Collective learning in route navigation

An associative account of collective learning

Associative learning is an important adaptive mechanism that is well conserved among a broad range of species. Although it is typically studied in isolated animals, associative learning can occur in the presence of conspecifics in nature. Although many social aspects of individual learning have received much attention, the study of collective learning-the acquisition of knowledge in groups of animals through shared experience-has a much shorter history. Consequently, the conditions under which collective learning emerges and the mechanisms that underlie such emergence are still largely unexplored. Here, we develop a parsimonious model of collective learning based on the complementary integration of associative learning and collective intelligence. The model assumes (i) a simple associative learning rule, based on the Rescorla-Wagner model, in which the actions of conspecifics serve as cues and (ii) a horse-race action selection rule. Simulations of this model show no benefit of group training over individual training in a simple discrimination task (A+/B-). However, a group-training advantage emerges after the discrimination task is reversed (A-/B+). Model predictions suggest that, in a dynamic environment, tracking the actions of conspecifics that are solving the same problem can yield superior learning to individual animals and enhanced performance to the group.

Mechanisms of collective learning: how can animal groups improve collective performance when repeating a task?

Learning is ubiquitous in animals: individuals can use their experience to fine-tune behaviour and thus to better adapt to the environment during their lifetime. Observations have accumulated that, at the collective level, groups can also use their experience to improve collective performance. Yet, despite apparent simplicity, the links between individual learning capacities and a collective's performance can be extremely complex. Here we propose a centralized and broadly applicable framework to begin classifying this complexity. Focusing principally on groups with stable composition, we first identify three distinct ways through which groups can improve their collective performance when repeating a task: each member learning to better solve the task on its own, members learning about each other to better respond to one another and members learning to improve their complementarity. We show through selected empirical examples, simulations and theoretical treatments that these three categories identify distinct mechanisms with distinct consequences and predictions. These mechanisms extend well beyond current social learning and collective decision-making theories in explaining collective learning. Finally, our approach, definitions and categories help generate new empirical and theoretical research avenues, including charting the expected distribution of collective learning capacities across taxa and its links to social stability and evolution. This article is part of a discussion meeting issue 'Collective behaviour through time'.

Empirical test of the many-wrongs hypothesis reveals weighted averaging of individual routes in pigeon flocks

The 'many-wrongs hypothesis' predicts that groups improve their decision-making performance by aggregating members' diverse opinions. Although this has been considered one of the major benefits of collective movement and migration, whether and how multiple inputs are in fact aggregated for superior directional accuracy has not been empirically verified in non-human animals. Here we showed that larger homing pigeon flocks had significantly more efficient (i.e. shorter) homing routes than smaller flocks, consistent with previous findings and with the predictions of the many-wrongs hypothesis. However, detailed analysis showed that flock routes were not simply averages of individual routes, but instead that pigeons that more faithfully recapitulated their routes during individual flights had a proportionally greater influence on their flocks' routes. We discuss the implications of our results for possible mechanisms of collective learning as well as for the definition of leadership in animals solving navigational tasks collectively.

Collective animal navigation and migratory culture: from theoretical models to empirical evidence

Animals often travel in groups, and their navigational decisions can be influenced by social interactions. Both theory and empirical observations suggest that such collective navigation can result in individuals improving their ability to find their way and could be one of the key benefits of sociality for these species. Here, we provide an overview of the potential mechanisms underlying collective navigation, review the known, and supposed, empirical evidence for such behaviour and highlight interesting directions for future research. We further explore how both social and collective learning during group navigation could lead to the accumulation of knowledge at the population level, resulting in the emergence of migratory culture.

This article is part of the theme issue ‘Collective movement ecology’.

Cumulative culture can emerge from collective intelligence in animal groups

Studies of collective intelligence in animal groups typically overlook potential improvement through learning. Although knowledge accumulation is recognized as a major advantage of group living within the framework of Cumulative Cultural Evolution (CCE), the interplay between CCE and collective intelligence has remained unexplored. Here, we use homing pigeons to investigate whether the repeated removal and replacement of individuals in experimental groups (a key method in testing for CCE) alters the groups' solution efficiency over successive generations. Homing performance improves continuously over generations, and later-generation groups eventually outperform both solo individuals and fixed-membership groups. Homing routes are more similar in consecutive generations within the same chains than between chains, indicating cross-generational knowledge transfer. Our findings thus show that collective intelligence in animal groups can accumulate progressive modifications over time. Furthermore, our results satisfy the main criteria for CCE and suggest potential mechanisms for CCE that do not rely on complex cognition.

Bringing a Time-Depth Perspective to Collective Animal Behaviour

The field of collective animal behaviour examines how relatively simple, local interactions between individuals in groups combine to produce global-level outcomes. Existing mathematical models and empirical work have identified candidate mechanisms for numerous collective phenomena but have typically focused on one-off or short-term performance. We argue that feedback between collective performance and learning - giving the former the capacity to become an adaptive, and potentially cumulative, process - is a currently poorly explored but crucial mechanism in understanding collective systems. We synthesise material ranging from swarm intelligence in social insects through collective movements in vertebrates to collective decision making in animal and human groups, to propose avenues for future research to identify the potential for changes in these systems to accumulate over time.