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How cognitive biases select for imperfect mimicry: a study of asymmetry in learning with bumblebees.

ABSTRACT: Imperfect mimicry presents a paradox of incomplete adaptation - intuitively, closer resemblance should improve performance. Receiver psychology can often explain why mimetic signals do not always evolve to match those of their models. Here, we explored the influence of a pervasive and powerful cognitive bias where associative learning depends upon an asymmetric interaction between the cue (stimulus) and consequence (reinforcer), such as in rats, which will associate light and tone with shock, and taste with nausea, but not the converse. Can such biases alter selection for mimicry? We designed an artificial mimicry system where bees foraged on artificial flowers, so that colours could be switched between rewarding or aversive. We found that when the colour blue was paired with a sucrose reward, other cues were ignored, but not when blue was paired with aversive compounds. We also tested the hypothesis that costs of errors affect how receivers sample imperfect mimics. However, costs of errors did not affect bee visits to imperfect mimics in our study. We propose a novel hypothesis for imperfect mimicry, in which the pairing between specific cues and reinforcers allows an imperfect mimic to resemble multiple models simultaneously. Generally, our results emphasize the importance of receiver psychology for the evolution of signal complexity and specificity.

SUBMITTER: Kikuchi DW

PROVIDER: S-EPMC6706088 | biostudies-literature | 2018 Oct

REPOSITORIES: biostudies-literature

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How cognitive biases select for imperfect mimicry: a study of asymmetry in learning with bumblebees.

Kikuchi David W DW Dornhaus Anna A

Animal behaviour 20180921

Imperfect mimicry presents a paradox of incomplete adaptation - intuitively, closer resemblance should improve performance. Receiver psychology can often explain why mimetic signals do not always evolve to match those of their models. Here, we explored the influence of a pervasive and powerful cognitive bias where associative learning depends upon an asymmetric interaction between the cue (stimulus) and consequence (reinforcer), such as in rats, which will associate light and tone with shock, an ...[more]

PMID: 31439964

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Project description:Background Cognitive models of mood disorders emphasize a causal role of negative affective biases in depression. Computational work suggests that these biases may stem from a belief that negative events have a higher information content than positive events, resulting in preferential processing of and learning from negative outcomes. Learning biases therefore represent a promising target for therapeutic interventions. In this proof-of-concept study in healthy volunteers, we assessed the malleability of biased reinforcement learning using a novel cognitive training paradigm and concurrent transcranial direct current stimulation (tDCS). Methods In two studies, young healthy adults completed two sessions of negative (n = 20) or positive (n = 20) training designed to selectively increase learning from loss or win outcomes, respectively. During training active or sham tDCS was applied bilaterally to dorsolateral prefrontal cortex. Analyses tested for changes both in learning rates and win- and loss-driven behaviour. Potential positive/negative emotional transfer of win/loss learning was assessed by a facial emotion recognition task and mood questionnaires. Results Negative and positive training increased learning rates for losses and wins, respectively. With negative training, there was also a trend for win (but not loss) learning rates to decrease over successive task blocks. After negative training, there was evidence for near transfer in the form of an increase in loss-driven choices when participants performed a similar (untrained) task. There was no change in far transfer measures of emotional face processing or mood. tDCS had no effect on any aspect of behaviour. Discussion and Conclusions Negative training induced a mild negative bias in healthy adults as reflected in loss-driven choice behaviour. Prefrontal tDCS had no effect. Further research is needed to assess if this training procedure can be adapted to enhance learning from positive outcomes and whether effects translate to affective disorders. Electronic supplementary material The online version of this article (10.1007/s10608-020-10146-9) contains supplementary material, which is available to authorized users.

Dataset Information

How cognitive biases select for imperfect mimicry: a study of asymmetry in learning with bumblebees.

Publications

How cognitive biases select for imperfect mimicry: a study of asymmetry in learning with bumblebees.

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