Behavioural Flexibility and Personality in Zebra Finches

Consistency of cognitive performance in spatial navigation and its link to activity and boldness in laboratory rats

Even though cognitive testing in animals is widespread, many issues remain open - for example the influence of behavioural parameters on cognitive performance, stability of cognitive performance upon repeated testing, or comparability of cognitive variables across different tasks (i.e. cross-contextual consistency). In this study we tested thirty six male Long Evans laboratory rats and assessed their cognitive performance in two standard tasks of spatial navigation - Active allothetic place avoidance and Morris water maze test. Using multivariate analyses, we detected different aspects of cognition within these complex tasks (the ability to learn fast, cognitive flexibility, general ability to solve a task successfully). We found that consistency of cognitive performance in these two tasks (estimates of cognitive repeatability) differed substantially, reflecting differences in the experimental procedures. Moreover, we inspected cognitive performance of the animals in more detail by creating a correlation matrix of factors derived from these procedures. Nevertheless, we found no correlation and therefore no indication of a general cognitive ability in spatial navigation using these two tasks. In addition, we found no link between personality and cognition when correlating cognitive performance of the animals with parameters from personality tests, which were derived from a previous study conducted on the same animals. These findings highlight a task-dependent nature of cognitive performance in these two tasks of spatial navigation and suggest that general cognitive ability in spatial navigation may not be reliably inferred from these two tasks, while also indicating no evident link between cognition and personality in this context.

Cows that are less active in the chute have more optimal grazing distribution

Individual grazing patterns among cattle can contribute to sustainability of land use, however, little is known about the consistency of these grazing patterns. To address this knowledge gap, fifty Angus x Hereford cows were observed in repeated assays: A management assay (handling procedure, narrow chute, hydraulic squeeze), a social-feed trade-off assay (SFTA; choice between social mates and feed item), and novel approach assay (choice between social mates and feed item with novel pattern). The same cattle were tracked with GPS collars over two grazing seasons (June-August 2021 and 2022) and average grazing-related metrics (e.g., elevation used, distance traveled) were calculated within each season. Cows with a more passive response in the chute were found at higher elevation (p = 0.017), further from water (p = 0.043), and closer to supplement sites (p = 0.029). Cows that had higher latency to supplement in the SFTA traveled shorter distances on rangeland (p = 0.035). Thus, there was some evidence that cows with a more passive response to isolation and management had more optimal grazing patterns (grazed underutilized areas of the range at higher elevations and further from water sources). Selecting cattle with more optimal foraging patterns based on observable behaviors during handling and isolation could improve the sustainability of rangeland grazing.

Sex predicts response to novelty and problem-solving in a wild bird with female-biased sexual dimorphism

A wide range of animals, including a number of bird, fish, mammal and reptile species, show sex differences in cognitive tests. Hardly anything is known, however, about whether and how sex-specific non-cognitive factors (e.g. response to novelty) affect the expression of cognition in the wild. We used a series of learning and problem-solving tasks in wild breeding skuas, a species in which females are the larger sex (female-biased sexual size dimorphism). We also evaluated the birds' response to novelty (novel objects) before and after the tasks were administered. Both sexes performed equally well in learning (Discrimination-learning task) and re-learning (Reversal-learning task) food associations with colour and spatial cues, but female skuas outperformed males in problem-solving tasks (String-pulling task, Box-opening task). Females were also less neophobic than males: they were faster at accepting a food reward in novel situations. Better female performance may not imply higher cognition per se. Sex-specific size differences may translate into less or more neophobic behavioural types, which, in turn, predict females' problem-solving success and response to novelty. Species with female-biased sexual dimorphism may present a useful model to assess the interactions between sex, non-cognitive factors and cognition in the wild.

Cognitive flexibility in a Tanganyikan bower-building cichlid, Aulonocranus dewindti

Cognitive flexibility, the ability to modify one's decision rules to adapt to a new situation, has been extensively studied in many species. In fish, though, data on cognitive flexibility are scarce, especially in the wild. We studied a lekking species of cichlid fish in Lake Tanganyika, Aulonocranus dewindti. Males create sand bowers as spawning sites and maintain them by removing any objects falling into it. In the first part of our experiment, we investigated the existence of spontaneous decision rules for the maintenance of the bowers. We showed that if a snail shell and a stone are placed in their bower, fish prefer to remove the shell first. In the second phase of our experiment, we took advantage of this spontaneous decision rule to investigate whether this rule was flexible. We tested five individuals in a choice against preference task, in which the fish had to modify their preference rule and remove the stone first to be allowed to then remove the shell and have a clean bower. While there was no overall trend towards flexibility in this task, there was variation at an individual level. Some individuals increased their preference for removing the shell first, deciding quickly and with little exploration of the objects. Others were more successful at choosing against preference and showed behaviours suggesting self-regulatory inhibition abilities. Bower-building cichlids could therefore be a promising model to study cognitive flexibility, and other aspects of animal cognition in the wild.

