Learning ability is unaffected by isolation rearing in a family-living lizard

Julia L. Riley*, Anna Küchler, Théo Damasio, Daniel W.A. Noble, Richard W. Byrne, Martin J. Whiting

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

10 Citations (Scopus)

Abstract

The social environment during development can affect learning; for example, raising an obligate social mammal in isolation can hinder their learning ability. However, we know little about how the social environment impacts learning in less-studied, facultatively social taxa, like family-living lizards. We reared tree skinks (Egernia striolata) in two treatments, either with a conspecific or in isolation. We used three tasks to quantify skink learning ability (motor, discrimination, and reversal). Skinks performed these tasks under two learning treatments: either after demonstration (social learning) or without social information (individual learning). We did not find any evidence that tree skinks used social information. The majority of skinks learnt our motor (91%) and discrimination tasks (100%), and a third learnt our reversal task (34%). Contrary to our predictions, and the majority of previous literature, we detected no negative effect of rearing treatment on learning in any task. Our surprising findings are likely due to this skink’s variable social system, and we suggest that birds and mammals with facultative sociality may not be affected by isolation rearing in the same way as taxa with obligate sociality.
Original languageEnglish
Article number20
JournalBehavioral Ecology and Sociobiology
Volume72
Early online date13 Jan 2018
DOIs
Publication statusPublished - 1 Feb 2018

Keywords

  • Aggregation
  • Cognition
  • Facultative sociality
  • Individual learning
  • Reptile
  • Social learning

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