Social Eavesdropping in Zebrafish: Tuning of Attention to Social Interactions

Group living animals may eavesdrop on signalling interactions between conspecifics in order to collect adaptively relevant information obtained from others, without incurring in the costs of first-hand information acquisition. This ability (aka social eavesdropping) is expected to impact Darwinian fitness, and hence predicts the evolution of cognitive processes that enable social animals to use public information available in the environment. These adaptive specializations in cognition may have evolved both at the level of learning and memory mechanisms, and at the level of input mechanisms, such as attention, which select the information that is available for learning. Here we used zebrafish to test if attention in a social species is tuned to the exchange of information between conspecifics. Our results show that zebrafish are more attentive towards interacting (i.e. fighting) than towards non-interacting pairs of conspecifics, with the exposure to fighting not increasing activity or stress levels. Moreover, using video playbacks to manipulate form features of the fighting fish, we show that during the assessment phase of the fight, bystanders' attention is more driven by form features of the interacting opponents; whereas during the post-resolution phase, it is driven by biological movement features of the dominant fish chasing the subordinate fish.FCT fellowship: (SFRH/BD/33280/2007), Champalimaud Neuroscience Programme

Towards adaptive multi-robot systems: self-organization and self-adaptation

Dieser Beitrag ist mit Zustimmung des Rechteinhabers aufgrund einer (DFG geförderten) Allianz- bzw. Nationallizenz frei zugänglich.This publication is with permission of the rights owner freely accessible due to an Alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively.The development of complex systems ensembles that operate in uncertain environments is a major challenge. The reason for this is that system designers are not able to fully specify the system during specification and development and before it is being deployed. Natural swarm systems enjoy similar characteristics, yet, being self-adaptive and being able to self-organize, these systems show beneficial emergent behaviour. Similar concepts can be extremely helpful for artificial systems, especially when it comes to multi-robot scenarios, which require such solution in order to be applicable to highly uncertain real world application. In this article, we present a comprehensive overview over state-of-the-art solutions in emergent systems, self-organization, self-adaptation, and robotics. We discuss these approaches in the light of a framework for multi-robot systems and identify similarities, differences missing links and open gaps that have to be addressed in order to make this framework possible

Constructing an understanding of mind : the development of children's social understanding within social interaction

Theories of children's developing understanding of mind tend to emphasize either individualistic processes of theory formation, maturation, or introspection, or the process of enculturation. However, such theories must be able to account for the accumulating evidence of the role of social interaction in the development of social understanding. We propose an alternative account, according to which the development of children's social understanding occurs within triadic interaction involving the child's experience of the world as well as communicative interaction with others about their experience and beliefs (Chapman 1991; 1999). It is through such triadic interaction that children gradually construct knowledge of the world as well as knowledge of other people. We contend that the extent and nature of the social interaction children experience will influence the development of children's social understanding. Increased opportunity to engage in cooperative social interaction and exposure to talk about mental states should facilitate the development of social understanding. We review evidence suggesting that children's understanding of mind develops gradually in the context of social interaction. Therefore, we need a theory of development in this area that accords a fundamental role to social interaction, yet does not assume that children simply adopt socially available knowledge but rather that children construct an understanding of mind within social interaction