Memory enhances problem solving in the fawn-footed mosaic-tailed rat Melomys cervinipes

How to solve novel problems: the role of associative learning in problem-solving performance in wild great tits Parus major

Although problem-solving tasks are frequently used to assess innovative ability, the extent to which problem-solving performance reflects variation in cognitive skills has been rarely formally investigated. Using wild breeding great tits facing a new non-food motivated problem-solving task, we investigated the role of associative learning in finding the solution, compared to multiple other non-cognitive factors. We first examined the role of accuracy (the proportion of contacts made with the opening part of a string-pulling task), neophobia, exploration, activity, age, sex, body condition and participation time on the ability to solve the task. To highlight the effect of associative learning, we then compared accuracy between solvers and non-solvers, before and after the first cue to the solution (i.e., the first time they pulled the string opening the door). We finally compared accuracy over consecutive entrances for solvers. Using 884 observations from 788 great tits tested from 2010 to 2015, we showed that, prior to initial successful entrance, solvers were more accurate and more explorative than non-solvers, and that females were more likely to solve the task than males. The accuracy of solvers, but not of non-solvers, increased significantly after they had the opportunity to associate string pulling with the movement of the door, giving them a first cue to the task solution. The accuracy of solvers also increased over successive entrances. Our results demonstrate that variations in problem-solving performance primarily reflect inherent individual differences in associative learning, and are also to a lesser extent shaped by sex and exploratory behaviour.

Adding the neuro to cognition: from food storing to nest building

Typically, investigations of animal cognition couple careful experimental manipulations with examination of the animal's behavioural responses. Sometimes those questions have included attempts to describe the neural underpinnings of the behavioural outputs. Over the past 25 years, behaviours that involve spatial learning and memory (such as navigation and food storing) has been one context in which such dual or correlated investigations have been both accessible and productive. Here I review some of that work and where it has led. Because of the wealth of data and insights gained from that work and song learning before it, it seems that it might also be useful to try to add some neurobiology to other systems in animal cognition. I finish then, with a description of recent work on the cognition and neurobiology of avian nest building. It is still relatively early days but asking questions about the cognition of nest building has already shown both neural correlates of nest building and that learning and memory play a much greater role in this behaviour than previously considered. While it is not yet clear how putting these components together will be synergistic, the examples of song learning and food storing provide encouragement. Perhaps this might be true for other behaviours too?

Problem solving in fawn-footed mosaic-tailed rats Melomys cervinipes is not significantly influenced by maternal care or genetic effects

Innovative problem solving is thought to be a flexible trait that allows animals to adjust to changing or challenging environmental conditions. However, it is not known how problem solving develops during an animal's early life, or whether it may have a heritable component. We investigated whether maternal genetic and nongenetic effects influenced problem-solving ability in a native Australian rodent, the fawn-footed mosaic-tailed rat Melomys cervinipes. We measured direct (time spent grooming and huddling), indirect (time spent nesting), and total amount of maternal care received across pup development (postnatal Days 1-13). We measured problem solving in juveniles using matchbox tasks, and in mothers and adult offspring using six tasks of varying complexity (matchbox, cylinder, obstruction, pillar, tile, and lever tasks). We found no relationship between any maternal care measures and problem-solving abilities across multiple tests, suggesting limited (if any) maternal nongenetic effects. We also found that, as shown by low heritability estimates, problem solving only had a small heritable component in some tasks, but this was nonsignificant and requires further investigation. These results suggest that problem solving is unlikely to be constrained by maternal effects experienced during early development, and is, instead, more likely to be influenced by other factors (e.g., experience) later in an individual's lifetime.