Observational learning in rats: Interplay between demonstrator and observer behavior.

BACKGROUND: Observational learning is a vital skill for survival. This form of learning has been seen in humans and certain non-human animals. However, the neural circuitry underlying this form of learning is still poorly understood. NEW METHOD: To better understand the factors underlying successful observation in rats, we employed a task where an observer must base its behavior on that of a demonstrator rat to identify a reward location. A comparison was made of behavior during a social and non-social observation condition. RESULTS: Observers oriented more, responded faster and omitted less responses in the social compared to the non-social condition. Observer performance was also linked to initial orientation, proximity, and the manner in which the demonstrator rat performed the task. COMPARISON WITH EXISTING METHOD: Previous work on observational learning encompassed multiple exposures to a single solution over days or weeks. The current method provides data from multiple individual novel observational learning trials, leading to much faster and more robust social learning. This method provides a clearly defined interval in which observation must take place. Allowing for precise tracking of both the observer and demonstrator behavior during the learning period. CONCLUSIONS: This study highlights observer and demonstrator interplay in successful observational learning and provides a novel method for analyzing social behavior in rodents.

Observational learning of a shifting goal location in rats: Impact of distance, observed performance, familiarity, and delay.

BACKGROUND: Observational learning allows for learning without direct exposure to danger or energetic demands. This form of learning is seen in humans, other primates, and other species such as rodents. The neurobiology behind social learning has been studied mostly in rats, specifically focusing on social transmission of food preference and fear. However, less is known regarding the neural circuitry behind social learning of a foraging scenario. NEW METHOD: The current study examined observational learning in a working memory Tmaze task. The food location changed daily such that the observing animal had to learn the correct location anew each day. This delineated the time frame when an animal learned by observation, making the phenomenon easier to study. RESULTS: Rats learned the location of a food reward by observing a conspecific. Furthermore, the distance of the rats from the maze affected performance. Additionally, performance was affected by whether the performer made mistakes. This memory could persist for at least five minutes. Lastly, performance was not affected by observer-demonstrator familiarity COMPARISON WITH EXISTING METHODS: Previous rodent foraging studies typically exposed observers to the same behavior over many observation sessions. In this scenario, it is difficult to determine when and how an animal learns through observation. The current task delineates the period of observation in each session, allowing manipulations during the observation period. CONCLUSIONS: The current paradigm allows for repeated examinations of observational learning and provides an alternative method for neurobiological studies of social learning.