The interplay of group size and flow velocity modulates fish exploratory behaviour.

Social facilitation is a well-known phenomenon where the presence of organisms belonging to the same species enhances an individual organism's performance in a specific task. As far as fishes are concerned, most studies on social facilitation have been conducted in standing-water conditions. However, for riverine species, fish are most commonly located in moving waters, and the effects of hydrodynamics on social facilitation remain largely unknown. To bridge this knowledge gap, we designed and performed flume experiments where the behaviour of wild juvenile Italian riffle dace (Telestes muticellus) in varying group sizes and at different mean flow velocities, was studied. An artificial intelligence (AI) deep learning algorithm was developed and employed to track fish positions in time and subsequently assess their exploration, swimming activity, and space use. Results indicate that energy-saving strategies dictated space use in flowing waters regardless of group size. Instead, exploration and swimming activity increased by increasing group size, but the magnitude of this enhancement (which quantifies social facilitation) was modulated by flow velocity. These results have implications for how future research efforts should be designed to understand the social dynamics of riverine fish populations, which can no longer ignore the contribution of hydrodynamics.

Early environments and exploration in the preschool years.

A great deal of research has demonstrated how children's exploration is driven by opportunities for learning. However, less work has investigated how individual differences across children and their environmental contexts relate to patterns in playful exploration. We performed a "mega-analysis" in which we pooled preschool-aged children's play data from four past experiments in our lab (N = 278; M(age) = 56 months) and correlated play behaviors with age and socioeconomic status (median income, modal education in children's home zip codes). We found that, with age, children performed more unique actions during play. Additionally, children from lower SES areas explored more variably; the link between this play and tendencies to focus on pedagogically demonstrated features traded off differently than it did for higher SES children. This work lays critical groundwork for understanding exploration across developmental contexts.

Exploration of new space elicits phosphorylation of GluA1(Ser831) and S6K and expression of Arc in the hippocampus in vivo as in long-term potentiation.

The brain responds to experience through modulation of synaptic transmission, that is synaptic plasticity. An increase in the strength of synaptic transmission is manifested as long-term potentiation (LTP), while a decrease in the strength of synaptic transmission is expressed as long-term depression (LTD). Most of the studies of synaptic plasticity have been carried out by induction via electrophysiological stimulation. It is largely unknown in which behavioural tasks such synaptic plasticity occurs. Moreover, some stimuli can induce both LTP and LTD, thus making it difficult to separately study the different forms of synaptic plasticity. Two studies have shown that an aversive memory task - inhibitory avoidance learning and contextual fear conditioning - physiologically and selectively induce LTP and an LTP-like molecular change, respectively, in the hippocampus in vivo. Here, we show that a non-aversive behavioural task - exploration of new space - physiologically and selectively elicits a biochemical change in the hippocampus that is a hallmark of LTP. Specifically, we found that exploration of new space induces an increase in the phosphorylation of GluA1(Ser831), without affecting the phosphorylation of GluA1(Ser845), which are biomarkers of early-LTP and not NMDAR-mediated LTD. We also show that exploration of new space engenders the phosphorylation of the translational regulator S6K and the expression of Arc, which are features of electrophysiologically-induced late-LTP in the hippocampus. Therefore, our results show that exploration of new space is a novel non-aversive behavioural paradigm that elicits molecular changes in vivo that are analogous to those occurring during early- and late-LTP, but not during NMDAR-mediated LTD.

Aging in zebrafish is associated with reduced locomotor activity and strain dependent changes in bottom dwelling and thigmotaxis.

