Reciprocal Aid-giving in a Communal Bird

The feeding of young by parents was observed in three color-banded families of wild Mexican jays. The development of indiscriminate feeding of each other's young by the parents began well before the young left the nest. These observations suggest that reciprocal feeding is not an accident and that it might be more beneficial than exclusive feeding of own young for parent Mexican Jays. The membership hypothesis and the helper-resource hypothesis are proposed as possible explanations.     

Mexican Jay social group size varies with habitat in northeastern Mexico

ABSTRACT.   We evaluated the hypothesis that social group size in Mexican Jays ( Aphelocoma ultramarina ) varies with habitat structure. We counted the social group size of Mexican Jays over a range of elevations and forest types in a single mountain range in northern Mexico (Sierra El Carmen, Coahuila). Group size increased significantly with elevation, in contrast to a population of Mexican Jays in Arizona that showed no such trend in another study. Among the vegetation variables measured, those relating to size of pines and oaks were especially important in explaining variation in group size. Because acorns and pine nuts are a major part of the diet of Mexican Jays, sites with larger oaks and pines may produce larger nut crops and support larger groups of jays. Elevation did not significantly explain variance in group size after taking vegetation into account. We compared group size and habitat variation across different parts of the geographic range of Mexican Jays. Our analysis indicates that variation of social group size in Mexican Jays is influenced by habitat quality at both local and geographic scales. Detailed studies on habitat structure and demographics of this population are needed to further clarify aspects of habitat quality important to these jays, and the mechanisms by which variation in social structure is maintained.     

Socially biased learning among adult cottontop tamarins (Saguinus oedipus)

We presented adult cottontop tamarins (Saguinus oedipus) with a novel foraging task that had been used previously to examine socially biased learning of juvenile observers [Humle & Snowdon, Animal Behaviour 75:267–277, 2008]. The task could be solved in one of two ways, and thus allowed for an analysis of behavioral matching between an observer and a skilled demonstrator (trained to use one of the two methods exclusively). Because the demonstrator was an adult in both this study and the juvenile study, the influence of the observer's age could be isolated and examined, as well as the behavior of demonstrators toward observers of different ages. Our main goals were to (1) compare adults and juveniles acquiring the same task to identify how the age of the observer affects socially biased learning and (2) examine the relationship between socially biased learning and behavioral matching in adults. Although adults spent less time observing the trained demonstrators than did juveniles, the adults were more proficient at solving the task. Furthermore, even though observers did not overtly match the behavior of the demonstrator, observation remained an important factor in the success of these individuals. The findings suggested that adult observers could extract information needed to solve a novel foraging task without explicitly matching the behavior of the demonstrator. Adult observers begged much less than juveniles and demonstrators did not respond to begging from adult. Skill acquisition and the process of socially biased learning are, therefore, age‐dependent and are influenced by the behavioral interactions between observer and demonstrator. To what extent this holds true for other primates or animal species still needs to be more fully investigated and considered when designing experiments and interpreting results. Am. J. Primatol. 72:287–295, 2010. © 2009 Wiley‐Liss, Inc.     

Social Learning of a Novel Foraging Task by Big Brown Bats (Eptesicus fuscus)

Acquiring information via observation of others can be an efficient way to respond to changing situations or learn skills, particularly for inexperienced individuals. Many bat species are gregarious, yet few studies have investigated their capacity for learning from conspecifics. We tested whether big brown bats (Eptesicus fuscus) can learn a novel foraging task by interacting with knowledgeable conspecifics. In experimental trials 11 na?ve bats (7 juveniles, 4 adults) interacted freely with trained bats that were capturing tethered mealworms, while in control trials 11 na?ve bats (7 juveniles, 4 adults) flew with untrained bats. Na?ve bats were then assessed for their ability to capture tethered mealworms. While no bat in the control group learned the task, a significant number of experimental bats, including juveniles with little or no experience foraging, showed evidence of learning. Eighty-two per cent of experimental bats and 27% of control bats directed feeding buzzes (echolocation calls associated with prey capture) at the mealworm. Furthermore, seven experimental bats (64%) showed evidence of learning by attacking and/or capturing the mealworm, while no bat in the control group attacked or captured the prey. Analyses of high-speed stereo video recordings revealed increased interaction with demonstrators among bats attacking or capturing the mealworm. At the time they displayed evidence of learning, bats flew closer together during feeding buzzes than during other portions of trials. Our results demonstrate that social interaction with experienced bats, and listening to feeding buzzes in particular, may play an integral role in development of foraging skills in bats.     

Behavioral mechanisms leading to improved fitness in a subsidized predator

General mechanisms underlying the distribution and fitness of synanthropic predators in human-influenced landscapes remain unclear. Under the consumer resource-matching hypothesis, synanthropes are expected to distribute themselves among habitats according to resource availability, such that densities are greater in human-subsidized habitats, but mean individual fitness is equal among habitats because of negative density dependence. However, “under-matching” to human food resources can occur, because dominant individuals exclude subordinates from subsidized habitats and realize relatively high fitness. We integrated physiological, behavioral, and demographic information to test resource-matching hypotheses in Steller’s jays (Cyanocitta stelleri), a synanthropic nest predator, to understand how behavior and social systems can influence how synanthropes respond to food subsidies. Jays consumed more human foods at subsidized (park campground) sites than jays at unsubsidized (interior forest) sites based on stable isotope analyses. Jays that occurred at higher densities were in better body condition (based on feather growth bars and lipid analyses), and had greater reproductive output at subsidized than unsubsidized sites. Jays with breeding territories in subsidized sites maintained relatively small home ranges that overlapped with multiple conspecifics, and exhibited a social system where dominant individuals typically won contests over food. Thus, jays appeared to be under-matched to prevalent resource subsidies despite high densities and behaviors expected to lead to resource matching. Our results also indicate that local resource subsidies within protected areas can result in source habitats for synanthropes, potentially impacting sensitive species over broader spatial scales.     

