Considering Organismal Physiology in Laboratory Studies of Rodent Behavior.

Any experiment conducted in a rodent laboratory is done so against the backdrop of each animal's physiological state at the time of the experiment. This physiological state can be the product of multiple factors, both internal (e.g., animal sex, strain, hormone cycles, or circadian rhythms) and external (e.g., housing conditions, social status, and light/dark phases). Each of these factors has the potential to influence experimental outcomes, either independently or via interactions with others, and yet there is little consistency across laboratories in terms of the weight with which they are considered in experimental design. Such discrepancies-both in practice and in reporting-likely contribute to the perception of a reproducibility crisis in the field of behavioral neuroscience. In this review, we discuss how several of these sources of variability can impact outcomes within the realm of common learning and memory paradigms.

Callousness, exploitativeness, and tracking of cooperation incentives in the human default network.

Human cognitive capacities that enable flexible cooperation may have evolved in parallel with the expansion of frontoparietal cortical networks, particularly the default network. Conversely, human antisocial behavior and trait antagonism are broadly associated with reduced activity, impaired connectivity, and altered structure of the default network. Yet, behaviors like interpersonal manipulation and exploitation may require intact or even superior social cognition. Using a reinforcement learning model of decision-making on a modified trust game, we examined how individuals adjusted their cooperation rate based on a counterpart's cooperation and social reputation. We observed that learning signals in the default network updated the predicted utility of cooperation or defection and scaled with reciprocal cooperation. These signals were weaker in callous (vs. compassionate) individuals but stronger in those who were more exploitative (vs. honest and humble). Further, they accounted for associations between exploitativeness, callousness, and reciprocal cooperation. Separately, behavioral sensitivity to prior reputation was reduced in callous but not exploitative individuals and selectively scaled with responses of the medial temporal subsystem of the default network. Overall, callousness was characterized by blunted behavioral and default network sensitivity to cooperation incentives. Exploitativeness predicted heightened sensitivity to others' cooperation but not social reputation. We speculate that both compassion and exploitativeness may reflect cognitive adaptations to social living, enabled by expansion of the default network in anthropogenesis.

Social learning and memory.

The adaptability of human populations to changing environments is often attributed to the human capacity for social learning, innovation, and culture. In rapidly changing environments, it has been shown that maintaining high levels of cultural variation is beneficial because it allows for efficient adaptation. However, in many theoretical models, a high level of cultural variation also implies that a large amount of useless and perhaps detrimental information must be maintained and used, leading to lower population fitness in general. Here, we begin to investigate this often conflicting relationship between adaptation and cultural variation. We explicitly allow for the interplay between social learning and environmental variability, alongside the capacity for "memory," i.e., the storage, retrieval, and forgetting of information. Here, memory allows individuals to retain unexpressed cultural variation, which does not directly impact adaptation. We show that this capacity for memory facilitates the evolution of social learning across a broader range of circumstances than previously thought. Results from this analysis may help to establish whether and when memory should be incorporated into cultural evolutionary models focused on questions of adaptation.

Teachers recruit mentalizing regions to represent learners' beliefs.

Teaching enables humans to impart vast stores of culturally specific knowledge and skills. However, little is known about the neural computations that guide teachers' decisions about what information to communicate. Participants (N = 28) played the role of teachers while being scanned using fMRI; their task was to select examples that would teach learners how to answer abstract multiple-choice questions. Participants' examples were best described by a model that selects evidence that maximizes the learner's belief in the correct answer. Consistent with this idea, participants' predictions about how well learners would do closely tracked the performance of an independent sample of learners (N = 140) who were tested on the examples they had provided. In addition, regions that play specialized roles in processing social information, namely the bilateral temporoparietal junction and middle and dorsal medial prefrontal cortex, tracked learners' posterior belief in the correct answer. Our results shed light on the computational and neural architectures that support our extraordinary abilities as teachers.

Learning through the grapevine and the impact of the breadth and depth of social networks.

