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      Chimpanzees use social information to acquire a skill they fail to innovate

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          Abstract

          Cumulative cultural evolution has been claimed to be a uniquely human phenomenon pivotal to the biological success of our species. One plausible condition for cumulative cultural evolution to emerge is individuals’ ability to use social learning to acquire know-how that they cannot easily innovate by themselves. It has been suggested that chimpanzees may be capable of such know-how social learning, but this assertion remains largely untested. Here we show that chimpanzees use social learning to acquire a skill that they failed to independently innovate. By teaching chimpanzees how to solve a sequential task (one chimpanzee in each of the two tested groups, n = 66) and using network-based diffusion analysis, we found that 14 naive chimpanzees learned to operate a puzzle box that they failed to operate during the preceding three months of exposure to all necessary materials. In conjunction, we present evidence for the hypothesis that social learning in chimpanzees is necessary and sufficient to acquire a new, complex skill after the initial innovation.

          Abstract

          Van Leeuwen and colleagues demonstrate that chimpanzees use social learning to acquire a skill they failed to innovate, supporting the hypothesis that social learning is necessary for acquiring complex skills after initial innovation.

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          Most cited references77

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          Ratcheting up the ratchet: on the evolution of cumulative culture.

          Some researchers have claimed that chimpanzee and human culture rest on homologous cognitive and learning mechanisms. While clearly there are some homologous mechanisms, we argue here that there are some different mechanisms at work as well. Chimpanzee cultural traditions represent behavioural biases of different populations, all within the species' existing cognitive repertoire (what we call the 'zone of latent solutions') that are generated by founder effects, individual learning and mostly product-oriented (rather than process-oriented) copying. Human culture, in contrast, has the distinctive characteristic that it accumulates modifications over time (what we call the 'ratchet effect'). This difference results from the facts that (i) human social learning is more oriented towards process than product and (ii) unique forms of human cooperation lead to active teaching, social motivations for conformity and normative sanctions against non-conformity. Together, these unique processes of social learning and cooperation lead to humans' unique form of cumulative cultural evolution.
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            Experimentally induced innovations lead to persistent culture via conformity in wild birds

            In human societies, cultural norms arise when behaviours are transmitted with high-fidelity social learning through social networks 1 . However a paucity of experimental studies has meant that there is no comparable understanding of the process by which socially transmitted behaviours may spread and persist in animal populations 2,3 . Here, we introduce alternative novel foraging techniques into replicated wild sub-populations of great tits (Parus major), and employ automated tracking to map the diffusion, establishment and long-term persistence of seeded behaviours. We further use social network analysis to examine social factors influencing diffusion dynamics. From just two trained birds in each sub-population, information spread rapidly through social network ties to reach an average of 75% of individuals, with 508 knowledgeable individuals performing 58,975 solutions. Sub-populations were heavily biased towards the technique originally introduced, resulting in established local arbitrary traditions that were stable over two generations, despite high population turnover. Finally, we demonstrate a strong effect of social conformity, with individuals disproportionately adopting the most frequent local variant when first learning, but then also continuing to favour social over personal information by matching their technique to the majority variant. Cultural conformity is thought to be a key factor in the evolution of complex culture in humans 4-7 . In providing the first experimental demonstration of conformity in a wild non-primate, and of cultural norms in foraging techniques in any wild animal, our results suggest a much wider evolutionary occurrence of such apparently complex cultural behaviour.
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              Social learning in animals: categories and mechanisms.

              There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS)
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                Author and article information

                Contributors
                e.j.c.vanleeuwen@uu.nl
                Journal
                Nat Hum Behav
                Nat Hum Behav
                Nature Human Behaviour
                Nature Publishing Group UK (London )
                2397-3374
                6 March 2024
                6 March 2024
                2024
                : 8
                : 5
                : 891-902
                Affiliations
                [1 ]Animal Behaviour and Cognition, Department of Biology, Utrecht University, ( https://ror.org/04pp8hn57) Utrecht, the Netherlands
                [2 ]Department of Comparative Cultural Psychology, Max Planck Institute for Evolutionary Anthropology, ( https://ror.org/02a33b393) Leipzig, Germany
                [3 ]GRID grid.499813.e, ISNI 0000 0004 0540 6317, Centre for Research and Conservation, , Royal Zoological Society of Antwerp, ; Antwerp, Belgium
                [4 ]School of Psychology & Neuroscience, University of St Andrews, ( https://ror.org/02wn5qz54) St Andrews, UK
                Author information
                http://orcid.org/0000-0002-7729-2182
                http://orcid.org/0000-0002-3262-645X
                Article
                1836
                10.1038/s41562-024-01836-5
                11132989
                38448718
                28593482-ff13-4b6d-8772-642ad7a93533
                © The Author(s) 2024

                Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.

                History
                : 12 May 2023
                : 22 January 2024
                Funding
                Funded by: FundRef https://doi.org/10.13039/100010663, EC | EU Framework Programme for Research and Innovation H2020 | H2020 Priority Excellent Science | H2020 European Research Council (H2020 Excellent Science - European Research Council);
                Award ID: 101042961
                Award Recipient :
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                © Springer Nature Limited 2024

                animal behaviour,biological anthropology
                animal behaviour, biological anthropology

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