What do zebra finches learn besides singing? Systematic mapping of the literature and presentation of an efficient associative learning test

The process of learning in birds has been extensively studied, with a focus on species such as pigeons, parrots, chickens, and crows. In recent years, the zebra finch has emerged as a model species in avian cognition, particularly in song learning. However, other cognitive domains such as spatial memory and associative learning could also be critical to fitness and survival, particularly during the intensive juvenile period. In this systematic review, we provide an overview of cognitive studies on zebra finches, with a focus on domains other than song learning. Our findings indicate that spatial, associative, and social learning are the most frequently studied domains, while motoric learning and inhibitory control have been examined less frequently over 30 years of research. All of the 60 studies included in this review were conducted on captive birds, limiting the generalizability of the findings to wild populations. Moreover, only two of the studies were conducted on juveniles, highlighting the need for more research on this critical period of learning. To address this research gap, we propose a high-throughput method for testing associative learning performance in a large number of both juvenile and adult zebra finches. Our results demonstrate that learning can occur in both age groups, thus encouraging researchers to also perform cognitive tests on juveniles. We also note the heterogeneity of methodologies, protocols, and subject exclusion criteria applied by different researchers, which makes it difficult to compare results across studies. Therefore, we call for better communication among researchers to develop standardised methodologies for studying each cognitive domain at different life stages and also in their natural conditions.

Stressfulness of the design influences consistency of cognitive measures and their correlation with animal personality traits in wild mice (Mus musculus)

Individual variation in cognition is being increasingly recognized as an important evolutionary force but contradictory results so far hamper a general understanding of consistency and association with other behaviors. Partly, this might be caused by external factors imposed by the design. Stress, for example, is known to influence cognition, with mild stress improving learning abilities, while strong or chronic stress impairs them. Also, there might be intraspecific variation in how stressful a given situation is perceived. We investigated two personality traits (stress coping and voluntary exploration), spatial learning with two mazes, and problem-solving in low- and high-stress tests with a group of 30 female wild mice (Mus musculus domesticus). For each test, perceived stress was assessed by measuring body temperature change with infrared thermography, a new non-invasive method that measures skin temperature as a proxy of changes in the sympathetic system activity. While spatial learning and problem-solving were found to be repeatable traits in mice in earlier studies, none of the learning measures were significantly repeatable between the two stress conditions in our study, indicating that the stress level impacts learning. We found correlations between learning and personality traits; however, they differed between the two stress conditions and between the cognitive tasks, suggesting that different mechanisms underlie these processes. These findings could explain some of the contradictory findings in the literature and argue for very careful design of cognitive test setups to draw evolutionary implications.

Prosociality and reciprocity according to parental status, communication, and personality in domestic canaries (Serinus canaria)

Prosociality (behaviours that benefit to a recipient without necessarily involving a cost to the actor) has recently been shown to exist in various taxa, including birds. Studies on prosociality in primates found that prosocial tendencies of the subject could be related to sex and parental care, communication from the recipient, cognitive abilities and personality. To investigate the existence of such associations on birds, we conducted a Prosocial Choice Task with domestic canaries (Serinus canaria). In our experiment, the subject could choose between three options: a prosocial, a selfish, and a null option (with no cost for the subject). We also conducted a food sharing experiment and measured several personality traits. Our results highlighted high levels of prosociality and a tendency to reciprocity among reproductive mates. We found a higher propensity to be prosocial in nulliparous individuals than in individuals that have previously been parents, but better sharing abilities in parents than in nulliparous individuals. When they were recipient, parents also used communication more efficiently than nulliparous subjects. Data suggest that parental expertise could enhance subjects' skills in eliciting prosociality. We also highlighted some interaction between prosociality, learning abilities, and some personality traits, proactive individuals being fast learners and more prosocial, while reactive individuals being slow learners and more reciprocal. Our results suggest that prosociality and reciprocity could be linked to personality and cognitive abilities, and that it might be interesting to consider them as parts of individual's cognitive style.

Personality-mediated speed-accuracy tradeoffs in mating in a 17-year periodical cicada

There exists growing evidence that animal personality (consistent between individual differences in behavior) can influence an individual’s fitness. Furthermore, limitations in behavioral plasticity may cause personality-mediated tradeoffs to occur, for example, between speed and accuracy in decision making. We explored whether various measures of personality could predict speed-accuracy tradeoffs in mate selection using Pharaoh cicadas (Magicicada septendecim) and examined the phenotypic traits predicting male mating performance and advertisement rates. We assessed whether male exploration behavior, boldness, and weight could predict a male’s overall copulation attempt rate (the number of attempted copulations with conspecifics of either sex), the number of errors a male made when selecting a mate (the number of same-sex copulation attempts), and male reproductive performance (whether a male successfully copulated with a female). We also assessed whether personality-dependent variation in male advertisement rate (the number of calling song bouts) might underpin the correlation between exploration behavior and mating performance. Although male exploration behavior did not predict male advertisement rate, we found that faster-exploring males exhibited higher overall rates of attempted copulations while also attempting more same-sex copulations, compared to slower-exploring males, suggesting a personality-mediated speed-accuracy tradeoff. Despite making more mate choice errors, however, faster explorers were more likely to successfully copulate with females, compared to slower explorers, indicating that speed may be favored over accuracy in systems where heavily male-biased sex ratios lead to scramble competition. Overall, this work highlights the role of personality in sexual selection and demonstrates that personality can influence speed-accuracy trade-offs in mating.

