mothers from urban Japan and rural Ecuador. The relevance of verbal attention guidance in the development of culture-specific attention styles has been demonstrated beyond the East-West dichotomy.

Social Transmission and Buffering of Hippocampal Metaplasticity after Stress in Mice.

In social animals, the behavioral and hormonal responses to stress can be transmitted from one individual to another through a social transmission process, and, conversely, social support ameliorates stress responses, a phenomenon referred to as social buffering. Metaplasticity represents activity-dependent synaptic changes that modulate the ability to elicit subsequent synaptic plasticity. Authentic stress can induce hippocampal metaplasticity, but whether transmitted stress has the same ability remains unknown. Here, using an acute restraint-tailshock stress paradigm, we report that both authentic and transmitted stress in adult male mice trigger metaplastic facilitation of long-term depression (LTD) induction at hippocampal CA1 synapses. Using LTD as a readout of persistent synaptic consequences of stress, our findings demonstrate that, in a male-male dyad, stress transmission happens in nearly half of naive partners and stress buffering occurs in approximately half of male stressed mice that closely interact with naive partners. By using a social-confrontation tube test to assess the dominant-subordinate relationship in a male-male dyad, we found that stressed subordinate mice are not buffered by naive dominant partners and that stress transmission is exhibited in ∼60% of dominant naive partners. Furthermore, the appearance of stress transmission correlates with more time spent in sniffing the anogenital area of stressed mice, and the appearance of stress buffering correlates with more time engaged in allogrooming from naive partners. Chemical ablation of the olfactory epithelium with dichlobenil or physical separation between social contacts diminishes stress transmission. Together, our data demonstrate that transmitted stress can elicit metaplastic facilitation of LTD induction as authentic stress.SIGNIFICANCE STATEMENT Social animals can acquire information about their environment through interactions with conspecifics. Stress can induce enduring changes in neural activity and synaptic function. Current studies are already unraveling the transmission and buffering of stress responses between individuals, but little is known about the relevant synaptic changes associated with social transmission and buffering of stress. Here, we show that authentic and transmitted stress can prime glutamatergic synapses onto hippocampal CA1 neurons to undergo long-term depression. This hippocampal metaplasticity is bufferable following social interactions with naive partners. Hierarchical status of naive partners strongly affects the social buffering effect on synaptic consequences of stress. This work provides novel insights into the conceptual framework for synaptic changes with social transmission and buffering of stress.

Higher-order sequences of vocal mimicry performed by male Albert's lyrebirds are socially transmitted and enhance acoustic contrast.

Most studies of acoustic communication focus on short units of vocalization such as songs, yet these units are often hierarchically organized into higher-order sequences and, outside human language, little is known about the drivers of sequence structure. Here, we investigate the organization, transmission and function of vocal sequences sung by male Albert's lyrebirds (Menura alberti), a species renowned for vocal imitations of other species. We quantified the organization of mimetic units into sequences, and examined the extent to which these sequences are repeated within and between individuals and shared among populations. We found that individual males organized their mimetic units into stereotyped sequences. Sequence structures were shared within and to a lesser extent among populations, implying that sequences were socially transmitted. Across the entire species range, mimetic units were sung with immediate variety and a high acoustic contrast between consecutive units, suggesting that sequence structure is a means to enhance receiver perceptions of repertoire complexity. Our results provide evidence that higher-order sequences of vocalizations can be socially transmitted, and that the order of vocal units can be functionally significant. We conclude that, to fully understand vocal behaviours, we must study both the individual vocal units and their higher-order temporal organization.

The modularity of a social group does not affect the transmission speed of a novel, socially learned behaviour, or the formation of local variants.

