Social transmission of food preferences in Japanese monkeys (Macaca fuscata) after mere exposure or aversion training

Cheerful tails: Delving into positive emotional contagion

This review delves into the phenomenon of positive emotional contagion (PEC) in rodents, an area that remains relatively understudied compared to the well-explored realm of negative emotions such as fear or pain. Rodents exhibit clear preferences for individuals expressing positive emotions over neutral counterparts, underscoring the importance of detecting and responding to positive emotional signals from others. We thoroughly examine the adaptive function of PEC, highlighting its pivotal role in social learning and environmental adaptation. The developmental aspect of the ability to interpret positive emotions is explored, intricately linked to maternal care and social interactions, with oxytocin playing a central role in these processes. We discuss the potential involvement of the reward system and draw attention to persisting gaps in our understanding of the neural mechanisms governing PEC. Presenting a comprehensive overview of the existing literature, we focus on food-related protocols such as the Social Transmission of Food Preferences paradigm and tickling behaviour. Our review emphasizes the pressing need for further research to address lingering questions and advance our comprehension of positive emotional contagion.

Do chimpanzee food calls bias listeners toward novel items?

Social learning is beneficial in almost every domain of a social animal's life, but it is particularly important in the context of predation and foraging. In both contexts, social animals tend to produce acoustically distinct vocalizations, alarms, and food calls, which have remained somewhat of an evolutionary conundrum as they appear to be costly for the signaller. Here, we investigated the hypothesis that food calls function to direct others toward novel food items, using a playback experiment on a group of chimpanzees. We showed chimpanzees novel (plausibly edible) items while simultaneously playing either conspecific food calls or acoustically similar greeting calls as a control. We found that individuals responded by staying longer near items previously associated with food calls even in the absence of these vocalizations, and peered more at these items compared with the control items, provided no conspecifics were nearby. We also found that once chimpanzees had access to both item types, they interacted more with the one previously associated with food calls than the control items. However, we found no evidence of social learning per se. Given these effects, we propose that food calls may gate and thus facilitate social learning by directing listeners' attention to new feeding opportunities, which if integrated with additional cues could ultimately lead to new food preferences within social groups.

The influence of task difficulty, social tolerance and model success on social learning in Barbary macaques

Despite playing a pivotal role in the inception of animal culture studies, macaque social learning is surprisingly understudied. Social learning is important to survival and influenced by dominance and affiliation in social animals. Individuals generally rely on social learning when individual learning is costly, and selectively use social learning strategies influencing what is learned and from whom. Here, we combined social learning experiments, using extractive foraging tasks, with network-based diffusion analysis (using various social relationships) to investigate the transmission of social information in free-ranging Barbary macaques. We also investigated the influence of task difficulty on reliance on social information and evidence for social learning strategies. Social learning was detected for the most difficult tasks only, with huddling relations outside task introductions, and observation networks during task introductions, predicting social transmission. For the most difficult task only, individuals appeared to employ a social learning strategy of copying the most successful demonstrator observed. Results indicate that high social tolerance represents social learning opportunities and influences social learning processes. The reliance of Barbary macaques on social learning, and cues of model-success supports the costly information hypothesis. Our study provides more statistical evidence to the previous claims indicative of culture in macaques.

Evaluating and re-evaluating intra- and inter-species social transmission of food preferences in domestic dogs

Social-transmission of food preference is a robust behavioral phenomenon in rodents and other species, but less work has evaluated this phenomenon in broader taxa and to what degree social-transmission can occur between species. Here we show that over the span of three experiments that consisted of a human-dog, a dog-dog, and a replication study of a dog-dog demonstrator-observer test, we did not observe successful social transmission of food preferences across all three experiments. For our first experiment, we investigated whether pet dogs acquire food preference from their owners using a two-bowl preference test. The results suggested that our dogs did not acquire a preference for the flavor consumed by their owners. This then led us to investigate whether this failure was the result of an inter-species failure, so we replicated the experiment using two familiar dogs as the demonstrator and observer. The results for Experiment Two also suggested that our participant dogs do not acquire food preference from a canine demonstrator. A third experiment attempted a direct replication of the Lupfer-Johnson and Ross (2007) that found dog-dog transmission of food preferences. Our results again indicated that our participant dogs did not acquire food preference from demonstrators. Over the span of three experiments, our results did not show clear canine food preferences for the food consumed by a demonstrator (human or dog).