Among-individual differences in auditory and physical cognitive abilities in zebra finches

Among-individual variation in performance on cognitive tasks is ubiquitous across species that have been examined, and understanding the evolution of cognitive abilities requires investigating among-individual variation because natural selection acts on individual differences. However, relatively little is known about the extent to which individual differences in cognition are determined by domain-specific compared with domain-general cognitive abilities. We examined individual differences in learning speed of zebra finches across seven different tasks to determine the extent of domain-specific versus domain-general learning abilities, as well as the relationship between learning speed and learning generalization. Thirty-two zebra finches completed a foraging board experiment that included visual and structural discriminations, and then these same birds went through an acoustic operant discrimination experiment that required discriminating between different natural categories of acoustic stimuli. We found evidence of domain-general learning abilities as birds' relative performance on the seven learning tasks was weakly repeatable and a principal components analysis found a first principal component that explained 36% of the variance in performance across tasks with all tasks loading unidirectionally on this component. However, the few significant correlations between tasks and high repeatability within each experiment suggest the potential for domain-specific abilities. Learning speed did not influence an individual's ability to generalize learning. These results suggest that zebra finch performance across visual, structural, and auditory learning relies upon some common mechanism; some might call this evidence of "general intelligence"(g), but it is also possible that this finding is due to other noncognitive mechanisms such as motivation.

Personality traits affect learning performance in dwarf goats (Capra hircus)

A wide range of species exhibit time- and context-consistent interindividual variation in a number of specific behaviors related to an individual's personality. Several studies have shown that individual differences in personality-associated behavioral traits have an impact on cognitive abilities. The aim of this study was to investigate the relationship between personality traits and learning abilities in dwarf goats. The behavior of 95 goats during a repeated open field (OF) and novel object test (NO) was analyzed, and two main components were identified using principal component analysis: boldness and activity. In parallel, the goats learned a 4-choice visual initial discrimination task (ID) and three subsequent reversal learning (RL) tasks. The number of animals that reached the learning criterion and the number of trials needed (TTC) in each task were calculated. Our results show that goats with the lowest learning performance in ID needed more TTC in RL1 and reached the learning criterion less frequently in RL2 and RL3 compared to animals with better learning performance in ID. This suggests a close relationship between initial learning and flexibility in learning behavior. To study the link between personality and learning, we conducted two analyses, one using only data from the first OF- and NO-test (momentary personality traits), while the other included both tests integrating only animals that were stable for their specific trait (stable personality traits). No relationship between personality and learning was found using data from only the first OF- and NO-test. However, stability in the trait boldness was found to have an effect on learning. Unbold goats outperformed bold goats in RL1. This finding supports the general hypothesis that bold animals tend to develop routines and show less flexibility in the context of learning than unbold individuals. Understanding how individual personality traits can affect cognitive abilities will help us gain insight into mechanisms that can constrain cognitive processing and adaptive behavioral responses.

The contribution of executive functions to sex differences in animal cognition

Cognitive sex differences have been reported in several vertebrate species, mostly in spatial abilities. Here, I review evidence of sex differences in a family of general cognitive functions that control behaviour and cognition, i.e., executive functions such as cognitive flexibility and inhibitory control. Most of this evidence derives from studies in teleost fish. However, analysis of literature from other fields (e.g., biomedicine, genetic, ecology) concerning mammals and birds reveals that more than 40% of species investigated exhibit sex differences in executive functions. Among species, the direction and magnitude of these sex differences vary greatly, even within the same family, suggesting sex-specific selection due to species' reproductive systems and reproductive roles of males and females. Evidence also suggests that sex differences in executive functions might provide males and females highly differentiated cognitive phenotypes. To understand the evolution of cognitive sex differences in vertebrates, future research should consider executive functions.

Characteristics influencing local enhancement in free-living striped mice

Social learning is widespread across species; however, we still know little about the impact of individual differences in behaviour on social transmission. We aimed to investigate factors influencing social learning in free-living Rhabdomys pumilio, a group-living, arid-adapted mouse. We studied 52 mice in a lid opening task in a field laboratory. We created observer-demonstrator dyads with demonstrators either opening lids or not. We measured success of observers to open lids, their attention and latency to open and time spent interacting with the device. We also considered influences of observer age, sex, group size and personality traits. Demonstrator success did not influence observer success, although attention towards the demonstrator did impact the observers' time spent with the device. Males were more successful than females and more active/explorative observers interacted with the device faster and for a longer time compared to less active/explorative counterparts. We found no influence of age and group size on mouse success. Striped mice appeared to use cues from other individuals to learn how to solve the task and it was influenced by sex and personality. Striped mice in this studied population may use local enhancement to acquire information socially.

Do sex differences in construction behavior relate to differences in physical cognitive abilities?

Nest-building behaviour in birds may be particularly relevant to investigating the evolution of physical cognition, as nest building engages cognitive mechanisms for the use and manipulation of materials. We hypothesized that nest-building ecology may be related to physical cognitive abilities. To test our hypothesis, we used zebra finches, which have sex-differentiated roles in nest building. We tested 16 male and 16 female zebra finches on three discrimination tasks in the following order: length discrimination, flexibility discrimination, and color discrimination, using different types of string. We predicted that male zebra finches, which select and deposit the majority of nesting material and are the primary nest builders in this species, would learn to discriminate string length and flexibility-structural traits relevant to nest building-in fewer trials compared to females, but that the sexes would learn color discrimination (not structurally relevant to nest building) in a similar number of trials. Contrary to these predictions, male and female zebra finches did not differ in their speed to learn any of the three tasks. There was, however, consistent among-individual variation in performance: learning speed was positively correlated across the tasks. Our findings suggest that male and female zebra finches either (1) do not differ in their physical cognitive abilities, or (2) any cognitive sex differences in zebra finches are more specific to tasks more closely associated with nest building. Our experiment is the first to examine the potential evolutionary relationship between nest building and physical cognitive abilities.