The structure of a group is critical in determining how a socially learnt behaviour will spread. Predictions from theoretical models indicate that specific parameters of social structure differentially influence social transmission. Modularity describes how the structure of a group or network is divided into distinct subgroups or clusters. Theoretical modelling indicates that the modularity of a network will predict the rate of behavioural spread within a group, with higher modularity slowing the rate of spread and facilitating the establishment of local behavioural variants which can prelude local cultures. Despite prolific modelling approaches, empirical tests via manipulations of group structure remain scarce. We experimentally manipulated the modularity of populations of domestic fowl chicks, Gallus gallus domesticus, to affect the transmission of a novel foraging behaviour. We compared the spread of behaviour in populations with networks of high or low modularity against control populations where social transmission was prevented. We found the foraging behaviour to spread socially between individuals when the social transmission was permitted; however, modularity did not increase the speed of behavioural spread nor lead to the initial establishments of shared behavioural variants. This result suggests that factors in the social transmission process additional to the network structure may influence behavioural spread.

Detecting and quantifying social transmission using network-based diffusion analysis.

Although social learning capabilities are taxonomically widespread, demonstrating that freely interacting animals (whether wild or captive) rely on social learning has proved remarkably challenging. Network-based diffusion analysis (NBDA) offers a means for detecting social learning using observational data on freely interacting groups. Its core assumption is that if a target behaviour is socially transmitted, then its spread should follow the connections in a social network that reflects social learning opportunities. Here, we provide a comprehensive guide for using NBDA. We first introduce its underlying mathematical framework and present the types of questions that NBDA can address. We then guide researchers through the process of selecting an appropriate social network for their research question; determining which NBDA variant should be used; and incorporating other variables that may impact asocial and social learning. Finally, we discuss how to interpret an NBDA model's output and provide practical recommendations for model selection. Throughout, we highlight extensions to the basic NBDA framework, including incorporation of dynamic networks to capture changes in social relationships during a diffusion and using a multi-network NBDA to estimate information flow across multiple types of social relationship. Alongside this information, we provide worked examples and tutorials demonstrating how to perform analyses using the newly developed nbda package written in the R programming language.

The importance of individual-to-society feedbacks in animal ecology and evolution.

The social decisions that individuals make-who to interact with and how frequently-give rise to social structure. The resulting social structure then determines how individuals interact with their surroundings-resources and risks, pathogens and predators, competitors and cooperators. However, despite intensive research on (a) how individuals make social decisions and (b) how social structure shapes social processes (e.g. cooperation, competition and conflict), there are still few studies linking these two perspectives. These perspectives represent two halves of a feedback loop: individual behaviour scales up to define the social environment, and this environment, in turn, feeds back by shaping the selective agents that drive individual behaviour. We first review well-established research areas that have captured both elements of this feedback loop-host-pathogen dynamics and cultural transmission. We then highlight areas where social structure is well studied but the two perspectives remain largely disconnected. Finally, we synthesise existing research on 14 distinct research topics to identify new prospects where the interplay between social structure and social processes are likely to be important but remain largely unexplored. Our review shows that the inherent links between individuals' traits, their social decisions, social structure and social evolution, warrant more consideration. By mapping the existing and missing connections among many research areas, our review highlights where explicitly considering social structure and the individual-to-society feedbacks can reveal new dimensions to old questions in ecology and evolution.

Knowledge vs. know-how? Dissecting the foundations of stone knapping skill.

Stone tools provide some of the best remaining evidence of behavioral change over long periods, but their cognitive and evolutionary implications remain poorly understood. Here, we contribute to a growing body of experimental research on the cognitive and perceptual-motor foundations of stone toolmaking skills by using a flake prediction paradigm to assess the relative importance of technological understanding vs. accurate action execution in Late Acheulean-style handaxe production. This experiment took place as part of a larger, longitudinal study of knapping skill acquisition, allowing us to assemble a large sample of predictions across learning stages and in a comparative sample of experts. By combining group and individual-level statistical analyses with predictive modeling, we show that understanding and predicting specific flaking outcomes in this technology is both more difficult and less important than expected from previous work. Instead, our findings reveal the critical importance of perceptual motor skills needed to manage speed-accuracy trade-offs and reliably detach the large, invasive flakes that enable bifacial edging and thinning. With practice, novices increased striking accuracy, flaking success rates, and (to an extent) handaxe quality by targeting small flakes with acute platform angles. However, only experts were able to combine percussive force and accuracy to produce results comparable with actual Late Acheulean handaxes. The relatively intense demands for accurate action execution documented in our study indicate that biomechanical properties of the upper limb, cortical and cerebellar systems for sensorimotor control, and the cognitive, communicative, and affective traits supporting deliberate practice would all have been likely targets of selection acting on Late Acheulean toolmaking aptitude.

