The performance of cleaner wrasse, Labroides dimidiatus, in a reversal learning task varies across experimental paradigms

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.

Transitive inference in cleaner wrasses (Labroides dimidiatus)

Transitive inference (TI) is the ability to infer unknown relationships from previous information. To test TI in non-human animals, transitive responding has been examined in a TI task where non-adjacent pairs were presented after premise pair training. Some mammals, birds and paper wasps can pass TI tasks. Although previous studies showed that some fish are capable of TI in the social context, it remains unclear whether fish can pass TI task. Here, we conducted a TI task in cleaner wrasses (Labroides dimidiatus), which interact with various client fishes and conspecifics. Because they make decisions based on previous direct and indirect interactions in the context of cleaning interactions, we predicted that the ability of TI is beneficial for cleaner fish. Four tested fish were trained with four pairs of visual stimuli in a 5-term series: A-B+, B-C+, C-D+, and D-E+ (plus and minus denote rewards and non-rewards, respectively). After training, a novel pair, BD (BD test), was presented wherein the fish chose D more frequently than B. In contrast, reinforcement history did not predict the choice D. Our results suggest that cleaner fish passed the TI task, similar to mammals and birds. Although the mechanism underlying transitive responding in cleaner fish remains unclear, this work contributes to understanding cognitive abilities in fish.

Ecological differences in the facultative Caribbean cleaning goby Elacatinus prochilos do not predict learning performance in discriminatory two-choice tasks

The ecological approach to comparative cognition emphasizes that the ecological and social environment are important predictors of cognitive performance. We used this approach to test whether differences in habitat use and social behavior in the facultative Caribbean cleaning goby Elacatinus prochilos predict differences in learning performance in two discriminatory two-choice tasks. This species has two behavioral ecotypes: one that frequently engages in cleaning interactions and inhabits corals in male-female pairs (cleaning gobies) and another that rarely engages in cleaning interactions and inhabits barrel sponges in large groups (sponge-dwellers). We predicted that cleaning gobies would outperform sponge-dwellers in a pattern-cued task, which consisted of identifying the pattern on a plate that consistently provided food, while sponge-dwellers would outperform cleaning gobies in a spatial task, which consisted of identifying the location of the plate. Contrary to our predictions, there was no difference in performance between the two ecotypes. Most of the gobies performed poorly in the pattern-cued task and well in the spatial task. A possible explanation for these results is that the association of a pattern with positive and negative reinforcement may not be a pre-requisite for engaging in cleaning interactions, while spatial skills might be equally required in both ecotypes. Alternatively, the two ecotypes can flexibly adjust to new feeding conditions, which would explain their similar performance in the spatial task. Further research should investigate which aspects of E. prochilos' social and ecological environment might impose challenges that require spatial cognition and whether individuals can flexibly adjust to new habitats and feeding conditions.

Reconsidering sex differences during place learning in túngara frogs

In túngara frogs, female mate choice requires remembering the location and/or calls of preferred males who advertise from fixed positions within a breeding pond. A previous study found that, when solving a place discrimination task in the laboratory, female túngara frogs were able to learn a visual cue to solve the task, whereas males were not. In that task, male performance appeared to be inhibited, in part, by their attempt to use egocentric cues. We tested whether the sex difference in place learning previously reported would generalize to other training parameters with different cues available by eliminating the potential to use egocentric cues and increasing the number of trials per day. As before, frogs were given a choice between a red or yellow door, one of which led to shelters and return to their home cage. In the current testing conditions, we detected a preference for the red door; thus, we only considered frogs rewarded to the yellow door. Training was associated with an increase in correct choices and an increased preference for the yellow door. However, there was no evidence for a sex difference in learning. In summary, under the current training conditions, we found that the apparent female advantage in place learning was no longer evident. Future studies that investigate sex differences in cue preference and/or ability to switch among cues will further illuminate the conditions under which sex differences in learning are manifest in túngara frogs.