We study how communication platforms can improve social learning without censoring or fact-checking messages, when they have members who deliberately and/or inadvertently distort information. Message fidelity depends on social network depth (how many times information can be relayed) and breadth (the number of others with whom a typical user shares information). We characterize how the expected number of true minus false messages depends on breadth and depth of the network and the noise structure. Message fidelity can be improved by capping depth or, if that is not possible, limiting breadth, e.g., by capping the number of people to whom someone can forward a given message. Although caps reduce total communication, they increase the fraction of received messages that have traveled shorter distances and have had less opportunity to be altered, thereby increasing the signal-to-noise ratio.

The acquired dyad inclination and decreased interpersonal brain communication in the pursuit of collective benefit.

People perform better collectively than individually, a phenomenon known as the collective benefit. To pursue the benefit, they may learn from previous behaviors, come to know whose initial opinion should be valued, and develop the inclination to take it as the collective one. Such learning may affect interpersonal brain communication. To test these hypotheses, this study recruited participant dyads to conduct a perceptual task on which they made individual decisions first and then the collective one. The enhanced interpersonal brain synchronization (IBS) between participants was explored when individual decisions were in disagreement vs. agreement. Computational modeling revealed that participant dyads developed the dyad inclination of taking the higher-able participants', not the lower-able ones' decisions as their collective ones. Brain analyses unveiled the enhanced IBS at frontopolar areas, premotor areas, supramarginal gyri, and right temporal-parietal junctions. The premotor IBS correlated negatively with dyad inclination and collective benefit in the absence of correction. The Granger causality analyses further supported the negative relation of dyad inclination with inter-brain communication. This study highlights that dyads learn to weigh individuals' decisions, resulting in dyad inclinations, and explores associated inter-brain communication, offering insights into the dynamics of collective decision-making.

Understanding the Role of Naive Learners in Cultural Change.

AbstractA change to a population's social network is a change to the substrate of cultural transmission, affecting behavioral diversity and adaptive cultural evolution. While features of network structure such as population size and density have been well studied, less is understood about the influence of social processes such as population turnover-or the repeated replacement of individuals by naive individuals. Experimental data have led to the hypothesis that naive learners can drive cultural evolution by better assessing the relative value of behaviors, although this hypothesis has been expressed only verbally. We conducted a formal exploration of this hypothesis using a generative model that concurrently simulated its two key ingredients: social transmission and reinforcement learning. We simulated competition between high- and low-reward behaviors while varying turnover magnitude and tempo. Variation in turnover influenced changes in the distributions of cultural behaviors, irrespective of initial knowledge-state conditions. We found optimal turnover regimes that amplified the production of higher reward behaviors through two key mechanisms: repertoire composition and enhanced valuation by agents that knew both behaviors. These effects depended on network and learning parameters. Our model provides formal theoretical support for, and predictions about, the hypothesis that naive learners can shape cultural change through their enhanced sampling ability. By moving from experimental data to theory, we illuminate an underdiscussed generative process that can lead to changes in cultural behavior, arising from an interaction between social dynamics and learning.

Evolution of reciprocity with limited payoff memory.

Direct reciprocity is a mechanism for the evolution of cooperation in repeated social interactions. According to the literature, individuals naturally learn to adopt conditionally cooperative strategies if they have multiple encounters with their partner. Corresponding models have greatly facilitated our understanding of cooperation, yet they often make strong assumptions on how individuals remember and process payoff information. For example, when strategies are updated through social learning, it is commonly assumed that individuals compare their average payoffs. This would require them to compute (or remember) their payoffs against everyone else in the population. To understand how more realistic constraints influence direct reciprocity, we consider the evolution of conditional behaviours when individuals learn based on more recent experiences. Even in the most extreme case that they only take into account their very last interaction, we find that cooperation can still evolve. However, such individuals adopt less generous strategies, and they cooperate less often than in the classical setup with average payoffs. Interestingly, once individuals remember the payoffs of two or three recent interactions, cooperation rates quickly approach the classical limit. These findings contribute to a literature that explores which kind of cognitive capabilities are required for reciprocal cooperation. While our results suggest that some rudimentary form of payoff memory is necessary, it suffices to remember a few interactions.