Elevated infant cortisol is necessary but not sufficient for transmission of environmental risk to infant social development: Cross-species evidence of mother-infant physiological social transmission.

Environmental adversity increases child susceptibility to disrupted developmental outcomes, but the mechanisms by which adversity can shape development remain unclear. A translational cross-species approach was used to examine stress-mediated pathways by which poverty-related adversity can influence infant social development. Findings from a longitudinal sample of low-income mother-infant dyads indicated that infant cortisol (CORT) on its own did not mediate relations between early-life scarcity-adversity exposure and later infant behavior in a mother-child interaction task. However, maternal CORT through infant CORT served as a mediating pathway, even when controlling for parenting behavior. Findings using a rodent "scarcity-adversity" model indicated that pharmacologically blocking pup corticosterone (CORT, rodent equivalent to cortisol) in the presence of a stressed mother causally prevented social transmission of scarcity-adversity effects on pup social behavior. Furthermore, pharmacologically increasing pup CORT without the mother present was not sufficient to disrupt pup social behavior. Integration of our cross-species results suggests that elevated infant CORT may be necessary, but without elevated caregiver CORT, may not be sufficient in mediating the effects of environmental adversity on development. These findings underscore the importance of considering infant stress physiology in relation to the broader social context, including caregiver stress physiology, in research and interventional efforts.

Assortative Mating by an Obliquely Transmitted Local Cultural Trait Promotes Genetic Divergence: A Model.

The effect of learned culture (e.g., birdsong dialects and human languages) on genetic divergence is unclear. Previous theoretical research suggests that because oblique learning allows phenotype transmission from individuals with no offspring to an unrelated individual in the next generation, the effect of sexual selection on the learned trait is masked. However, I propose that migration and spatially constrained learning can form statistical associations between cultural and genetic traits, which may allow selection on the cultural traits to indirectly affect the genetic traits. Here, I build a population genetic model that allows such statistical associations to form and find that sexual selection and divergent selection on the cultural trait can indeed help maintain genetic divergence through such statistical associations, while selection against genetic hybrids does not affect cultural trait divergence. Furthermore, I find that even when the cultural trait changes over time due to drift and mutation, it can still help maintain genetic divergence. These results suggest the role of obliquely transmitted traits in evolution may be underrated, and the lack of one-to-one associations between cultural and genetic traits may not be sufficient to disprove the role of culture in genetic divergence.

Understanding stone tool-making skill acquisition: Experimental methods and evolutionary implications.

Despite its theoretical importance, the process of stone tool-making skill acquisition remains understudied and poorly understood. The challenges and costs of skill learning constitute an oft-neglected factor in the evaluation of alternative adaptive strategies and a potential source of bias in cultural transmission. Similarly, theory and data indicate that the most salient neural and cognitive demands of stone tool-making should occur during learning rather than expert performance. Unfortunately, the behavioral complexity and extensive learning requirements that make stone knapping skill acquisition an interesting object of study are the very features that make it so challenging to investigate experimentally. Here we present results from a multidisciplinary study of Late Acheulean handaxe-making skill acquisition involving twenty-six naïve participants and up to 90 hours training over several months, accompanied by a battery of psychometric, behavioral, and neuroimaging assessments. In this initial report, we derive a robust quantitative skill metric for the experimental handaxes using machine learning algorithms, reconstruct a group-level learning curve, and explore sources of individual variation in learning outcomes. Results identify particular cognitive targets of selection on the efficiency or reliability of tool-making skill acquisition, quantify learning costs, highlight the likely importance of social support, motivation, persistence, and self-control in knapping skill acquisition, and illustrate methods for reliably reconstructing ancient learning processes from archaeological evidence.

