Abstract

Concept learning have been studied widely in non-human animal species within or not an ecological context. Here we tested whether cleaner fish Labroides dimidiatus, which show generalised rule learning in an ecologically relevant context; they generalise that any predator may provide protection from being chased by other fish; can also learn a general concept when presented with abstract cues. We tested for this ability in the matching-to-sample task. In this task, a sample is shown first, and then the subject needs to choose the matching sample over a simultaneously presented different one in order to obtain a food reward. We used the most general form of the task, using each stimulus only once in a total of 200 trials. As a group, the six subjects performed above chance, and four individuals eventually reached learning criteria. However, individual performance was rather unstable, yielding overall only 57% correct choices. These results add to the growing literature that ectotherms show the ability of abstract concept learning, though the lack of stable high performance may indicate quantitative performance differences to endotherms.

Highlights

  • Abstract concept learning show the ability to categorize/classify objects based on similar shape, association or relation equities and being able to transfer this knowledge to new conditions/situations [1]

  • Cleaner wrasse Labroides dimidiatus perform above chance in a "Matching-to-sample" experiment

  • Cleaner wrasse Labroides dimidiatus perform above chance in a "Matching-to-sample" experiment learning, as the transfer task paradigm may yield high performance with subjects being able to ‘learn-how-to-learn’ [44, 48] rather than using a general rule

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Summary

Introduction

Abstract concept learning show the ability to categorize/classify objects based on similar shape, association or relation equities and being able to transfer this knowledge to new conditions/situations [1]. Four main different types of abstract concept learning are described, differing in the way individuals have to discriminate between stimuli (reviewed in [2]). Discrimination can be based on forming classes, such as chair or flower, known as perceptual concept learning [3]; discrimination to form categories by associating stimuli to another, such as an object with the word for that object, known as associative concept learning (reviewed in [4]); discrimination via the relationship between or among stimuli, such as same/different, known as the relational concept learning [5]; and the discrimination via analogy, i.e. develop the relations between relations, such as a set of five same icons is similar to a set of five same but different icons and dissimilar to a set of five different icons, known as the analogical reasoning [6–8]. Abstract concepts learning are represented by the relation of taught. The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript

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