Search

The scale of cumulative cultural evolution (CCE) is a defining characteristic of humans. Despite marked scientific interest in CCE, the cognitive underpinnings supporting its development remain understudied. We examined the role cognitive flexibility plays in CCE by studying U.S. children's (N = 167, 3–5-year-olds) propensity to relinquish an inefficient solution to a problem in favor of a more efficient alternative, and whether they would resist reverting to earlier versions. In contrast to previous work with chimpanzees, most children who first learned to solve a puzzlebox in an inefficient way switched to an observed, more efficient alternative. However, over multiple task interactions, 85% of children who switched reverted to the inefficient method. Moreover, almost all children in a control condition (who first learned the efficient method) switched to the inefficient method. Thus, children were keen to explore an alternative solution but, like chimpanzees, are overall conservative in reverting to their first-learned one. [ABSTRACT FROM AUTHOR]

A central need for neurodegenerative diseases is to find curative drugs for the many clinical subtypes, the causative gene for most cases being unknown. This requires the classification of disease cases at the genetic and cellular level, an understanding of disease aetiology in the subtypes and the development of phenotypic assays for high throughput screening of large compound libraries. Herein we describe a method that facilitates these requirements based on cell morphology that is being increasingly used as a readout defining cell state. In patient-derived fibroblasts we quantified 124 morphological features in 100,000 cells from 15 people with two genotypes (SPAST and SPG7) of Hereditary Spastic Paraplegia (HSP) and matched controls. Using machine learning analysis, we distinguished between each genotype and separated them from controls. Cell morphologies changed with treatment with noscapine, a tubulin-binding drug, in a genotype-dependent manner, revealing a novel effect on one of the genotypes (SPG7). These findings demonstrate a method for morphological profiling in fibroblasts, an accessible non-neural cell, to classify and distinguish between clinical subtypes of neurodegenerative diseases, for drug discovery, and potentially for biomarkers of disease severity and progression. [ABSTRACT FROM AUTHOR]

Researcher and prolific science communicator who laid bare the social lives of apes. [ABSTRACT FROM AUTHOR]

Studies 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 dataset 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. [ABSTRACT FROM AUTHOR]

Protein aggregation causes α-synuclein to switch from its physiological role to a pathological toxic gain of function. Under physiological conditions, monomeric α-synuclein improves ATP synthase efficiency. Here, we report that aggregation of monomers generates beta sheet-rich oligomers that localise to the mitochondria in close proximity to several mitochondrial proteins including ATP synthase. Oligomeric α-synuclein impairs complex I-dependent respiration. Oligomers induce selective oxidation of the ATP synthase beta subunit and mitochondrial lipid peroxidation. These oxidation events increase the probability of permeability transition pore (PTP) opening, triggering mitochondrial swelling, and ultimately cell death. Notably, inhibition of oligomer-induced oxidation prevents the pathological induction of PTP. Inducible pluripotent stem cells (iPSC)-derived neurons bearing SNCA triplication, generate α-synuclein aggregates that interact with the ATP synthase and induce PTP opening, leading to neuronal death. This study shows how the transition of α-synuclein from its monomeric to oligomeric structure alters its functional consequences in Parkinson's disease. [ABSTRACT FROM AUTHOR]

How animal communities arrive at homogeneous behavioural preferences is a central question for studies of cultural evolution. Here, we investigated whether chimpanzees (Pan troglodytes) would relinquish a pre-existing behaviour to adopt an alternative demonstrated by an overwhelming majority of group mates; in other words, whether chimpanzees behave in a conformist manner. In each of five groups of chimpanzees (N = 37), one individual was trained on one method of opening a two-action puzzle box to obtain food, while the remaining individuals learned the alternative method. Over 5 h of open access to the apparatus in a group context, it was found that 4/5 ‘minority’ individuals explored the majority method and three of these used this new method in the majority of trials. Those that switched did so after observing only a small subset of their group, thereby not matching conventional definitions of conformity. In a further ‘Dyad’ condition, six pairs of chimpanzees were trained on alternative methods and then given access to the task together. Only one of these individuals ever switched method. The number of observations that individuals in the minority and Dyad individuals made of their untrained method was not found to influence whether or not they themselves switched to use it. In a final ‘Asocial’ condition, individuals (N = 10) did not receive social information and did not deviate from their first-learned method. We argue that these results demonstrate an important influence of social context upon prioritisation of social information over pre-existing methods, which can result in group homogeneity of behaviour. [ABSTRACT FROM AUTHOR]