Differing effects of familiarity/kinship in the social transmission of fear associations and food preferences in rats.

Despite its apparent adaptive advantages, past research has found that greater familiarity and/or familial relatedness of a social demonstrator does not enhance social learning in the social transmission of food preference paradigm. This finding runs counter to research examining the effects of demonstrator characteristics in fear-mediated social learning paradigms, in which increased familiarity and/or relatedness of a demonstrator promotes higher rates of learning in observer rats. In our first experiment, we were able to corroborate the finding that increased familiarity/relatedness to the demonstrator does not enhance acquisition of a socially transmitted food preference. Furthermore, on examination of the social behavior between observers and their demonstrators during the acquisition of a socially transmitted food preference, no analogous relationship between social contact and expression of the learned preference was observed. In our second experiment, we provide further evidence that familiarity/relatedness may enhance the social acquisition of a fear response to an otherwise neutral auditory cue and demonstrate that this effect is not solely the result of increased social contact between the observer and their demonstrator during acquisition. Despite similar levels of post-cue contact in both observer types, a positive correlation was observed between post-cue social contact and expression of a socially acquired fear behavior when the observer was familiar/related to their demonstrator but not novel/unrelated. These findings both validate previous research on the role of familiarity/relatedness in these two social learning paradigms and provide further behavioral evidence that unique social mechanisms may serve to mediate the social transmission of fear.

Pair foraging degrades socially transmitted food preferences in rats.

Following presentation of a novel food odor on the breath of a conspecific, naïve rats will exhibit a preference for that food, a form of learning called social transmission of food preference (STFP). When tested in isolation, STFPs are robust, persisting for up to a month and overcoming prior aversions. This testing protocol, however, does not account for rats' ecology. Rats and other rodents forage in small groups, rather than alone. We allowed rats to forage in pairs and found that, following social foraging, they no longer displayed a food preference, i.e., that STFPs degrade during social foraging. Non-foraging rats exposed to the same foods for the same amount of time in isolation maintained their preferences. We also examined whether individual differences between rats affect STFP. Neither boldness nor sociability predicted initial STFP strength, but bolder rats' preferences degraded more following social foraging. Shyer rats were more likely to eat at the same time as their partner. By tracking rats' interactions during social foraging, we show that they use complex rules to combine their own preferences with socially acquired information about foods in their environment. These results situate STFP within the behavioral ecology of foraging and suggest that individual traits and the interactions between them modulate how social learning is maintained, modified, or lost.

How primates acquire their gestures: evaluating current theories and evidence.

Mechanisms underlying gesture acquisition in primates are largely unstudied, yet heavily debated. While some studies suggest that gestural repertoires are largely innate, others emphasize that gestures emerge and are shaped in social interactions with other conspecifics. There is agreement, however, regarding the negligible role of imitation for the acquisition of gestures. The aim of this paper is to provide an overview of the current knowledge about gesture acquisition in nonhuman primates, to introduce the corresponding mechanisms suggested to be involved, and to discuss how findings from current studies support the different theories of gesture acquisition. We suggest that seemingly inconsistent findings across different research groups can be reconciled by pointing to differences between their research foci as well as methods of data collection. The additional comparison of the developmental pathways of gestural and facial communication highlights the complex interplay of genetic as well as social factors involved in shaping a species repertoire. We close by proposing that extending longitudinal studies, which capture the onset and usage of gestures in young primates, and which include the comparisons of several species and groups in different environments, will enable us to better understand developmental pathways of gestural communication in primates.