Aging is associated with a wide range of physiological and behavioral changes in many species. Zebrafish, like humans, rodents, and birds, exhibits gradual senescence, and thus may be a useful model organism for identifying evolutionarily conserved mechanisms related to aging. Here, we compared behavior in the novel tank test of young (6-month-old) and middle aged (12-month-old) zebrafish from two strains (TL and TU) and both sexes. We find that this modest age difference results in a reduction in locomotor activity in male fish. We also found that background strain modulated the effects of age on predator avoidance behaviors related to anxiety: older female TL fish increased bottom dwelling whereas older male TU fish decreased thigmotaxis. Although there were no consistent effects of age on either short-term (within session) or long-term (next day) habituation to the novel tank, strain affected the habituation response. TL fish tended to increase their distance from the bottom of the tank whereas TU fish had no changes in bottom distance but instead tended to increase thigmotaxis. Our findings support the use of zebrafish for the study of how age affects locomotion and how genetics interacts with age and sex to alter exploratory and emotional behaviors in response to novelty.

The dissection of a despotic society: exploration, dominance and hormonal traits.

Naked mole-rats (Heterocephalus glaber) live in large colonies with one breeding female (queen), one to three breeding males (BMs) and the remainder are non-reproductive subordinates. The animals have a linear dominance rank with the breeders at the top of the hierarchy. We investigated how dominance rank in naked mole-rats differs with exploration (the propensity to explore a novel environment) and related endocrine markers. Exploration behaviour, faecal progestagen metabolite (fPM), faecal glucocorticoid metabolite (fGCM), faecal androgen metabolite (fAM) and plasma prolactin concentrations were quantified in breeding, high-, middle- and low-ranked females and males from five naked mole-rat colonies. There were no significant differences between the dominance rank and exploration behaviour. Interestingly, the queens and high-ranking females had higher fGCM and fAM concentrations compared with middle- and low-ranked females. The queens had significantly higher fPM concentrations than all other ranked females, since they are responsible for procreation. In the males, the BMs had higher fGCM concentrations compared with high- and low-ranked males. In addition, BMs and middle-ranking males had overall higher prolactin levels than all other ranked males, which could be linked to cooperative care. Overall, the results suggest that physiological reproductive suppression is linked to high dominance rank.

Be curious: Strategic curiosity drives creativity.

Ivancovsky et al. provide a compelling argument for the role of curiosity in creative thinking. We argue that (a) trait-like curiosity is necessary to engage in creative actions and (b) state-like curiosity might be effectively and strategically induced during interventions. Thus, we posit that curiosity works in an agentic and strategic way in strengthening creativity.

A shared novelty-seeking basis for creativity and curiosity: Response to the commentators.

In our target article, we proposed that curiosity and creativity are both manifestations of the same novelty-seeking process. We received 29 commentaries from diverse disciplines that add insights to our initial proposal. These commentaries ultimately expanded and supplemented our model. Here we draw attention to five central practical and theoretical issues that were raised by the commentators: (1) The complex construct of novelty and associated concepts; (2) the underlying subsystems and possible mechanisms; (3) the different pathways and subtypes of curiosity and creativity; (4) creativity and curiosity "in the wild"; (5) the possible link(s) between creativity and curiosity.

Toward a causal model of curiosity and creativity.

We extend Ivancovsky et al.'s finding on the association between curiosity and creativity by proposing a sequential causal model assuming that (a) curiosity determines the motivation to seek information and that (b) creativity constitutes a capacity to act on that motivation. This framework assumes that both high levels of curiosity and creativity are necessary for information-seeking behavior.

Novelty seeking is neither necessary nor sufficient for curiosity or creativity, instead both curiosity and creativity may reflect an epistemic drive.

Novelty is neither necessary nor sufficient to link curiosity and creativity as stated in the target article. We point out the article's logical shortcomings, outline preconditions that may link curiosity and creativity, and suggest that curiosity and creativity may be expressions of a common epistemic drive.

Prediction error minimization as a common computational principle for curiosity and creativity.

We propose expanding the authors' shared novelty-seeking basis for creativity and curiosity by emphasizing an underlying computational principle: Minimizing prediction errors (mismatch between predictions and incoming data). Curiosity is tied to the anticipation of minimizing prediction errors through future, novel information, whereas creative AHA moments are connected to the actual minimization of prediction errors through current, novel information.