From Synapse to Supper: A Food Preference Recipe with Olfactory Synaptic Ingredients

C1ql3 protein and its receptor Bai3 are involved in synaptic organization and function. In this issue of Neuron, Wang et al. (2020) report that both are essential for synaptic function between the anterior olfactory nucleus and the olfactory bulb and for the generation, but not recall, of associative olfactory memories determining food preference in mice.

Information transfer through food from parents to offspring in wild Javan gibbons

The adaptive functions of food transfer from parents to their offspring have been explained mainly by two mutually non-exclusive hypotheses: the nutritional and informational hypotheses. In this study, we examined the functions of food transfer in wild Javan gibbons (Hylobates moloch) by testing these hypotheses from both infants’ and mothers’ perspectives. We observed 83 cases of food solicitations that resulted in 54 occasions of food transfers in three groups over a 19-month period in Gunung Halimun-Salak National Park, Indonesia. Infants initiated all solicitations directed at their mothers with one solicitation towards a father. Food solicitation rate decreased as infant age increased and ceased before weaning. As predicted by the informational hypothesis, infants solicited more food items difficult to obtain and preferred by their parents. On the contrary to the nutritional hypothesis, infants solicited low-quality items more often than high-quality items. Mothers did not change probability of food transfer according to the food characteristics or infant age. Hence, our results suggest that the primary function of food transfer from mother to infant Javan gibbons seems to be information transfer rather than nutritional aids, similarly to great apes.

Reactions to novel objects in monkeys: what does it mean to be neophobic?

Animals' reactions to novel objects vary not only with zoological taxa and their ecology but also in the types of presented stimuli, the context, and individual characteristics. Behavioral reactions can vary from extremely neophobic (avoiding novel objects) to extremely neophilic (intense exploration of novel objects); most often, a mixture of these behavioral patterns appears. In primates, reactions toward novel objects vary according to species, age, sex, population, and the types of objects. Most experiments in this field have used a free exploration design with food or non-food objects. Here, we tested the reactions of captive male rhesus macaques using various stimuli, motivation levels, rewards, and time limits. We found that the monkeys explored and manipulated novel objects in various contexts, with little evidence of a neophobic response; however, environment, types of stimuli, and other parameters of the test can significantly affect monkeys' reactions.

How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals

The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that disputes about the nature and prevalence of teaching across human societies and nonhuman animals are based on a number of deep-rooted theoretical differences between fields, as well as on important differences in how teaching is defined. To reconcile these disparate bodies of research, I review the three major approaches to the study of teaching – mentalistic, culture-based, and functionalist – and outline the research questions about teaching that each addresses. I then argue for a new, integrated framework that differentiates between teaching types according to the specific adaptive problems that each type solves, and apply this framework to restructure current empirical evidence on teaching in humans and nonhuman animals. This integrative framework generates novel insights, with broad implications for the study of the evolution of teaching, including the roles of cognitive constraints and cooperative dilemmas in how and when teaching evolves. Finally, I propose an explanation for why some types of teaching are uniquely human, and discuss new directions for research motivated by this framework.

Social learning in humans and other animals

Decisions made by individuals can be influenced by what others think and do. Social learning includes a wide array of behaviors such as imitation, observational learning of novel foraging techniques, peer or parental influences on individual preferences, as well as outright teaching. These processes are believed to underlie an important part of cultural variation among human populations and may also explain intraspecific variation in behavior between geographically distinct populations of animals. Recent neurobiological studies have begun to uncover the neural basis of social learning. Here we review experimental evidence from the past few decades showing that social learning is a widespread set of skills present in multiple animal species. In mammals, the temporoparietal junction, the dorsomedial, and dorsolateral prefrontal cortex, as well as the anterior cingulate gyrus, appear to play critical roles in social learning. Birds, fish, and insects also learn from others, but the underlying neural mechanisms remain poorly understood. We discuss the evolutionary implications of these findings and highlight the importance of emerging animal models that permit precise modification of neural circuit function for elucidating the neural basis of social learning.

