Hypothesized functions of complex song in birds include a role in mate attraction and territory defense and, through regional dialects, in genetic substructuring of populations and speciation. The necessary first step in testing such functions is a detailed characterization of song organization and variability. This is provided for the Northern House Wren (Troglodytes aedon), a species noted for complex song, but lacking detailed descriptions. The species was studied at two sites in Alberta with a sample of 15,000 songs from 15 males. Males sang in long bouts, each song composed of multiple syllable types and repeated many times before switching. The population repertoire of 27 syllables was almost entirely shared, but used to construct novel repertoires of up to 200 different song types for individual males without evidence of a ceiling. Additional flexibility and constraints in song construction are discussed in view of the above noted functions of song complexity. / x, 111 leaves : ill., maps ; 29 cm

Thesis (Ph.D.)--Memorial University of Newfoundland, 2003. / Bibliography: leaves 174-202.

Thesis (M.S.)--Florida State University, 2006. / Advisor:Thomas A. Houpt, Florida State University, College of Arts and Sciences, Dept. of Biological Science. Title and description from dissertation home page (viewed June 7, 2006). Document formatted into pages; contains vi, 37 pages. Includes bibliographical references.

Many of the tool-using activities of both chimpanzees and children involve a complex mixture of interconnected causal relationships between a tool and a reward, and much of this tool-use is thought to be acquired, at least in part, by social learning. However, despite the considerable research effort focused on both causal understanding and social learning, few studies have directly addressed the potential interaction between these areas. It seems likely that the way in which an individual learns to use a tool through observation will be significantly influenced by its understanding of the causal relationships that it observes. This thesis presents a series of nine experiments with 3- to 7-year-old chimpanzees and 3- 6-year-old children, designed to investigate whether causal information is involved in determining which social learning strategy they employ. The first set of experiments demonstrated that chimpanzees could be influence to switch between imitation and emulation to solve the same task, by altering the availability of causal information. When causal information was available, by presenting a tool-use task in a transparent condition, chimpanzees were found to reproduce only the results of a model's behaviour, consistent with emulation. However, when the availability of causal information was restricted, by presenting the same task in an opaque condition, the chimpanzees included a greater proportion of the model's behaviour, consistent with imitation. The second set of experiments revealed that chimpanzees could learn specific causal information by observation, such as the significance of tool-reward contact. However, they may be overwhelmed by observing multiple causal relationships, or those involving unobservable causal principles, such as gravity or force. The common view that the widespread evidence for emulation in chimpanzee social learning studies indicates a deficit of imitative capacity may therefore be misleading. The results of this thesis suggest more generally that when causal information is available, chimpanzees tend to use emulation. They are also able to imitate, but do so mainly in situations where emulation is not possible. Thus, the availability of causal information plays an important role in chimpanzee social learning, by determining which learning strategy is employed, and ultimately the degree of behavioural fidelity that is achieved, hi contrast, the studies with children revealed that they imitate the actions that they observe without appearing to consider the causal efficiency of their behaviour. This may be due to a greater focus on the actions of a demonstrator rather than the results or goals of their behaviour, and a greater tendency to interpret those actions as intentional.

Culture is an important means by which both human and non-human animals transmit useful behaviours between individuals and generations. Amongst animals, chimpanzees live particularly varied cultural lives. However, the processes and factors that influence whether chimpanzees will be motivated to copy an observed behaviour are poorly understood. In this thesis, I explore various factors and their influence on social learning decisions in chimpanzees. In turn, the chapters examine the influence of (i) rank-bias towards copying dominant individuals, (ii) majority and contextual influences and finally (iii) individual differences in proclivity for social learning. In my first experiment, I found evidence that chimpanzees are highly motivated to copy the behaviour of subordinate demonstrators and innovators in an open-diffusion puzzle-box paradigm. In contrast, behaviours seeded by dominant individuals were not transmitted as faithfully. This finding has important implications for our understanding of the emergence of novel traditions. In my second experiment, I found that some chimpanzees are highly motivated to relinquish an existing behaviour to adopt an equally rewarding alternative if it is consistently demonstrated by just one or two individuals within a group context, but not in a dyadic context. This contrasts with prior studies which argue that chimpanzees are highly conservative and may hint at a hitherto unrecognised process by which conformity-like behaviour might occur. Finally, I performed a novel type of ‘meta' analysis on 16 social learning studies carried out at our research site to determine whether individuals demonstrated consistency in their social learning behaviour across experimental contexts. Strong evidence for individual differences in social information use was found, with females more likely to use social information than males. No effect of age, research experience or rearing history was found. This presents a promising new method of studying individual differences in behaviour using the accumulated findings of previous work at a study site.