Sex differences in the cognitive abilities of a sex-changing fish species Labroides dimidiatus

Males and females of the same species are known to differ at least in some cognitive domains, but such differences are not systematic across species. As a consequence, it remains unclear whether reported differences generally reflect adaptive adjustments to diverging selective pressures, or whether differences are mere side products of physiological differences necessary for reproduction. Here, we show that sex differences in cognition occur even in a sex-changing species, a protogynous hermaphroditic species where all males have previously been females. We tested male and female cleaner fish Labroides dimidiatus in four cognitive tasks to evaluate their learning and inhibitory control abilities first in an abstract presentation of the tasks, then in more ecologically relevant contexts. The results showed that males were better learners than females in the two learning tasks (i.e. reversal learning as an abstract task and a food quantity assessment task as an ecologically relevant task). Conversely, females showed enhanced abilities compared with males in the abstract inhibitory control task (i.e. detour task); but both sexes performed equally in the ecologically relevant inhibitory control task (i.e. 'audience effect' task). Hence, sex-changing species may offer unique opportunities to study proximate and/or ultimate causes underlying sex differences in cognitive abilities.

Sex differences in learning flexibility in an avian brood parasite, the shiny cowbird

Females of brood parasitic shiny cowbirds, Molothrus bonariensis, search and prospect host nests, synchronizing parasitism with host laying. This behavior is sex-specific, as females perform this task without male's assistance. Host nests must be removed from the female's memory "library" after being parasitized, to avoid repeated parasitism, or when they become unavailable because of predation. Thus, females must adjust their stored information about host nest status more dynamically than males, possibly leading to differences in learning flexibility. We tested for sex differences in a visual (local cues) and a spatial discrimination reversal learning task, expecting females to outperform males as an expression of greater behavioral flexibility. Both sexes learned faster the spatial than the visual task during both acquisition and reversal. In the visual task there were no sex differences in acquisition, but females reversed faster than males. In the spatial task there were no sex differences during either acquisition or reversal, possibly because of a ceiling effect: both sexes learned too fast for differences in performance to be detectable. Faster female reversal in a visual but not spatial task indicates that the greater behavioral flexibility in females may only be detectable above some level of task difficulty.

Equal performance but distinct behaviors: sex differences in a novel object recognition task and spatial maze in a highly social cichlid fish

Sex differences in behavior and cognition can be driven by differential selection pressures from the environment and in the underlying neuromolecular mechanisms of decision-making. The highly social cichlid fish Astatotilapia burtoni exhibits dynamic and complex social hierarchies, yet explicit cognitive testing (outside of social contexts) and investigations of sex differences in cognition have yet to be fully explored. Here we assessed male and female A. burtoni in two cognitive tasks: a novel object recognition task and a spatial task. We hypothesized that males outperform females in a spatial learning task and exhibit more neophilic/exploratory behavior across both tasks. In the present study we find that both sexes prefer the familiar object in a novel object recognition task, but the time at which they exhibit this preference differs between the sexes. Females more frequently learned the spatial task, exhibiting longer decision latencies and quicker error correction, suggesting a potential speed-accuracy tradeoff. Furthermore, the sexes differ in space use in both tasks and in a principal component analysis of the spatial task. A model selection analysis finds that preference, approach, and interaction duration in the novel object recognition task reach a threshold of importance averaged across all models. This work highlights the need to explicitly test for sex differences in cognition to better understand how individuals navigate dynamic social environments.

Goats show higher behavioural flexibility than sheep in a spatial detour task

The ability to adapt to changing environments is crucial for survival and has evolved based on socio-ecological factors. Goats and sheep are closely related, with similar social structures, body sizes and domestication levels, but different feeding ecologies, i.e. goats are browsers and sheep are grazers. We investigated whether goats' reliance on more patchily distributed food sources predicted an increased behavioural flexibility compared to sheep. We tested 21 goats and 28 sheep in a spatial A-not-B detour task. Subjects had to navigate around a straight barrier through a gap at its edge. After one, two, three or four of these initial A trials, the gap was moved to the opposite end and subjects performed four B trials. Behaviourally more flexible individuals should move through the new gap faster, while those less behaviourally flexible should show greater perseveration. While both species showed an accuracy reduction following the change of the gap position, goats recovered from this perseveration error from the second B trial onwards, whereas sheep did so only in the fourth B trial, indicating differences in behavioural flexibility between the species. This higher degree of flexibility in goats compared to sheep could be linked to differences in their foraging strategies.

Sex differences in cognitive performance and style across domains in mosquitofish (Gambusia affinis)

Given that the sexes often differ in their ecological and sexual selection pressures, sex differences in cognitive properties are likely. While research on sexually dimorphic cognition often focuses on performance, it commonly overlooks how sexes diverge across cognitive domains and in behaviors exhibited during a cognitive task (cognitive style). We tested male and female western mosquitofish (Gambusia affinis) in three cognitive tasks: associative learning (numerical discrimination), cognitive flexibility (detour task), and spatio-temporal learning (shuttlebox). We characterized statistical relationships between cognitive performances and cognitive style during the associative learning task with measures of anxiety, boldness, exploration, reaction time, and activity. We found sex differences in performance, cognitive style, and the relationships between cognitive domains. Females outperformed males in the spatio-temporal learning task, while the sexes performed equally in associate learning and cognitive flexibility assays. Females (but not males) exhibited a 'fast-exploratory' cognitive style during associative learning trials. Meanwhile, only males showed a significant positive relationship between domains (associative learning and cognitive flexibility). We propose that these sexually dimorphic cognitive traits result from strong sexual conflict in this taxon; and emphasize the need to explore suites of sex-specific cognitive traits and broader comparative work examining sexual selection and cognition.