The movements of relocated wild animals reveal that a lost migratory skill was regained over successive generations. This suggests that skill improvements can occur over time as animals learn expertise from each other.Migratory skills improve over time in relocated wild animals. [ABSTRACT FROM AUTHOR]

Experimental studies of animal social learning in the wild remain rare, especially those that employ the most discriminating tests in which alternative means to complete naturalistic tasks are seeded in different groups. We applied this approach to wild vervet monkeys ( Chlorocebus aethiops) using an artificial fruit ('vervetable') opened by either lifting a door panel or sliding it left or right. In one group, a trained model lifted the door, and in two others, the model slid it either left or right. Members of each group then watched their model before being given access to multiple baited vervetables with all opening techniques possible. Thirteen of these monkeys opened vervetables, displaying a significant tendency to use the seeded technique on their first opening and over the course of the experiment. The option preferred in these monkeys' first successful manipulation session was also highly correlated with the proportional frequency of the option they had previously witnessed. The social learning effects thus documented go beyond mere stimulus enhancement insofar as the same door knob was grasped for either technique. Results thus suggest that through imitation, emulation or both, new foraging techniques will spread across groups of wild vervet monkeys to create incipient foraging traditions. [ABSTRACT FROM AUTHOR]

Cumulative tool-based culture underwrote our species' evolutionary success, and tool-based nut-cracking is one of the strongest candidates for cultural transmission in our closest relatives, chimpanzees. However the social learning processes that may explain both the similarities and differences between the species remain unclear. A previous study of nut-cracking by initially naïve chimpanzees suggested that a learning chimpanzee holding no hammer nevertheless replicated hammering actions it witnessed. This observation has potentially important implications for the nature of the social learning processes and underlying motor coding involved. In the present study, model and observer actions were quantified frame-by-frame and analysed with stringent statistical methods, demonstrating synchrony between the observer's and model's movements, cross-correlation of these movements above chance level and a unidirectional transmission process from model to observer. These results provide the first quantitative evidence for motor mimicking underlain by motor coding in apes, with implications for mirror neuron function. [ABSTRACT FROM AUTHOR]

Diffusion studies are taking us a step closer to understanding social learning and cultural transmission in young children. The first half of this article presents a review that focuses on four main cultural issues addressed by diffusion studies: (1) horizontal transmission, including child-to-child learning; (2) learning in children's everyday environments ("in the wild"); (3) the experience of multiple demonstrations and attempts at mastering new tasks; and (4) the iterative process of learning across multiple cultural "generations?' The second half of the article introduces an open-diffusion experiment. after an initial asocial-learning phase in which children had the chance to discover two possible solutions to a puzzle box, the box was brought into the children's playgroup, thus allowing observational learning. Although variation of method use occurred in the asocial-learning phase, by the end of the second day of the open diffusion, the group had converged on a single method. The open-diffusion approach allowed the documentation of social interactions not seen in the dyadic studies typical of the field, including both coaction and scrounging, the significance of which for cultural transmission is discussed. [ABSTRACT FROM AUTHOR]

There is increasing evidence for cultural variations in behaviour among non-human species, but human societies additionally display elaborate cumulative cultural evolution, with successive generations building on earlier achievements. Evidence for cumulative culture in non-human species remains minimal and controversial. Relevant experiments are also lacking. Here we present a first experiment designed to examine chimpanzees’ capacity for cumulative social learning. Eleven young chimpanzees were presented with a foraging device, which afforded both a relatively simple and a more complex tool-use technique for extracting honey. The more complex ‘probing’ technique incorporated the core actions of the simpler ‘dipping’ one and was also much more productive. In a baseline, exploration condition only two subjects discovered the dipping technique and a solitary instance of probing occurred. Demonstrations of dipping by a familiar human were followed by acquisition of this technique by the five subjects aged three years or above, whilst younger subjects showed a significant increase only in the elements of the dipping technique. By contrast, subsequent demonstrations of the probing task were not followed by acquisition of this more productive technique. Subjects stuck to their habitual dipping method despite an escalating series of demonstrations eventually exceeding 200. Supplementary tests showed this technique is within the capability of chimpanzees of this age. We therefore tentatively conclude that young chimpanzees exhibit a tendency to become ‘stuck’ on a technique they initially learn, inhibiting cumulative social learning and possibly constraining the species’ capacity for cumulative cultural evolution. [ABSTRACT FROM AUTHOR]

