0000000000301364
AUTHOR
Jannis Liedtke
Modelling the evolution of cognitive styles.
Abstract 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. 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 speciali…
The joint evolution of learning and dispersal maintains intraspecific diversity in metapopulations
The evolution of dispersal tendencies and of cognitive abilities have both been intensely studied. Yet little attention has been given to the question of how these two aspects may relate to each other, as a result of their joint evolution. On the one hand, learning abilities may help dispersers to cope with their new habitat. On the other hand, dispersal may sometimes reduce the need for learning, because local environments may differ in how much there is to learn. To get a better understanding of this relationship, we built an individual‐based simulation in which both learning speed and dispersal tendency were free to evolve. We found that both positive and negative correlations could evol…
Should dispersers be fast learners? Modeling the role of cognition in dispersal syndromes.
Abstract Both cognitive abilities and dispersal tendencies can vary strongly between individuals. Since cognitive abilities may help dealing with unknown circumstances, it is conceivable that dispersers may rely more heavily on learning abilities than residents. However, cognitive abilities are costly and leaving a familiar place might result in losing the advantage of having learned to deal with local conditions. Thus, individuals which invested in learning to cope with local conditions may be better off staying at their natal place. In order to disentangle the complex relationship between dispersal and learning abilities, we implemented individual‐based simulations. By allowing for develo…
Exploratory behaviour is not related to associative learning ability in the carabid beetle Nebria brevicollis
Recently, it has been hypothesised that as learning performance and animal personality vary along a common axis of fast and slow types, natural selection may act on both in parallel leading to a correlation between learning and personality traits. We examined the relationship between risk-taking and exploratory behaviour and associative learning ability in carabid beetle Nebria brevicollis females by quantifying the number of trials individuals required to reach criterion during an associative learning task (‘learning performance’). The associative learning task required the females to associate odour and direction with refugia from light and heat in a T-maze. Further, we assessed learning …
Need for speed : short lifespan selects for increased learning ability
AbstractIt is generally assumed that an investment into cognitive abilities and their associated cost is particularly beneficial for long-lived species, as a prolonged lifespan allows to recoup the initial investment. However, ephemeral organisms possess astonishing cognitive abilities too. Invertebrates, for example, are capable of simple associative learning, reversal learning, and planning. How can this discrepancy between theory and evidence be explained? Using a simulation, we show that short lives can actually select for an increase in learning abilities. The rationale behind this is that when learning is needed to exploit otherwise inaccessible resources, one needs to learn fast in o…
Exploratory behaviour is not related to associative learning ability in the carabid beetle Nebria brevicollis.
Abstract Recently, it has been hypothesised that as learning performance and animal personality vary along a common axis of fast and slow types, natural selection may act on both in parallel leading to a correlation between learning and personality traits. We examined the relationship between risk-taking, exploratory behaviour and associative learning ability in carabid beetle Nebria brevicollis females by quantifying the number of trials individuals required to reach criterion during an associative learning task (‘learning performance’). The associative learning task required the females to associate odour and direction with refugia from light and heat in a T-maze. Further, we assessed lea…
When should cuckolded males care for extra-pair offspring?
In socially monogamous species with bi-parental care, males suffer reduced reproductive success if their mate engages in extra-pair copulations (EPCs). One might therefore expect that males should refuse to care for a brood if they can detect that an EPC has occurred. Here, we use a game-theory model to study male brood care in the face of EPCs in a cooperatively breeding species in which offspring help to raise their (half-) siblings in their parents' next breeding attempt. We show that under certain conditions males are selected to care even for broods completely unrelated to themselves. This counterintuitive result arises through a form of pseudo-reciprocity, whereby surviving extra-pair…
The joint evolution of learning and dispersal maintains intraspecific diversity in metapopulations
The evolution of dispersal tendencies and of cognitive abilities have both been intensely studied. Yet little attention has been given to the question of how these two aspects may relate to each other, as a result of their joint evolution. On the one hand, learning abilities may help dispersers to cope with their new habitat. On the other hand, dispersal may sometimes reduce the need for learning, because local environments may differ in how much there is to learn. To get a better understanding of this relationship, we built an individual‐based simulation in which both learning speed and dispersal tendency were free to evolve. We found that both positive and negative correlations could evol…