Modelling the evolution of cognitive styles

BACKGROUND

Individuals consistently differ in behaviour, exhibiting so-called personalities. In many species, individuals differ also in their cognitive abilities. When personalities and cognitive abilities occur in distinct combinations, they can be described as 'cognitive styles'. Both empirical and theoretical investigations produced contradicting or mixed results regarding the complex interplay between cognitive styles and environmental conditions.

RESULTS

Here we use individual-based simulations to show that, under just slightly different environmental conditions, different cognitive styles exist and under a variety of conditions, can also co-exist. Co-existences are based on individual specialization on different resources, or, more generally speaking, on individuals adopting different niches or microhabitats.

CONCLUSIONS

The results presented here suggest that in many species, individuals of the same population may adopt different cognitive styles. Thereby the present study may help to explain the variety of styles described in previous studies and why different, sometimes contradicting, results have been found under similar conditions.

Individual variation in cognitive style reflects foraging and anti-predator strategies in a small mammal

Balancing foraging gain and predation risk is a fundamental trade-off in the life of animals. Individual strategies to acquire, process, store and use information to solve cognitive tasks are likely to affect speed and flexibility of learning, and ecologically relevant decisions regarding foraging and predation risk. Theory suggests a functional link between individual variation in cognitive style and behaviour (animal personality) via speed-accuracy and risk-reward trade-offs. We tested whether cognitive style and personality affect risk-reward trade-off decisions posed by foraging and predation risk. We exposed 21 bank voles (Myodes glareolus) that were bold, fast learning and inflexible and 18 voles that were shy, slow learning and flexible to outdoor enclosures with different risk levels at two food patches. We quantified individual food patch exploitation, foraging and vigilance behaviour. Although both types responded to risk, fast animals increasingly exploited both food patches, gaining access to more food and spending less time searching and exercising vigilance. Slow animals progressively avoided high-risk areas, concentrating foraging effort in the low-risk one, and devoting >50% of visit to vigilance. These patterns indicate that individual differences in cognitive style/personality are reflected in foraging and anti-predator decisions that underlie the individual risk-reward bias.

Linking personality and cognition: a meta-analysis

In the past decade, several conceptual papers have linked variation in animal personality to variation in cognition, and recent years have seen a flood of empirical studies testing this link. However, these results have not been synthesized in a quantitative way. Here, we systematically search the literature and conduct a phylogenetically controlled meta-analysis of empirical papers that have tested the relationship between animal personality (exploration, boldness, activity, aggression and sociability) and cognition (initial learning/reversal speed, number of correct choices/errors after standard training). We find evidence for a small but significant relationship between variation in personality and variation in learning across species in the absolute scale; however, the direction of this relationship is highly variable and when both positive and negative effect sizes are considered, the average effect size does not differ significantly from zero. Importantly, this variation among studies is not explained by differences in personality or learning measure, or taxonomic grouping. Further, these results do not support current hypotheses suggesting that that fast-explorers are fast-learners or that slow-explorers perform better on tests of reversal learning. Rather, we find evidence that bold animals are faster learners, but only when boldness is measured in response to a predator (or simulated predator) and not when boldness is measured by exposure to a novel object (or novel food). Further, although only a small sub-sample of papers reported results separately for males and females, sex explained a significant amount of variation in effect size. These results, therefore, suggest that, while personality and learning are indeed related across a range of species, the direction of this relationship is highly variable. Thus further empirical work is needed to determine whether there are important moderators of this relationship.This article is part of the theme issue 'Causes and consequences of individual differences in cognitive abilities'.

Mate assessment behavior is correlated to learning ability in female threespine sticklebacks

In many species, males signal quality with elaborate traits, but females often show inter-individual variation in preference for these traits. Choosing a mate requires multiple cognitive steps; therefore, cognitive style (how an individual processes information) likely influences the perception of sexual signals and ability to choose a high-quality mate. An important component of cognitive style is flexibility; cognitively flexible individuals are more perceptive to shifts in cues. We hypothesized that cognitively flexible individuals would acquire more information about potential mates, better discern between two quality-signaling traits, and thus be more discriminatory. Here, we show that mate assessment is correlated to other cognitive traits. Although we did not detect an effect of cognitive style on mate preference or discrimination, we found that female threespine sticklebacks Gasterosteus aculeatus that spent more time assessing potential mates (more responsive) in a dichotomous mate choice task reached both the initial and reversal learning criterion in a spatial learning task with fewer errors. However, these highly responsive females made more consecutive mistakes immediately at the beginning of the reversal phase, suggesting that they did not quickly adapt to the environmental change but instead rapidly formed strict routines during the learning task that were eventually reversible after repeated errors. Furthermore, we found evidence for condition-dependent mate preference, with larger females preferring the high-quality male. These are among the first results that illustrate how cognitive traits might influence mate choice, which has implications for the strength and direction of sexual selection.