Disentangling genetic, plastic and social learning drivers of sex-specific foraging behaviour in Trinidadian guppies (Poecilia reticulata).

Evolutionary biologists have long been interested in parsing out the roles of genetics, plasticity and their interaction on adaptive trait divergence. Since males and females often have different ecological and reproductive roles, separating how their traits are shaped by interactions between their genes and environment is necessary and important. Here, we disentangle the sex-specific effects of genetic divergence, developmental plasticity, social learning and contextual plasticity on foraging behaviour in Trinidadian guppies (Poecilia reticulata) adapted to high- or low-predation habitats. We reared second-generation siblings from both predation regimes with or without predator chemical cues, and with adult conspecifics from either high- or low-predation habitats. We then quantified their foraging behaviour in water with and without predator chemical cues. We found that high-predation guppies forage more efficiently than low-predation guppies, but this behavioural difference is context-dependent and shaped by different mechanisms in males and females. Higher foraging efficiency in high-predation females is largely genetically determined, and to a smaller extent socially learned from conspecifics. However, in high-predation males, higher foraging efficiency is plastically induced by predator cues during development. Our study demonstrates sex-specific differences in genetic versus plastic responses in foraging behaviour, a trait of significance in organismal fitness and ecosystem dynamics.

Misplaced Divides? Discussing Political Disagreement With Strangers Can Be Unexpectedly Positive.

Differences of opinion between people are common in everyday life, but discussing those differences openly in conversation may be unnecessarily rare. We report three experiments (N = 1,264 U.S.-based adults) demonstrating that people's interest in discussing important but potentially divisive topics is guided by their expectations about how positively the conversation will unfold, leaving them more interested in having a conversation with someone who agrees versus disagrees with them. People's expectations about their conversations, however, were systematically miscalibrated such that people underestimated how positive these conversations would be-especially in cases of disagreement. Miscalibrated expectations stemmed from underestimating the degree of common ground that would emerge in conversation and from failing to appreciate the power of social forces in conversation that create social connection. Misunderstanding the outcomes of conversation could lead people to avoid discussing disagreements more often, creating a misplaced barrier to learning, social connection, free inquiry, and free expression.

Cultural transmission, competition for prey, and the evolution of cooperative hunting.

Although cooperative hunting is widespread among animals, its benefits are unclear. At low frequencies, cooperative hunting may allow predators to escape competition and access bigger prey that could not be caught by a lone cooperative predator. Cooperative hunting is a more successful strategy when it is common, but its spread can result in overhunting big prey, which may have a lower per-capita growth rate than small prey. We construct a one-predator species, two-prey species model in which predators either learn to hunt small prey alone or learn to hunt big prey cooperatively. Predators first learn vertically from parents, then horizontally (i.e. socially) from random individuals or siblings. After horizontal transmission, they hunt with their learning partner if both are cooperative, and otherwise they hunt alone. Cooperative hunting cannot evolve when initially rare unless predators (a) interact with siblings, or (b) horizontally transmit the cooperative behavior to potential hunting partners. Whereas competition for small prey favors cooperative hunting when this cooperation is initially rare, the frequency of cooperative hunting cannot reach 100% unless big prey is abundant. Furthermore, a mutant that increases horizontal learning can invade if cooperative hunting is present, but not at 100%, because horizontal learning allows pairs of predators to have the same strategy. Our results reveal that the interactions between prey availability, social learning, and degree of cooperation among predators may have important effects on ecosystems.

Social demonstration of colour preference improves the learning of associated demonstrated actions.