Social learning is ubiquitous among animals and humans and is thought to be critical to the widespread success of humans and to the development and evolution of human culture. Evolutionary theory, however, suggests that social learning alone may not be adaptive but that individuals may need to be selective in who and how they copy others. One of the key findings of these evolutionary models (reviewed in Chapter 1) is that social information may be widely adaptive if individuals are able to combine social and asocial sources of information together strategically. However, up until this point the focus of theoretic models has been on the population level consequences of different social learning strategies, and not on how individuals combine social and asocial information on specific tasks. In Chapter 2 I carry out an analysis of how animal learners might incorporate social information into a reinforcement learning framework and find that even limited, low-fidelity copying of actions in an action sequence may combine with asocial learning to result in high fidelity transmission of entire action sequences. In Chapter 3 I describe a series of experiments that find that human learners flexibly use a conformity biased learning strategy to learn from multiple demonstrators depending on demonstrator accuracy, either indicated by environmental cues or past experience with these demonstrators. The chapter reveals close quantitative and qualitative matches between participant's performance and a Bayesian model of social learning. In both Chapters 2 and 3 I find, consistent with previous evolutionary findings, that by combining social and asocial sources of information together individuals are able to learn about the world effectively. Exploring how animals use social learning experimentally can be a substantially more difficult task than exploring human social learning. In Chapter 4, I develop and present a refined version of Network Based Diffusion analysis to provide a statistical framework for inferring social learning mechanisms from animal diffusion experiments. In Chapter 5 I move from examining the effects of social learning at an individual level to examining their population level outcomes and provide an analysis of how fine-grained population structure may alter the spread of novel behaviours through a population. I find that although a learner's social learning strategy and the learnability of a novel behaviour strongly impact how likely the behaviour is to spread through the population, fine grained population structure plays a much smaller role. In Chapter 6 I summarize the results of this thesis, and provide suggestions for future work to understand how individuals, humans and other animals alike, use social information.

No description available.

