Problem Solving in Animals: Proposal for an Ontogenetic Perspective

SIMPLE SUMMARY: Animals must be able to solve problems to access food and avoid predators. Problem solving is not a complicated process, often relying only on animals exploring their surroundings, and being able to learn and remember information. However, not all species, populations, or even individuals, can solve problems, or can solve problems in the same way. Differences in problem-solving ability could be due to differences in how animals develop and grow, including differences in their genetics, hormones, age, and/or environmental conditions. Here, we consider how an animal’s problem-solving ability could be impacted by its development, and what future work needs to be done to understand the development of problem solving. We argue that, considering how many different factors are involved, focusing on individual animals, and individual variation, is the best way to study the development of problem solving. ABSTRACT: Problem solving, the act of overcoming an obstacle to obtain an incentive, has been studied in a wide variety of taxa, and is often based on simple strategies such as trial-and-error learning, instead of higher-order cognitive processes, such as insight. There are large variations in problem solving abilities between species, populations and individuals, and this variation could arise due to differences in development, and other intrinsic (genetic, neuroendocrine and aging) and extrinsic (environmental) factors. However, experimental studies investigating the ontogeny of problem solving are lacking. Here, we provide a comprehensive review of problem solving from an ontogenetic perspective. The focus is to highlight aspects of problem solving that have been overlooked in the current literature, and highlight why developmental influences of problem-solving ability are particularly important avenues for future investigation. We argue that the ultimate outcome of solving a problem is underpinned by interacting cognitive, physiological and behavioural components, all of which are affected by ontogenetic factors. We emphasise that, due to the large number of confounding ontogenetic influences, an individual-centric approach is important for a full understanding of the development of problem solving.