We studied how different types of social demonstration improve house sparrows' (Passer domesticus) success in solving a foraging task that requires both operant learning (opening covers) and discrimination learning (preferring covers of the rewarding colour). We provided learners with either paired demonstration (of both cover opening and colour preference), action-only demonstration (of opening white covers only), or no demonstration (a companion bird eating without covers). We found that sparrows failed to learn the two tasks with no demonstration, and learned them best with a paired demonstration. Interestingly, the action of cover opening was learned faster with paired rather than action-only demonstration despite being equally demonstrated in both. We also found that only with paired demonstration, the speed of operant (action) learning was related to the demonstrator's level of activity. Colour preference (i.e. discrimination learning) was eventually acquired by all sparrows that learned to open covers, even without social demonstration of colour preference. Thus, adding a demonstration of colour preference was actually more important for operant learning, possibly as a result of increasing the similarity between the demonstrated and the learned tasks, thereby increasing the learner's attention to the actions of the demonstrator. Giving more attention to individuals in similar settings may be an adaptive strategy directing social learners to focus on ecologically relevant behaviours and on tasks that are likely to be learned successfully.

Auditory risk recognition is socially transmitted across territory borders in wild birds.

Prey species commonly assess predation risk based on acoustic signals, such as predator vocalizations or heterospecific alarm calls. The resulting risk-sensitive decision-making affects not only the behavior and life-history of individual prey, but also has far-reaching ecological consequences for population, community, and ecosystem dynamics. Although auditory risk recognition is ubiquitous in animals, it remains unclear how individuals gain the ability to recognize specific sounds as cues of a threat. Here, it has been shown that free-living birds (Wood Warblers Phylloscopus sibilatrix) can learn to recognize unfamiliar, complex sounds (samples of punk rock songs) as cues of a threat from conspecifics holding adjacent territories during the spring breeding season. In a playback experiment, Wood Warblers initially ignored the unfamiliar sounds, but after repeatedly hearing that these sounds trigger alarm calling reaction of neighbors, most individuals showed an anti-predator response to them. Moreover, once learned soon after nestlings hatching, the anti-predator response of parents toward previously unfamiliar sounds was then retained over the entire nestlings rearing period. These results demonstrate that social learning via the association of unfamiliar sounds with known alarm signals enables the spread of anti-predator behavior across territory borders and provides a mechanism explaining the widespread abilities of animals to assess predation risk based on acoustic cues.

Revisiting Perdeck's massive avian migration experiments debunks alternative social interpretations.

Whether avian migrants can adapt to their changing world depends on the relative importance of genetic and environmental variation for the timing and direction of migration. In the classic series of field experiments on avian migration, A. C. Perdeck discovered that translocated juveniles failed to reach goal areas, whereas translocated adults performed 'true-goal navigation'. His translocations of > 14 000 common starlings (Sturnus vulgaris) suggested that genetic mechanisms guide juveniles into a population-specific direction, i.e. 'vector navigation'. However, alternative explanations involving social learning after release in juveniles could not be excluded. By adding historical data from translocation sites, data that was unavailable in Perdeck's days, and by integrated analyses including the original data, we could not explain juvenile migrations from possible social information upon release. Despite their highly social behaviour, our findings are consistent with the idea that juvenile starlings follow inherited information and independently reach their winter quarters. Similar to more solitarily migrating songbirds, starlings would require genetic change to adjust the migration route in response to global change.

Similarity or stereotypes? An investigation of how exemplar gender guides children's math learning.

How does the representation of boy and girl exemplars in curricular materials affect students' learning? We tested two competing hypotheses about the impact of gender exemplar on learning: First, in line with Social Learning Theory, children might exhibit a same-gender bias such that they prefer to learn from exemplars that match their gender (H1). Second, consistent with research on children's stereotypes about gender and math (e.g., associating boys with math competence), children might prefer to learn from exemplars who match their stereotypes about who is good at math (H2). We tested these hypotheses with children in middle school (N = 166), a time of development in which stereotypes are well-engrained, but before gender differences in math achievement appear. Children viewed two distinct math strategies, each presented by a boy or girl exemplar. We then examined which strategy children employed on a subsequent math test as well as their perceived similarity to the exemplars and their awareness or endorsement of gender-math stereotypes. Children did not preferentially learn from same-gender exemplars. However, children with stereotypes associating boys with math were more likely to learn the more difficult strategy when it was presented by a boy exemplar than children who did not associate boys with math. The results of this study provide valuable insight into how children's stereotypes impact their real-world learning. RESEARCH HIGHLIGHTS: How does the representation of boy and girl exemplars in children's curricular materials affect their learning? Past research demonstrates that children prefer to learn from same-gender exemplars, but also hold a stereotype that boys are better at math. In the current study, we test whether children preferentially adopt a math strategy presented by a boy or girl exemplar. Children who held the belief that boys are better at math were more likely to learn a difficult strategy from boy exemplars than children who did not endorse this stereotype.