Studies of wild capuchins suggest an important role for social learning, but experiments with captive subjects have generally not supported this. Here we report social learning in two quite different populations of capuchin monkeys ( Cebus apella). In experiment 1, human-raised monkeys observed a familiar human model open a foraging box using a tool in one of two alternative ways: levering versus poking. In experiment 2, mother-raised monkeys viewed similar techniques demonstrated by monkey models. A control group in each population saw no model. In both experiments, independent coders detected which technique experimental subjects had seen, thus confirming social learning. Further analyses examined fidelity of copying at three levels of resolution. The human-raised monkeys exhibited fidelity at the highest level, the specific tool use technique witnessed. The lever technique was seen only in monkeys exposed to a levering model, by contrast with controls and those witnessing poke. Mother-reared monkeys instead typically ignored the tool and exhibited fidelity at a lower level, tending only to re-create whichever result the model had achieved by either levering or poking. Nevertheless this level of social learning was associated with significantly greater levels of success in monkeys witnessing a model than in controls, an effect absent in the human-reared population. Results in both populations are consistent with a process of canalization of the repertoire in the direction of the approach witnessed, producing a narrower, socially shaped behavioural profile than among controls who saw no model. [ABSTRACT FROM AUTHOR]

Rich circumstantial evidence suggests that the extensive behavioural diversity recorded in wild great apes reflects a complexity of cultural variation unmatched by species other than our own. However, the capacity for cultural transmission assumed by this interpretation has remained difficult to test rigorously in the field, where the scope for controlled experimentation is limited. Here we show that experimentally introduced technologies will spread within different ape communities. Unobserved by group mates, we first trained a high-ranking female from each of two groups of captive chimpanzees to adopt one of two different tool-use techniques for obtaining food from the same ‘Pan-pipe’ apparatus, then re-introduced each female to her respective group. All but two of 32 chimpanzees mastered the new technique under the influence of their local expert, whereas none did so in a third population lacking an expert. Most chimpanzees adopted the method seeded in their group, and these traditions continued to diverge over time. A subset of chimpanzees that discovered the alternative method nevertheless went on to match the predominant approach of their companions, showing a conformity bias that is regarded as a hallmark of human culture. [ABSTRACT FROM AUTHOR]

Half a century of dedicated field research has brought us from ignorance of our closest relatives to the discovery that chimpanzee communities resemble human cultures in possessing suites of local traditions that uniquely identify them. The collaborative effort required to establish this picture parallels the one set up to sequence the chimpanzee genome, and has revealed a complex social inheritance system that complements the genetic picture we are now developing. [ABSTRACT FROM AUTHOR]

This study explored whether the tendency of chimpanzees and children to use emulation or imitation to solve a tool-using task was a response to the availability of causal information. Young wild-born chimpanzees from an African sanctuary and 3- to 4-year-old children observed a human demonstrator use a tool to retrieve a reward from a puzzle-box. The demonstration involved both causally relevant and irrelevant actions, and the box was presented in each of two conditions: opaque and clear. In the opaque condition, causal information about the effect of the tool inside the box was not available, and hence it was impossible to differentiate between the relevant and irrelevant parts of the demonstration. However, in the clear condition causal information was available, and subjects could potentially determine which actions were necessary. When chimpanzees were presented with the opaque box, they reproduced both the relevant and irrelevant actions, thus imitating the overall structure of the task. When the box was presented in the clear condition they instead ignored the irrelevant actions in favour of a more efficient, emulative technique. These results suggest that emulation is the favoured strategy of chimpanzees when sufficient causal information is available. However, if such information is not available, chimpanzees are prone to employ a more comprehensive copy of an observed action. In contrast to the chimpanzees, children employed imitation to solve the task in both conditions, at the expense of efficiency. We suggest that the difference in performance of chimpanzees and children may be due to a greater susceptibility of children to cultural conventions, perhaps combined with a differential focus on the results, actions and goals of the demonstrator [ABSTRACT FROM AUTHOR]