Sex differences in color discrimination and serial reversal learning in mollies and guppies

Behavioral flexibility provides an individual with the ability to adapt its behavior in response to environmental changes. Studies on mammals, birds, and teleosts indicate greater behavioral flexibility in females. Conversely, males appear to exhibit greater behavioral persistence. We, therefore, investigated sex differences in behavioral flexibility in 2 closely related molly species (Poecilia latipinna, P. mexicana) and their more distant relative, the guppy P. reticulata by comparing male and female individuals in a serial, visual reversal learning task. Fish were first trained in color discrimination, which was quickly learned by all females (guppies and mollies) and all molly males alike. Despite continued training over more than 72 sessions, male guppies did not learn the general test procedure and were, therefore, excluded from further testing. Once the reward contingency was reversed serially, molly males of both species performed considerably better by inhibiting their previous response and reached the learning criterion significantly faster than their respective conspecific females. Moreover, Atlantic molly males clearly outperformed all other individuals (males and females) and some of them even reached the level of 1-trial learning. Thus, the apparently universal pattern of higher female behavioral flexibility seems to be inverted in the 2 examined molly species, although the evolutionary account of this pattern remains highly speculative. These findings were complemented by the observed lower neophobia of female sailfin mollies compared with their male conspecifics. This sex difference was not observed in Atlantic mollies that were observed to be significantly less distressed in a novel situation than their consexuals. Hypothetically, sex differences in behavioral flexibility can possibly be explained in terms of the different roles that males and females play in mating competition, mate choice, and reproduction or, more generally, in complex social interactions. Each of these characteristics clearly differed between the closely related mollies and the more distantly related guppies.

The relationship between learning speed and personality is age- and task-dependent in red junglefowl

Abstract

Cognition is fundamental to animals’ lives and an important source of phenotypic variation. Nevertheless, research on individual variation in animal cognition is still limited. Further, although individual cognitive abilities have been suggested to be linked to personality (i.e., consistent behavioral differences among individuals), few studies have linked performance across multiple cognitive tasks to personality traits. Thus, the interplays between cognition and personality are still unclear. We therefore investigated the relationships between an important aspect of cognition, learning, and personality, by exposing young and adult red junglefowl (Gallus gallus) to multiple learning tasks (discriminative, reversal, and spatial learning) and personality assays (novel arena, novel object, and tonic immobility). Learning speed was not correlated across learning tasks, and learning speed in discrimination and spatial learning tasks did not co-vary with personality. However, learning speed in reversal tasks was associated with individual variation in exploration, and in an age-dependent manner. More explorative chicks learned the reversal task faster than less explorative ones, while the opposite association was found for adult females (learning speed could not be assayed in adult males). In the same reversal tasks, we also observed a sex difference in learning speed of chicks, with females learning faster than males. Our results suggest that the relationship between cognition and personality is complex, as shown by its task- and age-dependence, and encourage further investigation of the causality and dynamics of this relationship.

Significance statement

In the ancestor of today’s chickens, the red junglefowl, we explored how personality and cognition relate by exposing both chicks and adults to several learning tasks and personality assays. Our birds differed in personality and learning speed, while fast learners in one task did not necessarily learn fast in another (i.e., there were no overall “smarter” birds). Exploration correlated with learning speed in the more complex task of reversal learning: faster exploring chicks, but slower exploring adult females, learned faster, compared to less explorative birds. Other aspects of cognition and personality did not correlate. Our results suggest that cognition and personality are related, and that the relationship can differ depending on task and age of the animal.

Electronic supplementary material

The online version of this article (10.1007/s00265-018-2579-2) contains supplementary material, which is available to authorized users.

Response and place learning in crayfish spatial behavior

Previous studies have demonstrated that animals use both environmental cues and egocentric information when orienting in mazes or nature. These two strategies have been examined separately in some species, yielding information on the specific properties associated with each. We examined spatial learning in crayfish (Orconectes rusticus) using an apparatus that required animals to orient under four different conditions: using egocentric (response) cues alone, response cues with inconsistent external (place) cues present, place cues with inconsistent response cues present, and place cues with consistent response cues present. Results demonstrated that crayfish could successfully learn a maze task using response cues alone and when external visual and tactile cues provided inconsistent information. Animals were markedly less successful at learning the task using place cues while disregarding inconsistent response information. We also found that more animals learned successfully when response and external cues were presented in a redundant format where both cues indicated the correct turn. Finally, we found that some crayfish were able to learn a single reversal when trained using response information alone and when response and external cues were presented in the redundant format. We consider these results in the light of findings from other species, and ideas on learning strategy properties, ecological relevance of strategies, and the possible role of stress coping style in crayfish learning.

Personality Research in Mammalian Farm Animals: Concepts, Measures, and Relationship to Welfare

Measuring and understanding personality in animals is a rising scientific field. Much research has been conducted to assess distinctive individual differences in behavior in a large number of species in the past few decades, and increasing numbers of studies include farm animals. Nevertheless, the terminology and definitions used in this broad scientific field are often confusing because different concepts and methods are used to explain often synonymously applied terms, such as personality, temperament and coping style. In the present review we give a comprehensive overview of the concepts and terms currently used in animal personality research and critically reveal how they are defined and what they measure. First, we shortly introduce concepts describing human personality and how these concepts are used to explain animal personality. Second, we present which concepts, methods and measures are applied in farm animal personality research and show that the terminology used seems to be somehow species-related. Finally, we discuss some findings on the possible impact of personality on the welfare of farm animals. The assessment of personality in farm animals is of growing scientific and practical interest. Differences in theoretical frameworks and methodological approaches may also entail the diverse use of the different concepts between basic and applied research approaches. We conclude that more consistency is needed in using different theoretical concepts, terms and measures, especially in farm animal personality research. The terms coping style and temperament, which are used in different ways, should not be examined as independent concepts, but rather should be considered as different aspects of the whole personality concept. Farm animal personality should be increasingly considered for the improvement of animal housing, management, breeding and welfare.

Does repeated human handling of study animals during the mating season affect their offspring?