Your feelings are reasonable: Emotional validation promotes persistence among preschoolers.

Persistence is a critical factor that significantly predicts life outcomes. Although individual differences in persistence emerge early in life, the knowledge of effective strategies for cultivating persistence in young children remains limited. Based on these two studies, we suggest that emotional validation, defined as the acceptance of emotions without judgment, is a beneficial technique for promoting persistence in the wake of frustration. Study 1 examined 150 parents of children aged 4-6 years and found that parents' tendency to validate their children's emotions was positively associated with children's trait persistence. We conducted a randomized experiment (N = 93, aged 4-6 years) in Study 2 to establish a causal relationship between emotional validation and persistence in preschoolers. Children who received emotional validation feedback (n = 31) exhibited higher levels of persistence than those who received emotional invalidation (n = 31) and no feedback (baseline, n = 31) on a frustrating task. The persistence between the emotional invalidation and no-feedback conditions was not statistically different. This finding highlights the vital role of emotional validation in promoting persistence in children at trait and state levels. In summary, this study offers a compelling strategy for empowering young children with resilience and determination when they encounter challenges. RESEARCH HIGHLIGHTS: Parental emotional validation predicts the trait-level persistence of children aged 4-6 years. Children who received emotion-validation feedback persisted longer on a task than those who received emotion-invalidation feedback or no feedback. Children in the emotion invalidation condition did not differ from those in the no-feedback condition in terms of persistence. Future studies are required to investigate the mechanisms underlying emotional validation in promoting task persistence in children.

Act generously when others do so: Majority influence on young children's sharing behavior.

Children's sharing behavior is profoundly shaped by social norms within their society, and they can learn these norms by directly observing how most others share in their immediate environment. Here we systematically investigated the impact of majority influence on the sharing behavior of young Chinese children through three studies (N = 336, 168 girls). Four- and 6-year-olds were allowed to choose 10 favorite stickers and had an opportunity to engage in anonymous sharing. Before making the sharing decision, children were assigned to one of two conditions: watching a video in which three peers all shared 8 out of 10 stickers (i.e., the majority sharing condition) or making their decisions without watching the video (i.e., the control condition). Results showed that both the 4- and 6-year-old children shared more stickers in the majority sharing condition than in the control condition (Studies 1 & 2). Moreover, the influence of the majority had a stronger effect compared to the influence of a single role model. Children shared more stickers after observing three peers sharing, compared to watching one peer sharing three times (Study 2). Furthermore, children were less likely to copy the majority's non-sharing behavior when it came to giving away stickers without prosocial outcomes, which was particularly evident among 4-year-olds (Study 3). The results reveal that majority influence uniquely shapes children's sharing behavior and that children selectively follow the majority based on whether the behavior exhibits prosocial attributes. A video abstract of this article can be viewed at https://youtu.be/8qNNhf9754I?si=7YfpaFpcD_IjlXjJ RESEARCH HIGHLIGHTS: Observing a majority of three peers' unanimous generous sharing promoted sharing behavior in both 4- and 6-year-olds. The influence of three peers on children's sharing was stronger than that of one peer sharing three times. Four-year-olds, but not 6-year-olds, did not copy the non-sharing behavior of the majority as it did not lead to prosocial outcomes.

Human musical capacity and products should have been induced by the hominin-specific combination of several biosocial features: A three-phase scheme on socio-ecological, cognitive, and cultural evolution.