We report 26 cases of using leaves as tools with which wild chimpanzees (Pan troglodytes schweinfurthii ) in the Sonso community, Budongo Forest, Uganda, appeared to inspect objects removed during grooming. Careful removal of potential ectoparasites and delicate lip or manual placement on leaves followed by intense visual examination characterised this behaviour. It appears to be done to judge whether either ingestion or discarding is most appropriate, the former occurring in most cases. This behaviour may represent a third variant of ectoparasite handling, different from those described at Taï and Gombe, yet sharing features with the latter. These two East African techniques may thus have evolved from leaf grooming. [ABSTRACT FROM AUTHOR]

Imitative deficits have been associated with autistic spectrum disorder (ASD) for many years, most recently through more robust methodologies. A fresh, systematic review of the significance, characteristics, and underlying mechanism of the association is therefore warranted. From 121 candidates, we focused on 21 well-controlled studies involving 281 cases of ASD. Overall, children with ASD performed worse on imitative tasks (Combined Logit p value < .00005). The emerging picture is of delayed development in imitation, implicating a deficit in mapping neural codings for actions between sensory and motor modalities, rather than in motivation or executive function. We hypothesise that ASD is characterised by abnormal development of these mappings, such that they are biased towards object-oriented tasks at the expense of those required for action imitation per se. [ABSTRACT FROM AUTHOR]

We tested for social learning and imitation in common marmosets using an artificial foraging task and trained conspecific demonstrators. We trained a demonstrator marmoset to open an artificial fruit, providing a full demonstration of the task to be learned. Another marmoset provided a partial demonstration, controlling for stimulus enhancement effects, by eating food from the outside of the apparatus. We thus compared three observer groups, each consisting of four animals: those that received the full demonstration, those that received the partial demonstration, and a control group that saw no demonstration prior to testing. Although none of the observer marmosets succeeded in opening the artificial fruit during the test periods, there were clear effects of demonstration type. Those that saw the full demonstration manipulated the apparatus more overall, whereas those from the control group manipulated it the least of the three groups. Those from the full-demonstration group also contacted the particular parts of the artificial fruit that they had seen touched (localised stimulus enhancement) to a greater extent than the other two groups. There was also an interaction between the number of hand and mouth touches made to the artificial fruit for the full- and partial-demonstration groups. Whether or not these data represent evidence for imitation is discussed. We also propose that the clear differences between the groups suggest that social learning mechanisms provide real benefits to these animals in terms of developing novel food-processing skills analogous to the one presented here. [ABSTRACT FROM AUTHOR]

In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives. [ABSTRACT FROM AUTHOR]

Studies of imitation in animals have become numerous in recent times, but do they contribute to a comparative psychology of social learning? We review this burgeoning field to identify the problems and prospects for such a goal. Difficulties of two main kinds are identified. First, researchers have tackled questions about social learning from at least three very different theoretical perspectives, the "phylogenetic", "animal model", and "adaptational". We examine the conflicts between them and consider the scope for integration. A second difficulty arises in the methodological approaches used in the discipline. In relation to one of these – survey reviews of published studies – we tabulate and compare the contrasting conclusions of nine articles that together review 36 studies. The basis for authors' disagreements, including the matters of perceptual opacity, novelty, sequential structure, and goal representation, are examined. In relation to the other key method, comparative experimentation, we identify 12 studies that have explicitly compared species' imitative ability on similar tasks. We examine the principal problems of comparing like with like in these studies and consider solutions, the most powerful of which we propose to be the use of a systematic range of task designs, rather than any single "gold standard" task. [ABSTRACT FROM AUTHOR]

