Abstract: Abstract Across the globe, wildlife populations and their behaviours are negatively impacted by people. Protected areas are believed to be an antidote to increasing human pressures but even they are not immune to the impact of anthropogenic activities. Areas that have been set aside for the protection of wildlife therefore warrant more attention when investigating the impact of anthropogenic pressures on wildlife. We use cheetahs Acinonyx jubatus as a case study to explore how a large carnivore responds to anthropogenic pressures inside wildlife areas. Using GPS-collar data we investigate cheetah space use, both when moving and stationary, and movement parameters (speed and turn angles) in relation to human disturbance, distance to human settlement, livestock abundance and livestock site use inside wildlife areas. Space use was negatively influenced by human disturbance, resulting in habitat loss and fragmentation and potentially reducing landscape permeability between neighbouring wildlife areas. Cheetahs were also less likely to stop in areas where livestock numbers were high, but more likely to stop in areas that were frequently used by livestock. The latter could reflect that cheetahs are attracted to livestock however, cheetahs in the study area rarely predated on livestock. It is therefore more likely that areas that are frequently used by livestock attract wild herbivores, which in turn could influence cheetah space use. We did not find any effects of people and livestock on cheetahs? speed and turn angles which might be related to the resolution of the data. We found that cheetahs are sensitive to human pressures and we believe that they could be an indicator species for other large carnivores facing similar challenges. We suggest that further research is needed to determine the levels of anthropogenic pressures needed to maintain ecological integrity, especially inside wildlife areas.

Abstract: We tested for social learning and imitation in common marmosets using an artificial foraging task and trained conspecific demonstrators. We trained a demonstrator marmoset to open an artificial fruit, providing a full demonstration of the task to be learned. Another marmoset provided a partial demonstration, controlling for stimulus enhancement effects, by eating food from the outside of the apparatus. We thus compared three observer groups, each consisting of four animals: those that received the full demonstration, those that received the partial demonstration, and a control group that saw no demonstration prior to testing. Although none of the observer marmosets succeeded in opening the artificial fruit during the test periods, there were clear effects of demonstration type. Those that saw the full demonstration manipulated the apparatus more overall, whereas those from the control group manipulated it the least of the three groups. Those from the full-demonstration group also contacted the particular parts of the artificial fruit that they had seen touched (localised stimulus enhancement) to a greater extent than the other two groups. There was also an interaction between the number of hand and mouth touches made to the artificial fruit for the full- and partial-demonstration groups. Whether or not these data represent evidence for imitation is discussed. We also propose that the clear differences between the groups suggest that social learning mechanisms provide real benefits to these animals in terms of developing novel food-processing skills analogous to the one presented here.

Abstract: This study examines whether horses can learn by observing humans, given that they identify individual humans and orientate on the focus of human attention. We tested 24 horses aged between 3 and 12. Twelve horses were tested on whether they would learn to open a feeding apparatus by observing a familiar person. The other 12 were controls and received exactly the same experimental procedure, but without a demonstration of how to operate the apparatus. More horses from the group with demonstration (8/12) reached the learning criterion of opening the feeder twenty times consecutively than horses from the control group (2/12), and younger horses seemed to reach the criterion more quickly. Horses not reaching the learning criteria approached the human experimenters more often than those that did. The results demonstrate that horses learn socially across species, in this case from humans.

Abstract: In the USA, each year, up to one billion birds are estimated to die from colliding with windowpanes (Sabo et al. 2016). A further 573,000 are struck down by wind turbines, along with 888,000 bats (Smallwood 2013). Worldwide, unintended capture in fishing devices is recognized as the single most serious global threat to migratory, long-lived marine taxa including turtles, birds, mammals and sharks (Wallace et al. 2013). Estimates put the number of amphibians killed per year on Australian roads at 5 million (Seiler 2003). The likelihood of a green turtle erroneously ingesting plastic debris, often by mistaking them for food, rose from 30% in 1985 to almost 50% in 2012 (Schuyler et al. 2013). Human-induced rapid environmental change (HIREC, sensu Sih et al. 2011) is filling animals’ environments with new threats which bear little or excessive similarity to those they have encountered in their evolutionary history (Dwernychuk and Boag 1972; Patten and Kelley 2010; Witherington 1997). As a consequence, many of the stimuli involved fall outside the adaptive processing space of animals’ evolutionary perceptual, learning, memory and decision-making systems, making individuals particularly vulnerable to their impact.

Abstract: There is a long-standing debate as to whether social or physical environmental aspects drive the evolution and development of cognitive abilities. Surprisingly few studies make use of developmental plasticity to compare the effects of these two domains during development on behaviour later in life. Here, we present rearing effects on the development of learning abilities and social behaviour in the jumping spider Marpissa muscosa. These spiders are ideally suited for this purpose because they possess the ability to learn and can be reared in groups but also in isolation without added stress. This is a critical but rarely met requirement for experimentally varying the social environment to test its impact on cognition. We split broods of spiders and reared them either in a physically or in a socially enriched environment. A third group kept under completely deprived conditions served as a 'no-enrichment' control. We tested the spiders' learning abilities by using a modified T-maze. Social behaviour was investigated by confronting spiders with their own mirror image. Results show that spiders reared in groups outperform their conspecifics from the control, i.e. 'no-enrichment', group in both tasks. Physical enrichment did not lead to such an increased performance. We therefore tentatively suggest that growing up in contact with conspecifics induces the development of cognitive abilities in this species.