Abstract: We investigated the interaction between individual experience and social learning in domestic dogs,Canis familiaris . We conducted two experiments using detour tests, where an object or food was placed behind a transparent, V-shaped wire-mesh fence, such that the dogs could get the reward by going around the fence. In some groups, two open doors were offered as an alternative, easier way to reach the reward. In experiment 1 we opened the doors only in trial 1, then closed them for trials 2 and 3. In experiment 2 other dogs were first taught to detour the fence with closed doors after they had observed a detouring human demonstrator, then we opened the doors for three subsequent trials. In experiment 1 all dogs reached the reward by going through the doors in trial 1, but their detouring performance was poor after the doors had been closed, if they had to solve the task on their own. However, dogs in the experimental group that were allowed to watch a detouring human demonstrator after the doors had been closed showed improved detouring ability compared with those that did not receive a demonstration of detouring. In experiment 2 the dogs tended to keep on detouring along the fence even if the doors had been opened, giving up a chance to get behind the fence by a shorter route. These results show that dogs can use information gained by observing a human demonstrator to overcome their own mistakenly preferred solution in a problem situation. In a reversed situation social learning can also contribute to a preference for a less adaptive behaviour. However, only repeated individual and social experience leads to a durable manifestation of maladaptive behaviour. Copyright 2003 Published by Elsevier Science Ltd on behalf of The Association for the Study of Animal Behaviour.

Abstract: Some researchers have reported the paradoxical finding of enhanced social learning when naive observers learn from unskilled rather than skilled demonstrators, particularly in discrimination tasks. In two experiments with starlings,Sturnus vulgaris, I considered whether this enhanced learning is because the observer (1) sees incorrect responses only, (2) sees both correct and incorrect responses or (3) sees an increase in the proportion of correct responses over trials. In experiment 1, individual starlings observed a demonstrator bird perform multiple simultaneous discrimination tasks. In one group, the demonstrator always picked the correct stimulus; in another group, the demonstrator always picked the incorrect stimulus; in a third group, the demonstrator consistently picked the correct stimulus 50% of the time. Those subjects that observed only incorrect choices performed significantly better than the other two groups, but none of the birds achieved the 90% correct performance criterion. Experiment 2 involved a single discrimination task; thus, a fourth group was added to control for individual learning. Again, subjects that observed only incorrect responses learned the discrimination significantly more quickly than the other three groups. Subjects that observed the demonstrator make both correct and incorrect responses were equally likely to select the same (correct) or opposite (incorrect) stimulus when the demonstrator picked the correct stimulus. When the demonstrator picked the incorrect stimulus, however, these subjects were significantly more likely to pick the opposite (correct) stimulus. These findings suggest that when learning a discrimination problem, observing a foraging companion's lack of success is more informative than observing its success.

Abstract: We investigated whether capuchin monkeys cooperate to solve a task and to what extent they take into account the behaviour of another individual when cooperating. Two groups of capuchin monkeys (N=5 and 6) were tested in a task whose solution required simultaneous pulling of two handles which were too far from one another to be pulled by one monkey. Before carrying out the cooperation study, individual monkeys were trained to pull one handle (training phase 1) and to pull two handles simultaneously (training phase 2) for a food reward. Nine subjects were successful in training phase 1, and five in training phase 2. In the cooperation study seven subjects were successful, that is, pulled one handle while a companion pulled the other. Further analyses revealed that capuchins did not increase their pulling actions when a partner was close to or at the other handle, that is, when cooperation might occur. These data suggest that capuchin monkeys acted together at the task and got the reward without understanding the role of the partner and without taking its behaviour into consideration. Social tolerance, as well as their tendency to explore and their manual dexterity, were the major factors accounting for the capuchins' success.

Abstract: Learning and imitation were examined in animals selected from two groups of sixteen pigtail monkeys. There were significant differences in performance on a cued-alternation task as a function of both social status within the stable group, and prior exposure to a social model. High status animals responded more frequently, but were less successful in acquiring appropriate response delay. Exposure to the model improved response latencies and acquisition of response delay for all subjects. However, model exposure did not improve alternation performance. Results are discussed in terms of prior social experience of the subjects, general learning strategies, and differential sensitivity to multiple reinforcement contingencies. Findings are related to ethological concepts of imitation, and field reports on primate social learning.

Abstract: Recent models of the social transmission of behaviour by animals have repeatedly led their authors to the counterintuitive (and counterfactual) conclusion that traditional behaviour patterns in animals are often not locally adaptive. This deduction results from the assumption in such models that frequency of expression of socially learned behaviour patterns is not affected by rewards or punishments contingent upon their expression. An alternative approach to analysis of social learning processes, based on Staddon-Simmelhag's conditioning model, is proposed here. It is assumed that social interactions affect the probability of introduction of novel behaviour patterns into a naive individual's repertoire and that consequences of engaging in a socially learned behaviour determine whether that behaviour continues to be expressed. Review of several recently analysed instances of animal social learning suggests that distinguishing processes that introduce behaviour patterns into the repertoires of individuals from processes that select among behavioural alternatives aids in understanding observed differences in the longevity of various traditional behaviour patterns studied in both laboratory and field. Finally, implications of the present approach for understanding the role of social learning in evolutionary process are discussed.