Research on social learning may be of use in the conservation of primates, especially great apes, through (a) promoting their public image, (b) identifying specific adaptations, and (c) devising reintroduction training programs. We surveyed all the instigated social learning studies in primates published since 1950 in order to assess their usefulness to devise reintroduction training programs. We identified 99 publications containing 130 data sets from 27 species of primates. Great apes produced significantly more positive social learning effects than either cercopithecines or cebids. There was also an enhanced social learning effect when skilled demonstrators were used. Our survey indicates that the scientific understanding of many aspects of primate social learning relevant to conservation, including its function, learning spatial route plotting, food and sleeping site location, predator avoidance and detection, and the effect of model and tutee status, would benefit from greater research. Future instigated studies on primate social learning would be most informative for reintroduction if they included ecologically valid tasks presented to ≥2 similarly composed social groups, one of which functioned as a control, i.e., without being exposed to a model. [ABSTRACT FROM AUTHOR]

Social learning about actions, objects and sequencing was investigated in a group of 14 wildborn orangutans (four adult females and ten 3- to 5-year-old juveniles). Human models showed alternative methods and sequences for dismantling an artificial fruit to groups of participants matched by gender and age. Each participant received three to six 2-min trials in which they were given access to the artificial fruit for manipulation. Independent coders, who were unaware of which method each participant had seen, gave confidence ratings and collected action frequencies from watching video recordings of the experimental trials. No significant differences were found between groups in terms of the coders' confidence ratings, the action frequencies or the sequence of manipulations. These negative results may at least partly reflect the immaturity of a large proportion of the participants. A positive correlation was found between age and the degree of matching to the method shown. Although none of the juveniles succeeded in opening the "fruit", two out of the four adults did so and they also seemed to match more closely the sequence of elements touched over successive trials. The results are compared with similar data previously collected from human children, chimpanzees, gorillas, capuchin monkeys and common marmosets. [ABSTRACT FROM AUTHOR]

Presents a systematic synthesis of information from the seven most long-term studies on the behavior of chimpanzees throughout Africa. Extensive patterns of variations; Behavior patterns that are customary or habitual in some communities, but absent in others where ecological explanations have been discounted.

The article discusses a study related to wild capuchin monkeys cracking nuts using stone hammers. It states that study has revealed the temporal and spatial pattern of the relics of technological efforts, confirming such behaviours can be studied from an archaeological perspective. Figure depicting use of percussive stone tools by primates is also presented.

Culture (behaviour based on socially transmitted information) is present in diverse animal species, yet how it interacts with genetic evolution remains largely unexplored. Here, we review the evidence for gene–culture coevolution in animals, especially birds, cetaceans and primates. We describe how culture can relax or intensify selection under different circumstances, create new selection pressures by changing ecology or behaviour, and favour adaptations, including in other species. Finally, we illustrate how, through culturally mediated migration and assortative mating, culture can shape population genetic structure and diversity. This evidence suggests strongly that animal culture plays an important evolutionary role, and we encourage explicit analyses of gene–culture coevolution in nature. The reciprocal interaction between genetic and cultural evolution is well recognised in humans. Here, Whitehead and colleagues review the growing body of evidence that culture is also a major driver of both neutral and adaptive genetic evolution in non-human animals. [ABSTRACT FROM AUTHOR]

Protein aggregation is a complex process resulting in the formation of heterogeneous mixtures of aggregate populations that are closely linked to neurodegenerative conditions, such as Alzheimer's disease. Here, we find that soluble aggregates formed at different stages of the aggregation process of amyloid beta (Aβ42) induce the disruption of lipid bilayers and an inflammatory response to different extents. Further, by using gradient ultracentrifugation assay, we show that the smaller aggregates are those most potent at inducing membrane permeability and most effectively inhibited by antibodies binding to the C-terminal region of Aβ42. By contrast, we find that the larger soluble aggregates are those most effective at causing an inflammatory response in microglia cells and more effectively inhibited by antibodies targeting the N-terminal region of Aβ42. These findings suggest that different toxic mechanisms driven by different soluble aggregated species of Aβ42 may contribute to the onset and progression of Alzheimer's disease. Amyloid beta (Aβ42) peptides form heterogeneous mixtures of aggregates, which are closely linked to Alzheimer's disease. This study shows how different types of Aβ42 aggregates are associated with distinct mechanisms of toxicity [ABSTRACT FROM AUTHOR]