This thesis examines the relationship between individual differences in learning, personality, and social success in two groups of brown capuchin monkeys (Sapajus sp.) housed at the “Living Links Centre for Human Evolution” at Edinburgh Zoo, UK. Being able to learn quickly and efficiently likely helps primates achieve social success (defined here in terms of centrality within a social network), such as acquiring knowledge of others or learning social skills. Therefore, individuals that are better at learning were predicted to have greater social success than other group members. This prediction, however, contrasts with hypotheses generated from two other disciplines at the individual level: 1) the study of behavioural innovation, and 2) the study of individual differences, i.e. “personality”. In terms of behavioural innovation, better learners should have less social success than other group members because they are expected to rely more on problem-solving, rather than physical combativeness or status, to gain access to socioecological resources. In terms of personality, learning should have little or no direct relationship with social success because other individual differences, like sociability and fearfulness, should mediate primates’ social decision making. This thesis investigates each of these hypotheses. Personality was assessed in 127 capuchins from 7 international sites using the Hominoid Personality Questionnaire, and then validated at Living Links (LL) using behavioural codings; this was the first-ever description of personality structure in brown capuchins. Brown capuchins have five personality dimensions: Assertiveness, Openness, Sociability, Neuroticism, and Attentiveness. Ratings were consistent across observers, and predicted relevant behaviours among the LL capuchins over a year later (e.g. scores on Sociability predicted time spent in close proximity to others). “Social success” in the LL capuchins was assessed in terms of centrality in spatial proximity networks. Individual scores on social network centrality were significantly correlated with scores derived from a Principal Components Analysis of eight affiliative and agonistic behaviours among the LL capuchins, indicating that spatial proximity is a reliable measure of the quality of subjects’ social embeddedness within their groups. Social rank and two personality traits (Assertiveness and Sociability) were positively related to network centrality, while another personality trait (Neuroticism) was negatively related to centrality. Sociability was a significant predictor of network centrality even after controlling for social rank and the other personality traits, highlighting the importance of this personality trait in shaping the social success of capuchins beyond that of basic social rules (e.g. kinship, sex, and rank). Individual learning was assessed in the LL capuchins by administering two operant tasks to subjects under conditions of free choice participation. In Task 1, thirteen monkeys participated, and eight individuals met learning criteria (i.e. >80% trials correct over 3 consecutive sessions). In Task 2, fifteen monkeys participated, and five individuals met learning criteria; the monkeys that learned this second task were also among those individuals that learned Task 1. For monkeys that regularly participated in both tasks (i.e. >50% of sessions), their average performances (i.e. % trials correct) were significantly correlated with individual scores on Assertiveness, but not the other four personality traits, or individual differences in attention span during testing, the percent of sessions subjects participated during testing, the amount of scrounging events subjects directed towards others within their social group, or the percent of observation time subjects spent feeding within their main indoor/outdoor enclosures. In terms of social success, relatively better learners had lower social rank and network centrality compared to relatively poor learners. Also, compared to poorer learners, better learners were generally less likely to direct affiliative acts (e.g. grooming, food sharing, coalitionary support) to other group members. Controlling for Assertiveness (i.e. the only variable related to individual differences in subjects’ average learning performance), individual differences in learning performance were no longer significantly related to social rank, network centrality, or the amount of affiliative acts subjects initiated with others. Collectively, such findings contrast the hypothesis that better learners should (concurrently) be more socially successful than poorer learners, and instead are more reflective of hypotheses pertaining to behavioural innovation and/or the study of individual differences. Social rank and certain traits of personality (Assertiveness, Openness, Neuroticism, and Sociability) appear to interact with capuchins’ patterns of social interaction, and one personality trait (Assertiveness) may mediate how individual differences in learning are associated with differences in social success.

Thesis (M.S.)--University of Michigan, 1993.

Many animals socially learn, but very few do so through teaching, where an individual modifies its behaviour in order to facilitate learning for another individual. Teaching behaviour is costly, but can confer numerous advantages, such as high fidelity transmission of information or an increase in the rate of social learning. In many putative cases of teaching, it is not known whether the pupil learns from the modified behaviour. This thesis addresses this issue in three cases of potential teaching behaviour. In particular, it investigates whether the role of food transfers in wild golden lion tamarins is to teach which foods are good to eat (Chapter 5). There was little evidence that novel foods were transferred more than familiar foods, and this was not due to the juveniles attempting to obtain novel foods more than familiar ones, or by adults discarding novel foods more than familiar ones. Transfers were however more successful when donors had previously ingested the food type transferred. Successful food transfers also had a positive correlation with foraging choices once juveniles were older, suggesting they learned from food transfers. In golden lion tamarins, this thesis also examined whether juveniles learned from food-offering calls which substrates were good to forage on (Chapter 6). Juveniles that experienced playback of food-offering calls ate more on a novel substrate, than juveniles that did not experience those playbacks, both immediately as the calls were being played, and in the long term, six months after the playbacks. This suggests that juveniles learned from the playbacks. Finally, this thesis attempted to replicate previous findings showing that hens modify their behaviour when chicks feed from seemingly unpalatable food, and explored whether chicks learned what food to eat based on the maternal display (Chapter 7). The experiment failed to find evidence for teaching behaviour, but results were not inconsistent with previous findings. Moreover, there was little evidence that chicks learned from their mother, quite to the contrary, hens seemed to acquire their foraging decisions based on their chicks' choices.