Search for: All records

Synopsis Recent studies in group-living species suggest that being a valuable group member (a source of information or other resources) should increase social connectedness. This is because individuals may recognize and associate more with valuable individuals to increase the chances of benefiting from their activity, a process we refer to here as adaptive social plasticity. However, it is still unclear what minimum cognitive abilities are required for animals to alter their social interactions based on the value provided by different group members. We varied the cognitive skills of individuals in an agent-based model and evaluated changes in how access to a food resource impacts an informed agent's social connectedness. We modeled a social foraging scenario in an arena with one food patch, which only one informed individual (i.e., producer) can make accessible. Agents’ movement decisions were driven by three cognitive-based parameters: attention (probability of perceiving successful foragers), preference (probability of following successful foragers), and memory (number of time steps a successful forager was remembered). To understand what combination of these parameters may facilitate adaptive social plasticity, we compared the producer's strength (number of interactions) in a proximity network and the foraging success of non-producers between simulations with different combinations of parameter values. We found that non-zero values of each of our parameters are necessary for increases in producer strength and non-producer foraging success to occur. The largest increases in producer strength were seen at intermediate memory values and high values of attention and preference. Unless foragers were programmed to be able to move directly to the food patch when it was accessible to them, a non-zero value of memory was needed for them to experience an increase in foraging success. Furthermore, relationships between attention, memory, and foraging success were influenced by preference values, with the highest foraging success achieved at low to intermediate values of preference. Our results highlight the necessity of certain cognitive skills for animals to take advantage of the foraging success of their group mates, and scenarios in which rigid following behavior may lead to less beneficial results for foragers. This model lays the groundwork for further investigations into the cognitive and environmental factors expected to influence a feedback process between social connections and the value provided and received by group members. 

There is increasing awareness that data science and computational thinking are critical skills for undergraduates to develop but these can be difficult to integrate into undergraduate Biology classes. In this module, we describe how we have used a system for learning the programming language R that focuses on building students? skills and confidence in data exploration, management, and visualization. This activity pairs a hands-on virtual experiment where students simulate animal movements and social interactions to provide a friendly introduction to basic data science for biologists. During the activity, students play the ?Bat Game?, an online game which students access via an internet browser. Each student controls the movement decisions of one bat within a social group. The bats must search for cows they can bite to get a meal of blood. Students take the roles of bats in a series of foraging tasks. Students must follow ?rules? and attempt to match their overall actions to those of their group members under different scenarios. The game platform collects all the locations of all bats in the game. After playing the game, students export the data they just created and analyze it to learn how to detect known patterns through basic summaries and plotting in R. All analyses and programming skills are presented in one cohesive R Markdown file, where students can read about the goals of each coding chunk, can run each chunk, and then answer questions about the biology of the social system as well as basic questions about the code used in the analyses. This approach decouples coding from statistics, assumes no prior knowledge, and uses a charismatic species to incentivize student participation. This module can be used in many courses including lab sections of large-enrollment introductory biology courses as well as smaller upper-level courses