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Individual personalities shape task differentiation in a social spider.

ABSTRACT: Deciphering the mechanisms involved in shaping social structure is key to a deeper understanding of the evolutionary processes leading to sociality. Individual specialization within groups can increase colony efficiency and consequently productivity. Here, we test the hypothesis that within-group variation in individual personalities (i.e. boldness and aggression) can shape task differentiation. The social spider Stegodyphus sarasinorum (Eresidae) showed task differentiation (significant unequal participation) in simulated prey capture events across 10-day behavioural assays in the field, independent of developmental stage (level of maturation), eliminating age polyethism. Participation in prey capture was positively associated with level of boldness but not with aggression. Body size positively correlated with being the first spider to emerge from the colony as a response to prey capture but not with being the first to attack, and dispersal distance from experimental colonies correlated with attacking but not with emerging. This suggests that different behavioural responses to prey capture result from a complex set of individual characteristics. Boldness and aggression correlated positively, but neither was associated with body size, developmental stage or dispersal distance. Hence, we show that personalities shape task differentiation in a social spider independent of age and maturation. Our results suggest that personality measures obtained in solitary, standardized laboratory settings can be reliable predictors of behaviour in a social context in the field. Given the wealth of organisms that show consistent individual behavioural differences, animal personality could play a role in social organization in a diversity of animals.

SUBMITTER: Grinsted L

PROVIDER: S-EPMC3735259 | biostudies-literature |

REPOSITORIES: biostudies-literature

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Project description:Nut-cracking is often cited as one of the most complex behaviours observed in wild chimpanzees. However, the cognitive mechanisms behind its acquisition are still debated. The current null hypothesis is that the form of nut-cracking behaviour relies on variants of social learning, with some researchers arguing, more precisely, that copying variants of social learning mechanisms are necessary. However, to date, very few experiments have directly investigated the potentially sufficient role of individual learning in explaining the behavioural form of nut-cracking. Despite this, the available data provides some evidence for the spontaneous acquisition of nut-cracking by chimpanzees; later group acquisition was then found to be at least facilitated by (unspecified) variants of social learning. The latter findings are in line with both suggested hypotheses, i.e., that copying social learning is required and that other (non-copying) social learning mechanisms are at play. Here we present the first study which focused (initially) on the role of individual learning for the acquisition of the nut-cracking behavioural form in chimpanzees. We tested task-naïve chimpanzees (N = 13) with an extended baseline condition to examine whether the behaviour would emerge spontaneously. After the baseline condition (which was unsuccessful), we tested for the role of social learning by providing social information in a step-wise fashion, culminating in a full action demonstration of nut-cracking by a human demonstrator (this last condition made it possible for the observers to copy all actions underlying the behaviour). Despite the opportunities to individually and/or socially learn nut-cracking, none of the chimpanzees tested here cracked nuts using tools in any of the conditions in our study; thus, providing no conclusive evidence for either competing hypothesis. We conclude that this failure was the product of an interplay of factors, including behavioural conservatism and the existence of a potential sensitive learning period for nut-cracking in chimpanzees. The possibility remains that nut-cracking is a behaviour that chimpanzees can individually learn. However, this behaviour might only be acquired when chimpanzees are still inside their sensitive learning period, and when ecological and developmental conditions allow for it. The possibility remains that nut-cracking is an example of a culture dependent trait in non-human great apes. Recommendations for future research projects to address this question are considered.

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Individual personalities shape task differentiation in a social spider.

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