Minimizing disturbance of study animals is a major consideration in ethological and ecological research design. One nearly universal type of disturbance is the handling of study animals as a component of trial setup. Even low to moderate levels of handling can be a substantial stressor to study animals, which may negatively affect their offspring via maternal effects. Understanding how routine human handling and manipulation may affect the outcome of research studies is therefore critical for interpreting study outcomes. We tested whether repeatedly handling and manipulating (i.e., manually disengaging) amplexed pairs of wood frogs (Rana sylvatica [Lithobates sylvaticus]), which have an explosive breeding season, would affect their reproductive output and offspring fitness. Handling and manipulation did not alter any parameter that we measured: reproductive timing, hatching success, and offspring larval duration, survival, and size at metamorphosis. These results suggest that handling and manipulation by researchers may have a negligible effect on wood frog reproduction and offspring fitness. It is possible that many species that are commonly used in reproductive studies because they suppress behavioral and physiological responses during the mating season are likewise unaffected by human handling. Nevertheless, researchers should examine possible consequences of methodological interventions on their study species in order to determine any potential influence on their results. Having a broad understanding of these effects on species that have robust or dampened stress responsiveness during the breeding season would be useful for making generalizations about potential effects.

Proactive behavior, but not inhibitory control, predicts repeated innovation by spotted hyenas tested with a multi-access box

Innovation is widely linked to cognitive ability, brain size, and adaptation to novel conditions. However, successful innovation appears to be influenced by both cognitive factors, such as inhibitory control, and non-cognitive behavioral traits. We used a multi-access box (MAB) paradigm to measure repeated innovation, the number of unique innovations learned across trials, by 10 captive spotted hyenas (Crocuta crocuta). Spotted hyenas are highly innovative in captivity and also display striking variation in behavioral traits, making them good model organisms for examining the relationship between innovation and other behavioral traits. We measured persistence, motor diversity, motivation, activity, efficiency, inhibitory control, and neophobia demonstrated by hyenas while interacting with the MAB. We also independently assessed inhibitory control with a detour cylinder task. Most hyenas were able to solve the MAB at least once, but only four hyenas satisfied learning criteria for all four possible solutions. Interestingly, neither measure of inhibitory control predicted repeated innovation. Instead, repeated innovation was predicted by a proactive syndrome of behavioral traits that included high persistence, high motor diversity, high activity and low neophobia. Our results suggest that this proactive behavioral syndrome may be more important than inhibitory control for successful innovation with the MAB by members of this species.

Sex-specific cognitive-behavioural profiles emerging from individual variation in numerosity discrimination in Gambusia affinis

The relationship between an individual's cognitive abilities and other behavioural attributes is complex, yet critical to understanding how individual differences in cognition arise. Here we use western mosquitofish, Gambusia affinis, to investigate the relationship between individual associative learning performance in numerical discrimination tests and independent measures of activity, exploration, anxiety and sociability. We found extensive and highly repeatable inter-individual variation in learning performance (r = 0.89; ICC = 0.89). Males and females exhibited similar learning performance, yet differed in sociability, activity and their relationship between learning and anxiety/exploration tendencies. Sex-specific multivariate behaviour scores successfully predicted variation in individual learning performance, whereas combined sex analyses did not. Female multivariate behaviour scores significantly predict learning performance across females (ρ = 0.80, p = 0.005) with high-performing female learners differentiated from female non-learners and low-performing learners by significant contributions of activity and sociability measures. Meanwhile, males of different learning performance levels (high-, low- and non-learners) were distinguished from each other by unique behavioural loadings of sociability, activity and anxiety/exploration scores, respectively. Our data suggest that despite convergence on learning performance, the sexes diverge in cognitive-behavioural relationships that are likely products of different sexual selection pressures.

Sex differences in discrimination reversal learning in the guppy

In several mammalian and avian species, females show a higher performance than males in tasks requiring cognitive flexibility such as the discrimination reversal learning. A recent study showed that female guppies are twice as efficient as males in a reversal learning task involving yellow-red discrimination, suggesting a higher cognitive flexibility in female guppies. However, the possibility exists that the superior performance exhibited by females does not reflect a general sex difference in cognitive abilities, but instead, is confined to colour discrimination tasks. To address this issue, we compared male and female guppies in two different discrimination reversal learning tasks and we performed a meta-analysis of these experiments and the previous one involving colour discrimination. In the first experiment of this study, guppies were tested in a task requiring them to learn to select the correct arm of a T-maze in order to rejoin a group of conspecifics. In experiment 2, guppies were observed in a numerical task requiring them to discriminate between 5 and 10 dots in order to obtain a food reward. Although females outperformed males in one condition of the T-maze, we did not find any clear evidence of females' greater reversal learning performance in either experiment. However, the meta-analysis of the three experiments supported the hypothesis of females' greater reversal learning ability. Our data do not completely exclude the idea that female guppies have a generally higher cognitive flexibility than males; however, they suggest that the size of this sex difference might depend on the task.

The temporal dependence of exploration on neotic style in birds

Exploration (interacting with objects to gain information) and neophobia (avoiding novelty) are considered independent traits shaped by the socio-ecology of a given species. However, in the literature it is often assumed that neophobia inhibits exploration. Here, we investigate how different approaches to novelty (fast or slow) determine the time at which exploration is likely to occur across a number of species. We presented four corvid and five parrot species with a touchscreen discrimination task in which novel stimuli were occasionally interspersed within the familiar training stimuli. We investigated the likelihood that an animal would choose novelty at different stages of its training and found evidence for a shift in the pattern of exploration, depending on neotic style. The findings suggest that faster approaching individuals explored earlier, whilst animals with long initial approach latencies showed similar amounts of exploration but did so later in training. Age rather than species might have influenced the amount of total exploration, with juveniles exploring more than adults. Neotic style varied consistently only for one species and seems to involve a strong individual component, rather than being a purely species-specific trait. This suggests that variation in behavioural phenotypes within a species may be adaptive.

