Need for speed: Short lifespan selects for increased learning ability

Abstract

It is generally assumed that an investment into cognitive abilities and their associated cost is particularly beneficial for long-lived species, as a prolonged lifespan allows to recoup the initial investment. However, ephemeral organisms possess astonishing cognitive abilities too. Invertebrates, for example, are capable of simple associative learning, reversal learning, and planning. How can this discrepancy between theory and evidence be explained? Using a simulation, we show that short lives can actually select for an increase in learning abilities. The rationale behind this is that when learning is needed to exploit otherwise inaccessible resources, one needs to learn fast in order to utilize the resources when constrained by short lifespans. And thus, increased cognitive abilities may evolve, not despite short lifespan, but because of it.

Should dispersers be fast learners? Modeling the role of cognition in dispersal syndromes

“…compare (Liedtke & Fromhage, 2019b)). This nonlinear link between life span and investment into learning speed is the underlying cause of the effect of life span on dispersal in the present model.…”

“…With very short life spans, time is not sufficient for learning and thus no investment in L occurred. Once there is enough time for learning to exploit these resources, any further increase in life span leads to a reduced investment in L because of relaxed time pressure (i.e., individuals can reduce learning costs by learning more slowly, provided there is enough time; compare (Liedtke & Fromhage, 2019b )). This nonlinear link between life span and investment into learning speed is the underlying cause of the effect of life span on dispersal in the present model.…”

“…In common lizards, dispersal dimorphism is responsive to environmental change (e.g., fragmentation, Cote et al., 2017 ). Furthermore, whether the investment in cognitive abilities can be recouped, and thus can be adaptive, crucially depends on how much time animals have available to use these abilities (Liedtke & Fromhage, 2019b and refs. therein).…”

Modelling the evolution of cognitive styles

“…The models presented here are an extension of a model used in previous work [33]. We implemented populations of N Individuals individuals in which three traits can evolve independently: learning ability L, exploration tendency E, and selectiveness S. Both L and E are continuous traits and can take values between 0 and 1.…”

Learning with lacertids: Studying the link between ecology and cognition within a comparative framework

“…2020), but other found quite the opposite (e.g., in killifishes: Eckerström‐Liedholm et al. 2021; computer simulations: Liedtke and Fromhage 2019).…”