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dc.contributor.authorWatson, Stuart K.
dc.contributor.authorVale, Gillian L.
dc.contributor.authorHopper, Lydia M.
dc.contributor.authorDean, Lewis G.
dc.contributor.authorKendal, Rachel L.
dc.contributor.authorPrice, Elizabeth E.
dc.contributor.authorWood, Lara A.
dc.contributor.authorDavis, Sarah J.
dc.contributor.authorSchapiro, Steven J.
dc.contributor.authorLambeth, Susan P.
dc.contributor.authorWhiten, Andrew
dc.identifier.citationWatson , S K , Vale , G L , Hopper , L M , Dean , L G , Kendal , R L , Price , E E , Wood , L A , Davis , S J , Schapiro , S J , Lambeth , S P & Whiten , A 2018 , ' Chimpanzees demonstrate individual differences in social information use ' , Animal Cognition , vol. In press .
dc.identifier.otherPURE: 253380308
dc.identifier.otherPURE UUID: afa54a6b-d523-4307-9ef2-dc8794dac433
dc.identifier.otherScopus: 85048807637
dc.identifier.otherWOS: 000441446100003
dc.identifier.otherORCID: /0000-0003-2426-5890/work/65014030
dc.descriptionThe National Center for Chimpanzee Care is supported by NIH Cooperative Agreement U42 OD-011197. SKW, GLV, SJD and AW are grateful for the support of the John Templeton Foundation, grant ID40128: ‘Exploring the evolutionary foundations of cultural complexity, creativity and trust’, awarded to AW and Kevin Laland, which partly funded this project. At the time of writing, LH was supported by the Leo S. Guthman Fund. Details of funding for each of the studies which contributed towards the dataset used in the current study can be found in their original publication.en
dc.description.abstractStudies of transmission biases in social learning have greatly informed our understanding of how behaviour patterns may diffuse through animal populations, yet within-species inter-individual variation in social information use has received little attention and remains poorly understood. We have addressed this question by examining individual performances across multiple experiments with the same population of primates. We compiled a data set spanning 16 social learning studies (26 experimental conditions) carried out at the same study site over a 12-year period, incorporating a total of 167 chimpanzees. We applied a binary scoring system to code each participant’s performance in each study according to whether they demonstrated evidence of using social information from conspecifics to solve the experimental task or not (Social Information Score – ‘SIS’). Bayesian binomial mixed effects models were then used to estimate the extent to which individual differences influenced SIS, together with any effects of sex, rearing history, age, prior involvement in research and task type on SIS. An estimate of repeatability found that approximately half of the variance in SIS was accounted for by individual identity, indicating that individual differences play a critical role in the social learning behaviour of chimpanzees. According to the model that best fit the data, females were, depending on their rearing history, 15-24% more likely to use social information to solve experimental tasks than males. However, there was no strong evidence of an effect of age or research experience, and pedigree records indicated that SIS was not a strongly heritable trait. Our study offers a novel, transferable method for the study of individual differences in social learning.
dc.relation.ispartofAnimal Cognitionen
dc.rights© The Author(s) 2018. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (, which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.en
dc.subjectSocial learningen
dc.subjectIndividual differencesen
dc.subjectsex differencesen
dc.subjectBF Psychologyen
dc.subjectQL Zoologyen
dc.titleChimpanzees demonstrate individual differences in social information useen
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.description.statusPeer revieweden

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