Similarity in food cleaning techniques within matrilines in wild vervet monkeys

Social learning and the formation of traditions rely on the ability and willingness to copy one another. A central question is under which conditions individuals adapt behaviour to social influences. Here, we demonstrate that similarities in food processing techniques emerge on the level of matrilines (mother – offspring) but not on the group level in an experiment on six groups of wild vervet monkeys that involved grapes covered with sand. Monkeys regularly ate unclean grapes but also used four cleaning techniques more similarly within matrilines: rubbing in hands, rubbing on substrate, open with mouth, and open with hands. Individual cleaning techniques evolved over time as they converged within matrilines, stabilised at the end and remained stable in a follow-up session more than one year later. The similarity within matrilines persisted when we analyzed only foraging events of individuals in the absence of other matriline members and matriline members used more similar methods than adult full sisters. Thus, momentary conversion or purely genetic causation are unlikely explanations, favouring social learning as mechanism for within matriline similarities. The restriction of traditions to matriline membership rather than to the group level may restrict the development of culture in monkeys relative to apes or humans.

Unusual feeding behavior in wild great apes, a window to understand origins of self-medication in humans: role of sociality and physiology on learning process

Certain toxic plants are beneficial for health if small amounts are ingested infrequently and in a specific context of illness. Among our closest living relatives, chimpanzees are found to consume plants with pharmacological properties. Providing insight on the origins of human self-medication, this study investigates the role social systems and physiology (namely gut specialization) play on learning mechanisms involved in the consumption of unusual and potentially bioactive foods by two great ape species. We collected data from a community of 41-44 wild chimpanzees in Uganda (11 months, 2008), and a group of 11-13 wild western gorillas in Central African Republic (10 months, 2008-2009). During feeding, we recorded food consumed, its availability, and social interactions (including observers watching conspecifics and the observers' subsequent activity). Unusual food consumption in chimpanzees was twice higher than in gorillas. Additionally chimpanzees relied more on social information with vertical knowledge transmission on unusual foods by continually acquiring information during their life through mostly observing the fittest (pre-senescent) adults. In contrast, in gorillas observational learning primarily occurred between related immatures, showing instead the importance of horizontal knowledge transmission. As chimpanzees' guts are physiologically less specialized than gorillas (more capable of detoxifying harmful compounds), unusual-food consumption may be more risky for chimpanzees and linked to reasons other than nutrition (like self-medication). Our results show that differences in sociality and physiology between the two species may influence mechanisms that discriminate between plants for nutrition and plants with potential therapeutic dietary components. We conclude that self-medication may have appeared in our ancestors in association with high social tolerance and lack of herbivorous gut specialization.

Effects of anesthetic agents on socially transmitted olfactory memories in mice

Mice can learn a food preference from odor cues transmitted on the breath of a conspecific, even if the "demonstrator" is anesthetized. To our knowledge there are no studies examining the effect of anesthetizing the "observer" on development of memory for socially transmitted food preferences (STFP). In Experiment 1 we found that 2-4 month-old F2 C57Bl/6x129sv male and female mice demonstrated a STFP after a 5min exposure to an anesthetized demonstrator mouse when tested 24h later. In Experiment 2, observer mice anesthetized with Sagatal (60 mg/kg) prior to the "social interaction" preferentially avoided the cued food when tested 24h later. This aversion was not due to any overt aversive effects of this dose of Sagatal because mice that ate the food and were then anesthetized, or could only smell the food for 5 min while anesthetized, showed no preference or aversion. In a third experiment we found that the Sagatal-induced aversion was not a general property of anesthesia because there were varied results produced by observer mice treated with anesthetic drugs with different mechanisms of action. Vetalar (200mg/kg) and Rompun (10 mg/kg) treated animals ate similar amounts of cued and non-cued food at test, indicating an absence of learning. Hypnorm (0.5 ml/kg) treated animals showed a preference for the cued food whereas those treated with Hypnovel (2.5 ml/kg) showed an aversion to the cued food. These results show that the food aversion observed with Sagatal is not a general property of anesthetic agents, but appears to be restricted to those acting primarily on the GABAergic system. Thus, we have shown that under certain conditions it is possible for an anesthetized observer mouse to learn a preference or aversion of a socially-linked olfactory cue.

