Bshary, Redouan

2013, van de Waal, Erica, Spinelli, Martina, Bshary, Redouan, Frank Huascar Ros, Albert, Noe, Ronald

2012, van de Waal, Erica, Kruetzen, Michael, Hula, Josephine, Goudet, Jerome, Bshary, Redouan

2010, van de Waal, Erica, Renevey, Nathalie, Favre, Camille Monique, Bshary, Redouan

Human behaviour is often based on social learning, a mechanism that has been documented also in a variety of other vertebrates. However, social learning as a means of problem-solving may be optimal only under specific conditions, and both theoretical work and laboratory experiments highlight the importance of a potential model's identity. Here we present the results from a social learning experiment on six wild vervet monkey groups, where models were either a dominant female or a dominant male. We presented ‘artificial fruit’ boxes that had doors on opposite, differently coloured ends for access to food. One option was blocked during the demonstration phase, creating consistent demonstrations of one possible solution. Following demonstrations we found a significantly higher participation rate and same-door manipulation in groups with female models compared to groups with male models. These differences appeared to be owing to selective attention of bystanders to female model behaviour rather than owing to female tolerance. Our results demonstrate the favoured role of dominant females as a source for ‘directed’ social learning in a species with female philopatry. Our findings imply that migration does not necessarily lead to an exchange of socially acquired information within populations, potentially causing highly localized traditions.

2009, Piller, Amelie, van de Waal, Erica, Bshary, Redouan

2013, Borgeaud, Christèle, van de Waal, Erica, Bshary, Redouan

2011, van de Waal, Erica, Bshary, Redouan

Social learning is the basis for the formation of traditions in both human and nonhuman animals. Field observations and experiments provide evidence for the existence of traditions in animals but they do not address the underlying social-learning mechanisms. We used an established laboratory experimental paradigm, the artificial fruit design, to test for copying of a sequence of actions and local enhancement in six groups of wild vervet monkeys, Chlorocebus aethiops. We introduced a two-step task where models had to remove a bar to untie a rope that blocked a single door of a box. The models were high-ranking individuals that monopolized the box early on and discovered by trial and error how to open it. We obtained successful models in three groups, while the other three groups acted as controls. After 20 successful demonstrations, we tested subjects with a box that had a rope in the same position but the rope was not functional. Under these conditions, sequential copying of the two-step opening did not occur. Only individuals that were exposed to models were likely to touch the bar if door opening was not immediately successful, providing evidence for local enhancement. When we presented the boxes with the functional rope, we found no effect of having been exposed to a model on the probability that subjects solved the task. We conclude that the social-learning abilities of wild vervet monkeys are relatively limited and discuss potential problems concerning the technical difficulty of the task.

2009, Spinelli, Martina, van de Waal, Erica, Fruteau, Cecile, Hellard, Eleonore, Bshary, Redouan, Noe, Ronald

2013, Renevey, Nathalie, Bshary, Redouan, van de Waal, Erica

2010, van de Waal, Erica, Bshary, Redouan

2009, Bshary, Redouan, van de Waal, Erica