Learning speed and contextual isolation in bumblebees

Abstract

SUMMARY Bumblebees will learn to approach one of a pair of patterns (a 45°grating) and to avoid the other (a 135° grating) to reach a feeder, and to do the opposite to reach their nest (approach a 135° grating and avoid a 45° grating). These two potentially competing visuo-motor associations are insulated from each other because they are set in different contexts. We investigated what training conditions allow the two sets of associations to be acquired without mutual interference. If the discrimination at the feeder has already been learnt, then the discrimination at the nest can be readily acquired without disrupting the bees' performance at the feeder. But, if the two are learnt simultaneously,there is mutual interference. Prior experience of the two contexts before the discriminations are learnt does not prevent interference. We conclude that visual patterns and contextual cues must already be associated with each other for a visuo-motor association to be isolated from the interfering effects of a competing association that is acquired in a separate context. This pattern of results was mimicked in a simple neural network with Hebbian synapses, in which local and contextual cues were bound together into a configural unit.

The Role of Similarity of Stimuli and Responses in Learning by Nectar-Foraging Bumble Bees: A Test of Osgood’s Model

“…Similar transfer effects have also been documented in other animals, where prior experience in solving a functionally identical, but perceptually different problem, aided in selecting the right tool to solve the subsequent problem (Bobrowicz et al, 2020, 2021). The degree of transfer tends to be greater when responses are similar or when stimuli are similar (Cheng, 2005; Colborn et al, 1999; Fauria et al, 2002; Lewis et al, 2013; Roberts, 1981). Our findings regarding failed visits align with this observed pattern and with Osgood’s framework, as we observed that transfer increased more in similar stimuli – identical responses treatment than distinct stimuli – identical responses treatment.…”

“…In our study, basic similarities in the flower structure itself may have helped bees to minimize confusion in executing the appropriate motor routine. Contextual cues are known to reduce interference effects (Cheng, 2005; Colborn et al, 1999; Fauria et al, 2002; Lewis et al, 2013; Roberts, 1981), unless the contextual cues are not sufficiently learned (Fauria et al, 2002).…”

“…Transfer and interference in bees and butterflies have been studied in multiple contexts. These include serial reversal learning (Mota & Giurfa, 2010; Strang & Sherry, 2014), navigation (Cheng, 2005; Cheng & Wignall, 2006), learning the cue that indicates nectar (Dukas, 1995), nest (Colborn et al, 1999; Fauria et al, 2002; Worden et al, 2005), or oviposition site (Weiss & Papaj, 2003). Much research on transfer and interference has focused on learning how to handle flowers to get nectar rewards (Chittka & Thomson, 1997; Gegear & Laverty, 1998; Goulson et al, 1997; Krishna & Keasar, 2021; Laverty, 1994a, 1994b; Lewis, 1986; Lichtenberg et al, 2020; Raine & Chittka, 2007; Woodward & Laverty, 1992).…”

Learning and memory in the cricketGryllus bimaculatus

“…In insects, context‐dependent learning capacity has been demonstrated for visual pattern discrimination learning (in bumblebees: Fauria et al, 2002; in ants: Chameron et al, 1998) and for learning of the position of a visual target (in cockroaches: Kwon et al, 2004). A context‐dependent form of olfactory learning that is useful for the study of underlying neural mechanisms had not been established in any insects.…”