Various selection pressures have shaped human uniqueness, for instance, music. When and why did musical universality and diversity emerge? Our hypothesis is that "music" initially originated from manipulative calls with limited musical elements. Thereafter, vocalizations became more complex and flexible along with a greater degree of social learning. Finally, constructed musical instruments and the language faculty resulted in diverse and context-specific music. Music precursors correspond to vocal communication among nonhuman primates, songbirds, and cetaceans. To place this scenario in hominin history, a three-phase scheme for music evolution is presented herein. We emphasize (1) the evolution of sociality and life history in australopithecines, (2) the evolution of cognitive and learning abilities in early/middle Homo, and (3) cultural evolution, primarily in Homo sapiens. Human musical capacity and products should be due to the hominin-specific combination of several biosocial features, including bipedalism, stable pair bonding, alloparenting, expanded brain size, and sexual selection.

Heterogeneous Thresholds, Social Ranking, and the Emergence of Vague Categories.

Threshold models in which an individual's response to a particular state of the world depends on whether an associated measured value exceeds a given threshold are common in a variety of social learning and collective decision-making scenarios in both natural and artificial systems. If thresholds are heterogeneous across a population of agents, then graded population level responses can emerge in a context in which individual responses are discrete and limited. In this article, I propose a threshold-based model for social learning of shared quality categories. This is then combined with the voting model of fuzzy categories to allow individuals to learn membership functions from their peers, which can then be used for decision-making, including ranking a set of available options. I use agent-based simulation experiments to investigate variants of this model and compare them to an individual learning benchmark when applied to the ranking problem. These results show that a threshold-based approach combined with category-based voting across a social network provides an effective social mechanism for ranking that exploits emergent vagueness.

Reproductive behaviour and fertilized spawns in cultured Solea senegalensis broodstock co-housed with wild breeders during their juvenile stages.

The reproductive failure of Senegalese sole (Solea senegalensis) cultured males (reared entirely in captivity from egg through to adult) that do not participate in reproductive behaviours to fertilise spawns, results in a problem to achieve reproductive control in captivity. However, cohabitation with wild males has led to an increase in the involvement of cultured males in reproductive behaviour, although their contribution to fertilised spawning is still lower than that of wild breeders. This study aimed to examine the effect of different social conditions, on the reproductive behaviour and spawning success of cultured breeders over three reproductive seasons. Before starting this study, different social learning opportunities were provided to the breeders from the juvenile to the pubertal stages of the individuals. Behaviour and spawning were evaluated in four experimental groups of cultured breeders: two groups (W1 and W2) that prior to this study were reared during the juvenile stage with wild breeders that fertilized spawns, a Culture breeder group (CB) that was previously reared with cultured breeders that spawned unfertile eggs, and a negative control group (CN) that was reared in isolation from adult fish. During the three reproductive seasons, spawning was obtained from all groups. Generally, the first year had the highest egg production and the third year the lowest. However, fertilised eggs were only obtained from W1 in the first year. A total of eight fertilised spawns were collected with a fertilisation rate of 28.02 ± 13.80 % and a hatching rate of 15.04 ± 10.40 %. The mean number of larvae obtained per spawn was 7,683 ± 5,947 and the total number of larvae from all eight spawns was 61,468. The paternity analysis assigned 64.3 % of larvae to a single couple of breeders, while 34.3 % of larvae were not assigned to any single family, but inconclusively to more than three parents. The highest locomotor activity was observed in W1, while no significant differences were observed in the number of movements within W2, CB and CN. In all groups, during the peak of locomotor activity (19h00-20h00), the main reproductive behaviours observed were Rest the Head and Follow, while the Guardian behaviour was low and Coupled behaviour was only observed in W1. Over time, the reproductive behaviours decreased, except for Follow. The social learning opportunities provided by cohabitation with wild fish during juvenile stages prior to spawning in W1, increased activity and fertilised spawning. However, the number of successful spawns was low and over time stopped in association with a decrease in reproductive behaviour. This suggests that other mechanisms of behavioural learning could be involved in reproductive success, such as reproductive dominance, environmental conditions or hormonal interactions that could affect physiological processes in the reproduction of captive breeders.