In recent decades, an accelerating research effort has exploited a substantial diversity of methodologies to garner mounting evidence for social learning and culture in many species of primate. As in humans, the evidence suggests that the juvenile phases of non-human primates’ lives represent a period of particular intensity in adaptive learning from others, yet the relevant research remains scattered in the literature. Accordingly, we here offer what we believe to be the first substantial collation and review of this body of work and its implications for the lifetime behavioral ecology of primates. We divide our analysis into three main phases: a first phase of learning focused on primary attachment figures, typically the mother; a second phase of selective learning from a widening array of group members, including some with expertise that the primary figures may lack; and a third phase following later dispersal, when a migrant individual encounters new ecological and social circumstances about which the existing residents possess expertise that can be learned from. Collating a diversity of discoveries about this lifetime process leads us to conclude that social learning pervades primate ontogenetic development, importantly shaping locally adaptive knowledge and skills that span multiple aspects of the behavioral repertoire. [ABSTRACT FROM AUTHOR]

The article discusses social learning among wild chimpanzees and highlights aspects of animal behaviour. Topics include network-based diffusion analysis (NBDA), cultural transmission, and cultural diffusion in animals. Also discussed are social transmission, nut-cracking materials for Chimpanzees, and experimental approach to causality.

The article presents an abstract of the paper "How do chimpanzees learn "pan-pipes" traditions?," by L.M. Hooper and colleagues, to be presented at the 21st Congress of the International Primatological Society at the Imperial Resort Beach Hotel in Entebbe, Uganda, from June 25-30, 2006.

Prosocial acts benefitting others are widespread amongst humans. By contrast, chimpanzees have failed to demonstrate such a disposition in several studies, leading some authors to conclude that the forms of prosociality studied evolved in humans since our common ancestry. However, similar prosocial behavior has since been documented in other primates, such as capuchin monkeys. Here, applying the same methodology to humans, chimpanzees, and capuchins, we provide evidence that all three species will display prosocial behavior, but only in certain conditions. Fundamental forms of prosociality were age-dependent in children, conditional on self-beneficial resource distributions even at age seven, and conditional on social or resource configurations in chimpanzees and capuchins. We provide the first evidence that experience of conspecific companions' prosocial behavior facilitates prosocial behavior in children and chimpanzees. Prosocial actions were manifested in all three species following rules of contingency that may reflect strategically adaptive responses. [ABSTRACT FROM AUTHOR]

Network optimality has been described in genes, proteins and human communicative networks. In the latter, optimality leads to the efficient transmission of information with a minimum number of connections. Whilst studies show that differences in centrality exist in animal networks with central individuals having higher fitness, network efficiency has never been studied in animal groups. Here we studied 78 groups of primates (24 species). We found that group size and neocortex ratio were correlated with network efficiency. Centralisation (whether several individuals are central in the group) and modularity (how a group is clustered) had opposing effects on network efficiency, showing that tolerant species have more efficient networks. Such network properties affecting individual fitness could be shaped by natural selection. Our results are in accordance with the social brain and cultural intelligence hypotheses, which suggest that the importance of network efficiency and information flow through social learning relates to cognitive abilities. [ABSTRACT FROM AUTHOR]

The article presents the abstract of the paper "Linear Diffusion of a Two-Action Task in Chimpanzees," by V. Horner, A. Whiten and F.B. de Waal, to be presented at the 21st Congress of the International Primatological Society in Entebbe, Uganda from June 25-30, 2006.

The article presents the abstract of the paper "The Two Cultures Experiment," by A. Whiten, V. Horner and F. de Waal, to be presented at the 21st Congress of the International Primatological Society in Entebbe, Uganda from June 25-30, 2006.

A letter to the editor is presented in response to the article "Evidence of Group Learning Does Not Add Up to Culture," published in a previous issue.