Social environment determines the effect of boldness and activity on survival

The Epigenetics of Animal Personality

Animal personality, consistent individual differences in behaviour, is an important concept for understanding how individuals vary in how they cope with environmental challenges. In order to understand the evolutionary significance of animal personality, it is crucial to understand the underlying regulatory mechanisms. Epigenetic marks such as DNA methylation are hypothesised to play a major role in explaining variation in phenotypic changes in response to environmental alterations. Several characteristics of DNA methylation also align well with the concept of animal personality. In this review paper, we summarise the current literature on the role that molecular epigenetic mechanisms may have in explaining personality variation. We elaborate on the potential for epigenetic mechanisms to explain behavioural variation, behavioural development and temporal consistency in behaviour. We then suggest future routes for this emerging field and point to potential pitfalls that may be encountered. We conclude that a more inclusive approach is needed for studying the epigenetics of animal personality and that epigenetic mechanisms cannot be studied without considering the genetic background.

Social context mediates the expression of a personality trait in a gregarious lizard

The social environment is a key factor that influences behavioural traits across a wide array of species. Yet, when investigating individual differences in behaviour, studies tend to measure animals in isolation from other conspecifics—even in social species. Surprisingly, whether behavioural traits measured in isolation are predictive of individual-level behaviour when in social groups is still poorly understood. Here, we repeatedly measured risk-taking behaviour (i.e. boldness; 741 total trials) in both the presence and absence of conspecifics in a social lizard, the delicate skink (Lampropholis delicata). Further, we manipulated food availability during group trials to test whether the effect of the social environment on risk-taking behaviour was mediated by competition over resources. Using 105 lizards collected from three independent populations, we found that individual risk-taking behaviour was repeatable when measured in either social isolation or within groups both with and without food resources available. However, lizards that were bolder during individual trials were not also bolder when in groups, regardless of resource availability. This was largely driven by individual differences in social behavioural plasticity, whereby individual skinks responded differently to the presence of conspecifics. Together, this resulted in a rank order change of individual behavioural types across the social conditions. Our results highlight the importance of the social environment in mediating animal personality traits across varying levels of resource availability. Further, these findings suggest that behavioural traits when measured in isolation, may not reflect individual variation in behaviour when measured in more ecologically realistic social groups.

Individual behavioural traits not social context affects learning about novel objects in archerfish

Abstract

Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning.

Significance statement

Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.