Is a wandering mind a novelty-seeking mind? The curious case of incubation.

The Novelty-Seeking Model can explain incubation's effect on creativity by assuming an adaptive decision threshold. During an impasse, the threshold for novelty becomes too high and biased to previous neural activity, hindering progress. Incubation "resets" this threshold through attentional decoupling, allowing for spontaneous ideas to emerge from subsequent mind wandering or other activities that attract attention, facilitating progress.

Commentary on creativity and curiosity.

The target article covers a large amount of ground and offers a provocative perspective. This commentary focuses on (a) assumptions, namely that there are discrete stages in the creative process and that novelty and usefulness are inextricable, (b) hidden variables in the creativity-curiosity relationship, and (c) the difference between an explanation of creativity versus a description of influence on it.

Creativity is motivated by novelty. Curiosity is triggered by uncertainty.

Although creativity and curiosity can be similarly construed as knowledge-building processes, their underlying motivation is fundamentally different. Specifically, curiosity drives organisms to seek information that reduces uncertainty so that they can make a better prediction about the world. On the contrary, creative processes aim to connect distant pieces of information, maximizing novelty and utility.

Breaking down (and moving beyond) novelty as a trigger of curiosity.

The Novelty Seeking Model (NSM) places "novelty" at center stage in characterizing the mechanisms behind curiosity. We argue that the NSM's conception of novelty is too broad, obscuring distinct constructs. More critically, the NSM underemphasizes triggers of curiosity that better unify these constructs and that have received stronger empirical support: those that signal the potential for useful learning.

A developmental account of curiosity and creativity.

Ivancovsky et al.'s Novelty-Seeking Model suggests several mechanisms that might underlie developmental change in creativity and curiosity. We discuss how these implications both do and do not align with extant developmental findings, suggest two further elements that can provide a more complete developmental account, and discuss current methodological barriers to formulating an integrated developmental model of curiosity and creativity.

Curiosity is more than novelty seeking.

The novelty-seeking model (NSM) does not offer a compelling unifying framework for understanding creativity and curiosity. It fails to explain important manifestations and features of curiosity. Moreover, the arguments offered to support a curiosity-creativity link - a shared association with a common core process and various superficial associations between them - are neither convincing nor do they yield useful predictions.

Mood regulation as a shared basis for creativity and curiosity.

We extend the work of Ivancovsky et al. by proposing that in addition to novelty seeking, mood regulation goals - including enhancing positive mood and repairing negative mood - motivate both creativity and curiosity. Additionally, we discuss how the effects of mood on state of mind are context-dependent (not fixed), and how such flexibility may impact creativity and curiosity.

Exploratory exploitation and exploitative exploration: The phenomenology of play and the computational dynamics of search.

I argue for a more complicated but nonetheless computationally feasible and algorithmically intelligible interplay between exploration and exploitation and for admitting into our conceptual toolkit regimes of exploitative exploration and exploratory exploitation that can enhance the novelty and usefulness of the results of either problemistic or serendipitous search.

Ignoring the role of reiterative processing and worldview transformation leads to exaggeration of the role of curiosity in creativity.

The Novelty-Seeking Model does not address the iterative nature of creativity, and how it restructures one's worldview, resulting in overemphasis on the role of curiosity, and underemphasis on inspiration and perseverance. It overemphasizes the product; creators often seek merely to express themselves or figure out or come to terms with something. We point to inconsistencies regarding divergent and convergent thought.

Beyond novelty: Learnability in the interplay between creativity, curiosity and artistic endeavours.

Using art and aesthetics as context, we explore the notion that curiosity and creativity emanate from a single novelty-seeking mechanism and outline support for the idea. However, we also highlight the importance of learning progress tracking in exploratory action and advocate for a nuanced understanding that aligns novelty-seeking with learnability. This, we argue, offers a more comprehensive framework of how curiosity and creativity are related.