Social transmission of avoidance behavior under situational change in learned and unlearned rats

Background

Rats receive information from other conspecifics by observation or other types of social interaction. Such social interaction may contribute to the effective adaptation to changes of environment such as situational switching. Learning to avoid dangerous places or objects rapidly occurs with even a single conditioning session, and the conditioned memory tends to be sustained over long periods. The avoidance is important for adaptation, but the details of the conditions under which the social transmission of avoidance is formed are unknown. We demonstrate that the previous experience of avoidance learning is important for the formation of behaviors for social transmission of avoidance and that the experienced rats adapt to a change of situation determined by the presence or absence of aversive stimuli. We systematically investigated social influence on avoidance behavior using a passive avoidance test in a light/dark two-compartment apparatus.

Methodology/Principal Findings

Rats were divided into two groups, one receiving foot shocks and another with no aversive experience in a dark compartment. Experienced and inexperienced rats were further divided into subjects and partners. In Experiment 1, each subject experienced (1) interaction with an experienced partner, (2) interaction with an inexperienced partner, or (3) no interaction. In Experiment 2, each subject experienced interaction with a partner that received a shock. The entering latency to a light compartment was measured. The avoidance behavior of experienced rats was inhibited by interaction with inexperienced or experienced partners in a safely-changed situation. The avoidance of experienced rats was reinstated in a dangerously-changed situation by interaction with shocked rats. In contrast, the inexperienced rats were not affected by any social circumstances.

Conclusions/Significance

These results suggest that transmitted information among rats can be updated under a situational change and that the previous experience is crucial for social enhancement and inhibition of avoidance behavior in rats.

Age-dependent patterns of intensive observation on elders by free-ranging juvenile Japanese macaques (Macaca fuscata yakui) within foraging context on Yakushima

Early learning about edible food in the environment is a critical survival task for young nonhuman primates. Social learning and social facilitation are often cited to explain how youngsters learn to select and find their food. In this framework, we observed eight mother-youngster pairs of free-ranging Japanese macaques divided into two sets according to the age of the young (infants aged between 7 and 12 months and juveniles aged between 1.5 and 2 years) during three winter months. We systematically investigated the intensive observation directed by the youngsters toward elders by recording the target's identity (e.g. mother, subadult), the items manipulated by the elder and those items closely observed by the youngster, along with the behavior of the youngster preceding and immediately following an intensive observation period. The diet of the mothers and juveniles was estimated from time records of each feeding occurrence for each food item (identified to species level) and from the quantity of fresh matter ingested. The results show that intensive observation by both infants and juveniles were directed toward those elders engaged in plant and invertebrate foraging. Such behavior was age-dependent, being more frequent in infants than in juveniles. The majority of the intensive observations were directed toward the mother. Intensive observations also shaped a change in the behavior of infants by significantly stimulating the investigation of food items and locations otherwise not investigated by juveniles. Moreover, infants showed a particular interest in rare food items and especially invertebrates. Age differences between the two sets of young and their interest in rare foods are discussed with reference to the occurrence of intensive observation within the framework of kin relationships, social organization, and social transmission of information about food type and food location and its survival values.

