The effect of experience on the hunting success of newly emerged spiderlings

Heuristic test reveals little effect of learning and maturation on early prey capture experiences in a web-building spider

Behaviors can vary throughout an animal's life and this variation can often be explained by changes associated with learning and/or maturing. Currently, there is little consensus regarding how these processes interact to affect behaviors. Here we proposed a heuristic approach to disentangle the effects of learning and maturation on behavior and applied it to the predatory behaviors of Physocyclus globosus spiderlings. We varied the degree of prey difficulty and familiarity spiderlings received along the first instar and across the molt to the second instar and quantified the time spiderlings spent wrapping prey, as a proxy for prey capture efficiency. We found no overall evidence for learning or maturation. Changes in efficiency were mainly due to the switch from difficult to easy prey, or vice versa. However, there was one treatment where spiderlings improved in efficiency before and after the molt, without a switch in prey type. This provides some indication that difficult prey may offer more opportunity for learning or maturation to impact behavior. Although we found little effect of learning or maturation on prey capture efficiency, we suggest that our heuristic approach is effective and could be useful in investigating these processes in other behaviors and other animals.

Foraging decisions and behavioural flexibility in trap-building predators: a review

Foraging theory was first developed to predict the behaviour of widely-foraging animals that actively search for prey. Although the behaviour of sit-and-wait predators often follows predictions derived from foraging theory, the similarity between these two distinct groups of predators is not always obvious. In this review, we compare foraging activities of trap-building predators (mainly pit-building antlions and web-building spiders), a specific group of sit-and-wait predators that construct traps as a foraging device, with those of widely-foraging predators. We refer to modifications of the trap characteristics as analogous to changes in foraging intensity. Our review illustrates that the responses of trap-building and widely-foraging predators to different internal and external factors, such as hunger level, conspecific density and predation threat are quite similar, calling for additional studies of foraging theory using trap-building predators. In each chapter of this review, we summarize the response of trap-building predators to a different factor, while contrasting it with the equivalent response characterizing widely-foraging predators. We provide here evidence that the behaviour of trap-building predators is not stereotypic or fixed as was once commonly accepted, rather it can vary greatly, depending on the individual's internal state and its interactions with external environmental factors.

Expertise acquisition as sustained learning in humans and other animals: commonalities across species

Expertise acquisition may be a universal attribute of animals. In this study data on foraging efficiency, or expertise, was compared for four species: honeybees (Apis mellifera), oystercatchers (Haematopus ostralegus), chimpanzees (Pan troglodytes), and humans (Homo sapiens). Polynomial regression models were constructed to investigate the relationship between age and foraging efficiency. There was a similar expertise-acquisition function between age and foraging efficiency across species, best described by a quadratic equation. The peak of performance was reached, in all cases, before the average age of death but well after reaching physical maturity and the percentage of lifespan devoted to the skill was more than 10% of the species-typical lifespan.