Orcas remember what to copy: a deferred and interference-resistant imitation study.

Response facilitation has often been portrayed as a "low level" category of social learning, because the demonstrator's action, which is already in the observer's repertoire, automatically triggers that same action, rather than induces the learning of a new action. One way to rule out response facilitation consists of introducing a delay between the demonstrator's behavior and the observer's response to let their possible effects wear off. However, this may not rule out "delayed response facilitation" in which the subject could be continuously "mentally rehearsing" the demonstrated actions during the waiting period. We used a do-as-the-other-did paradigm in two orcas to study whether they displayed cognitive control regarding their production of familiar actions by (1) introducing a delay ranging from 60 to 150 s between observing and producing the actions and (2) interspersing distractor (non-target) actions performed by the demonstrator and by the subjects during the delay period. These two manipulations were aimed at preventing the mental rehearsal of the observed actions during the delay period. Both orcas copied the model's target actions on command after various delay periods, and crucially, despite the presence of distractor actions. These findings suggest that orcas are capable of selectively retrieving a representation of an observed action to generate a delayed matching response. Moreover, these results lend further support to the proposal that the subjects' performance relied not only on a mental representation of the specific actions that were requested to copy, but also flexibly on the abstract and domain general rule requested by the specific "copy command". Our findings strengthen the view that orcas and other cetaceans are capable of flexible and controlled social learning.

Emotional system in complex cognitive activities of working memory: A literature review of its role.

Cognitive processing is needed to elicit emotional responses. At the same time, emotional responses modulate and guide cognition to enable adaptive responses to the environment. However, most empirical studies and theoretical models of cognitive functions have been investigated without taking into account emotion, which is considered interference that is counterproductive to the correct functioning of the cognitive system. To understand how complex behaviors are carried out in the brain, an understanding of the interactions between emotion and cognition may be indispensable. Given the enormous scope of this topic for both cognition and emotion, these concepts will not be further defined here; instead, this review will be relatively narrow in scope and will emphasize several brain systems involved in the interactions between emotion and working memory because an important dimension of cognition involves working memory function. In attempting to understand the relationship between emotion and working memory, we will describe the projections of a set of brain structures that support our emotional life and the neuromodulator dopamine (which is also involved in emotion processing and incentive motivational behavior) in the prefrontal cortex. According to the literature, working memory engages the cortical regions. Thus, the prefrontal cortex, particularly the dorsolateral prefrontal cortex (DLPFC), although commonly viewed as a purely cognitive area, provides a test for the hypothesis that working memory and emotion are strongly integrated in the brain. In this review, we provide an overview of neuropsychological, neuroanatomical and molecular evidence, with the aim of establishing the extent to which working memory and emotion are related.