Which senses play a role in nonhuman primate food selection? A comparison between squirrel monkeys and spider monkeys

In order to optimize foraging efficiency and avoid toxicosis, animals must be able to detect, discriminate, and learn about the predictive signals of potential food. Primates are typically regarded as animals that rely mainly on their highly developed visual systems, and little is known about the role that the other senses may play in food selection. It was therefore the aim of the present study to assess which senses are involved in the evaluation of food by two species of New World primates: the squirrel monkey and the spider monkey. To this end, six animals per species were repeatedly presented with both familiar and novel food items, and their behavior was videotaped and analyzed. To obtain a further indication of the relative importance of visual and chemosensory cues, the animals were also presented with familiar food items that were experimentally modified in color, odor, or both color and odor. The results demonstrate that squirrel monkeys and spider monkeys use olfactory, gustatory, and tactile cues in addition to visual information to evaluate novel food, whereas they mainly inspect familiar food items visually prior to consumption. Our findings also show that in both species the use of nonvisual cues decreased rapidly with repeated presentations of novel food, suggesting a fast multimodal learning process. Further, the two species clearly differ in their relative use of nonvisual cues when evaluating novel or modified food, with spider monkeys relying more on olfactory cues than squirrel monkeys, and squirrel monkeys relying more on tactile cues compared to spider monkeys.

Refinement of the use of non-human primates in scientific research. Part III: refinement of procedures

There is an ethical and scientific need to minimise the harm experienced by animals used in scientific procedures and to maximise their well-being. Welfare can be improved by the refinement of practice, particularly if these refinements are applied to every aspect of the life of an animal used in the laboratory, from birth to death. Primates are considered likely to have a greater capacity for suffering than other sentient species and therefore refinement of their use is particularly important. The refinement of the human impact on laboratory-housed primates and of housing and husbandry practices are dealt with in parts I and II of this three-part review. In part III, methods of refinement that can be applied specifically to the use of primates in procedures, are summarised and discussed, together with a description of some current practices, and the scientific evidence that suggests that they should no longer be used. Methods of refinement of identification, capture and restraint, sampling, administration of substances, humane endpoints, and euthanasia are included. If these methods are used, taking into account species-specific differences and needs, it is concluded that harm can be minimised and primate welfare improved.

Signals for nausea and emesis: Implications for models of upper gastrointestinal diseases

Nausea and vomiting are amongst the most common symptoms encountered in medicine as either symptoms of diseases or side effects of treatments. In a more biological setting they are also important components of an organism's defences against ingested toxins. Identification of treatments for nausea and vomiting and reduction of emetic liability of new therapies has largely relied on the use of animal models, and although such models have proven invaluable in identification of the anti-emetic effects of both 5-hydroxytryptamine(3) and neurokinin(1) receptor antagonists selection of appropriate models is still a matter of debate. The present paper focuses on a number of controversial issues and gaps in our knowledge in the study of the physiology of nausea and vomiting including: The choice of species for the study of emesis and the underlying behavioural (e.g. neophobia), anatomical (e.g. elongated, narrow abdominal oesophagus with reduced ability to shorten) and physiological (e.g. brainstem circuitry) mechanisms that explain the lack of a vomiting reflex in certain species (e.g. rats); The choice of response to measure (emesis[retching and vomiting], conditioned flavour avoidance or aversion, ingestion of clay[pica], plasma hormone levels[e.g. vasopressin], gastric dysrhythmias) and the relationship of these responses to those observed in humans and especially to the sensation of nausea; The stimulus coding of nausea and emesis by abdominal visceral afferents and especially the vagus-how do the afferents encode information for normal postprandial sensations, nausea and finally vomiting?; Understanding the central processing of signals for nausea and vomiting is particularly problematic in the light of observations that vomiting is more readily amenable to pharmacological treatment than is nausea, despite the assumption that nausea represents "low" intensity activation of pathways that can evoke vomiting when stimulated more intensely.

Life History and Social Learning: Megapode Chicks Fail to Acquire Feeding Preferences From Conspecifics

Australian brush-turkeys, Alectura lathami, are birds with an unusual life history: The young receive no parental care and first encounter conspecifics at an unpredictable age. Brush-turkey chicks that were 3-4 days old were presented with a robot model that appeared to feed from a distinctively colored dish. In control training trials, chicks saw a robot standing next to a different dish and scanning from side to side. Chicks expressed a strong tendency to feed from dishes of the type indicated by the pecking robot, but this effect proved ephemeral. Brush-turkeys hence appear to show no social learning under conditions that inculcate stable preferences in other galliforms such as chickens, suggesting that life history plays an important role in the evolution of learning.

