Going back to “basics”: Harlow’s learning set task with wolves and dogs

• Published in: Learning & behavior 2024-12, Vol.52 (4), p.315-329
• Main Authors: Rivas-Blanco, Dániel, Monteiro, Tiago, Virányi, Zsófia, Range, Friederike
• Format: Article
• Language: English
• Subjects: Animals; Association Learning - physiology; Behavioral Science and Psychology; Canidae; Cognition & reasoning; Cognitive ability; Dogs; Domestic animals; Domestication; Female; Go/no-go discrimination learning; Learning; Learning set; Male; Neurosciences; Psychology; Reinforcement; Reward; Serial Learning - physiology; Species Specificity; Wolves
• ISSN: 1543-4494; 1543-4508; 1543-4508
• DOI: 10.3758/s13420-024-00631-6

To survive and reproduce, animals need to behave adaptively by adjusting their behavior to their environment, with learning facilitating some of these processes. Dogs have become a go-to model species in comparative cognition studies, making our understanding of their learning skills paramount at multiple levels, not only with regards to basic research on their cognitive skills and the effects of domestication, but also with applied purposes such as training. In order to tackle these issues, we tested similarly raised wolves and dogs in a serial learning task inspired by Harlow’s “learning set.” In Phase 1 , different pairs of objects were presented to the animals, one of which was baited while the other was not. Both species’ performance gradually improved with each new set of objects, showing that they “learnt to learn,” but no differences were found between the species in their learning speed. In Phase 2 , once subjects had learned the association between one of the objects and the food reward, the contingencies were reversed and the previously unrewarded object of the same pair was now rewarded. Dogs’ performance in this task seemed to be better than wolves’, albeit only when considering just the first session of each reversal, suggesting that the dogs might be more flexible than wolves. Further research (possibly with the aid of refined methods such as computer-based tasks) would help ascertain whether these differences between wolves and dogs are persistent across different learning tasks.