Touch screen assays of behavioural flexibility and error characteristics in Eastern grey squirrels (Sciurus carolinensis)

Behavioural flexibility allows animals to adjust their behaviours according to changing environmental demands. Such flexibility is frequently assessed by the discrimination–reversal learning task. We examined grey squirrels’ behavioural flexibility, using a simultaneous colour discrimination–reversal learning task on a touch screen. Squirrels were trained to select their non-preferred colour in the discrimination phase, and their preferred colour was rewarded in a subsequent reversal phase. We used error rates to divide learning in each phase into three stages (perseveration, chance level and ‘learned’) and examined response inhibition and head-switching during each stage. We found consistent behavioural patterns were associated with each learning stage: in the perseveration stage, at the beginning of each training phase, squirrels showed comparable response latencies to correct and incorrect stimuli, along with a low level of head-switching. They quickly overcame perseveration, typically in one to three training blocks. In the chance-level stage, response latencies to both stimuli were low, but during initial discrimination squirrels showed more head-switches than in the previous stage. This suggests that squirrels were learning the current reward contingency by responding rapidly to a stimulus, but with increased attention to both stimuli. In the learned stage, response latencies to the correct stimulus and the number of head-switches were at their highest, whereas incorrect response latencies were at their lowest, and differed significantly from correct response latencies. These results suggest increased response inhibition and attention allowed the squirrels to minimise errors. They also suggest that errors in the ‘learned’ stage were related to impulsive emission of the pre-potent or previously learned responses.

Personality over ontogeny in zebra finches: long-term repeatable traits but unstable behavioural syndromes

A crucial assumption of animal personality research is that behaviour is consistent over time, showing a high repeatability within individuals. This assumption is often made, sometimes tested using short time intervals between behavioural tests, but rarely thoroughly investigated across long time intervals crossing different stages of ontogeny. We performed such a longitudinal test across three life stages in zebra finches (Taeniopygia guttata), representing about 15-20% of their life span in captivity, and found repeatabilities ranging from 0.03 to 0.67. Fearlessness and exploration were the most repeatable traits both within and across life stages. Activity and aggression were repeatable across, but not or only partly within life stages. Boldness was not repeatable. Furthermore, we found no evidence for a consistent behavioural syndrome structure across ontogeny. Our results indicate that the consistency of behavioural traits and their correlations might be overestimated and suggest that life-long stability of animal personality should not simply be assumed.

Individual differences in behavioural plasticities

Interest in individual differences in animal behavioural plasticities has surged in recent years, but research in this area has been hampered by semantic confusion as different investigators use the same terms (e.g. plasticity, flexibility, responsiveness) to refer to different phenomena. The first goal of this review is to suggest a framework for categorizing the many different types of behavioural plasticities, describe examples of each, and indicate why using reversibility as a criterion for categorizing behavioural plasticities is problematic. This framework is then used to address a number of timely questions about individual differences in behavioural plasticities. One set of questions concerns the experimental designs that can be used to study individual differences in various types of behavioural plasticities. Although within-individual designs are the default option for empirical studies of many types of behavioural plasticities, in some situations (e.g. when experience at an early age affects the behaviour expressed at subsequent ages), 'replicate individual' designs can provide useful insights into individual differences in behavioural plasticities. To date, researchers using within-individual and replicate individual designs have documented individual differences in all of the major categories of behavioural plasticities described herein. Another important question is whether and how different types of behavioural plasticities are related to one another. Currently there is empirical evidence that many behavioural plasticities [e.g. contextual plasticity, learning rates, IIV (intra-individual variability), endogenous plasticities, ontogenetic plasticities) can themselves vary as a function of experiences earlier in life, that is, many types of behavioural plasticity are themselves developmentally plastic. These findings support the assumption that differences among individuals in prior experiences may contribute to individual differences in behavioural plasticities observed at a given age. Several authors have predicted correlations across individuals between different types of behavioural plasticities, i.e. that some individuals will be generally more plastic than others. However, empirical support for most of these predictions, including indirect evidence from studies of relationships between personality traits and plasticities, is currently sparse and equivocal. The final section of this review suggests how an appreciation of the similarities and differences between different types of behavioural plasticities may help theoreticians formulate testable models to explain the evolution of individual differences in behavioural plasticities and the evolutionary and ecological consequences of individual differences in behavioural plasticities.

Cue-based and algorithmic learning in common carp: A possible link to stress coping style

Common carp that had been screened for stress coping style using a standard behavioural test (response to a novel environment) were given a learning task in which food was concealed in one of two compartments, its location randomised between trials and its presence in a given compartment signalled by either a red or a yellow light. All the fish learned to find food quickly, but did so in different ways. Fifty five percent learned to use the light cue to locate food; the remainder achieved the same result by developing a fixed movement routine. To explore this variation, we related learning strategy to stress coping style. Time to find food fell identically with successive trials in carp classified as reactive or proactive, but reactive fish tended to follow the light cue and proactive fish to adopt a fixed routine. Among fish that learned to follow the light, reactive individuals took fewer trials to reach the learning criterion than did proactive fish. These results add to the growing body of information on within-species variation in learning strategies and suggest a possible influence of stress coping style on the use of associative learning as opposed to algorithmic searching during foraging.