Social communication about unpalatable foods in tamarins (Saguinus oedipus)

Many monkeys show social facilitation in sampling novel, palatable foods but not in avoiding unpalatable foods. Cotton-top tamarins (Saguinus oedipus) socially learned to avoid a preferred food when it was made unpalatable but showed no aversion toward a food not made unpalatable. Only 33% sampled unpalatable tuna, and few sampled it again. In 3 of 8 groups, the socially induced aversion was long lasting, at least 15 weeks after food was made palatable again. Potential cues include facial reactions of disgust, alarm-call vocalizations, and reduction in food-associated calls. Behavioral coordination in cooperative infant care, communication about food, and well-established social relationships may explain social avoidance of unpalatable foods in tamarins and the absence of social avoidance in less cooperative species.

Seeing group members eating a familiar food enhances the acceptance of novel foods in capuchin monkeys

In primates, social context is one of the factors that increases the acceptance of novel foods. Previous experiments showed that tufted capuchins, Cebus apella, eat significantly more of novel foods when in the presence of group members eating the same novel foods. Several processes may have led to these results. The mere presence of group members may reduce the individual's stress of being alone, or its neophobic response and, consequently, may increase its food consumption. The individual may be influenced by what group members do, and local/stimulus enhancement and/or social facilitation may occur. To investigate the above processes, we assessed whether an individual capuchin monkey's consumption of novel foods is lower when (1) the individual is alone with nobody in the nearby cage than when (2) group members are present in the nearby cage with no food or when (3) they are present and eating a familiar food. We tested 15 subjects with three novel foods, each presented in one condition. In both social conditions, the more group members there were by the food box the more the experimental subject ate. In addition, when group members were present and eating food, there was a significant increase in the acceptance of the three foods, regardless of what group members were eating. We argue that social facilitation of eating is a quicker way to overcome neophobia and only social facilitation of eating what the others are eating can be considered a safe way to learn about a safe diet. Copyright 2000 The Association for the Study of Animal Behaviour.

Food-neophobia in semi-free ranging rhesus macaques: effects of food limitation and food source

This study characterizes food neophobia in semi-free ranging rhesus macaques. In experiment one, monkeys received novel and familiar foods during periods of normal provisioning and when provisioning was suspended. The monkeys did discriminate between novel and familiar foods and continued to exhibit neophobia when provisioning was suspended. In experiment two, food was either tossed to subjects or placed in the habitat so that monkeys discovered food without the observer in close proximity. Rhesus macaques were more likely to eat a novel food that was hand-tossed to them compared to food they discovered in their habitat. This study suggests that food neophobia is a robust trait in rhesus macaques and that a history of provisioning may affect the expression of the trait.

Food Avoidance Learning in Squirrel Monkeys and Common Marmosets

Using a conditioned food avoidance learning paradigm, six squirrel monkeys (Saimiri sciureus) and six common marmosets (Callithrix jacchus) were tested for their ability to (1) reliably form associations between visual or olfactory cues of a potential food and its palatability and (2) remember such associations over prolonged periods of time. We found (1) that at the group level both species showed one-trial learning with the visual cues color and shape, whereas only the marmosets were able to do so with the olfactory cue, (2) that all individuals from both species learned to reliably avoid the unpalatable food items within 10 trials, (3) a tendency in both species for quicker acquisition of the association with the visual cues compared with the olfactory cue, (4) a tendency for quicker acquisition and higher reliability of the aversion by the marmosets compared with the squirrel monkeys, and (5) that all individuals from both species were able to reliably remember the significance of the visual cues, color and shape, even after 4 months, whereas only the marmosets showed retention of the significance of the olfactory cues for up to 4 weeks. Furthermore, the results suggest that in both species tested, illness is not a necessary prerequisite for food avoidance learning but that the presumably innate rejection responses toward highly concentrated but nontoxic bitter and sour tastants are sufficient to induce robust learning and retention.