Juvenile Galápagos Pelicans Increase Their Foraging Success by Copying Adult Behaviour

Social learning is the building block of culture and traditions in humans and nonhuman animals, and its study has a long history. Most investigations have addressed either the causation or the function of social learning. Though much is known about the underlying mechanisms of social learning, demonstrations of its adaptive value in a natural setting are lacking. Here we show that juvenile brown pelicans (Pelecanus occidentalis) can increase their foraging efficiency by copying adult diving behaviour, suggesting that social learning helps juveniles to find profitable food patches. Our findings demonstrate the potential fitness consequences of behavioural copying and thus highlight the possible adaptive importance of social learning.     

The startle responses of blue jays to Catocala (Lepidoptera: Noctuidae) prey models

Artificial moth models were presented to caged blue jays, Cyanocitta cristata, in order to investigate the effectiveness of deimatic displays in underwing (Catocala: Noctuidae) moths. The models had flexible, patterned ‘hindwings’ which were concealed behind cardboard ‘forewings’ until the birds removed them from a presentation board. Jays which had been trained on models with grey hindwings exhibited a startle response when they were exposed to Catocala-patterned hindwings. In contrast to this, subjects trained on Catocala models did not startle to a novel grey hindwing. The startle response to Catocala patterns lasted over several days until birds habituated to the models. When the jays had habituated to one Catocala hindwing pattern, a novel Catocala pattern always elicited a startle response. Familiar Catocala hindwing patterns which appeared in an anomalous context (i.e., associated with a different forewing pattern) also evoked a startle response from these birds. Novelty, oddity, conspicuousness, and anomaly are considered as possible stimulus characteristics which trigger the startle response.     

Positive Reinforcement Training for a Trunk Wash in Nepal's Working Elephants: Demonstrating Alternatives to Traditional Elephant Training Techniques

Many trainers of animals in the zoo now rely on positive reinforcement training to teach animals to voluntarily participate in husbandry and veterinary procedures in an effort to improve behavioral reliability, captive management, and welfare. However, captive elephant handlers in Nepal still rely heavily on punishment- and aversion-based methods. The aim of this project was to determine the effectiveness of secondary positive reinforcement (SPR) in training free-contact elephants in Nepal to voluntarily participate in a trunk wash for the purpose of tuberculosis testing. Five female elephants, 4 juveniles and 1 adult, were enrolled in the project. Data were collected in the form of minutes of training, number of offers made for each training task, and success rate for each task in performance tests. Four out of 5 elephants, all juveniles, successfully learned the trunk wash in 35 sessions or fewer, with each session lasting a mean duration of 12 min. The elephants' performance improved from a mean success rate of 39.0% to 89.3% during the course of the training. This study proves that it is feasible to efficiently train juvenile, free-contact, traditionally trained elephants in Nepal to voluntarily and reliably participate in a trunk wash using only SPR techniques.     

Does Foraging Behaviour Affect Female Mate Preferences and Pair Formation in Captive Zebra Finches?

Background

Successful foraging is essential for survival and reproductive success. In many bird species, foraging is a learned behaviour. To cope with environmental change and survive periods in which regular foods are scarce, the ability to solve novel foraging problems by learning new foraging techniques can be crucial. Although females have been shown to prefer more efficient foragers, the effect of males'' foraging techniques on female mate choice has never been studied. We tested whether females would prefer males showing the same learned foraging technique as they had been exposed to as juveniles, or whether females would prefer males that showed a complementary foraging technique.

Methodology/Principal Findings

We first trained juvenile male and female zebra finches (Taeniopygia guttata) to obtain a significant proportion of their food by one of two foraging techniques. We then tested whether females showed a preference for males with the same or the alternative technique. We found that neither a male''s foraging technique nor his foraging performance affected the time females spent in his proximity in the mate-choice apparatus. We then released flocks of these finches into an aviary to investigate whether assortative pairing would be facilitated by birds taught the same technique exploiting the same habitat. Zebra finches trained as juveniles in a specific foraging technique maintained their foraging specialisation in the aviary as adults. However, pair formation and nest location were random with regard to foraging technique.

Conclusions/Significance

Our findings show that zebra finches can be successfully trained to be foraging specialists. However, the robust negative results of the conditions tested here suggest that learned foraging specializations do not affect mate choice or pair formation in our experimental context.     

Food supplementation and possible mechanisms underlying early breeding in the Florida Scrub-Jay (Aphelocoma coerulescens)

Food supplementation studies demonstrate the importance of resources in the timing of reproduction. Studies of Florida Scrub-Jays (Aphelocoma coerulescens) found that supplemented jays bred earlier than unsupplemented jays and that protein may play a critical role. In this study, free-living scrub-jays were provided with supplemental diets high in fat and protein (HFHP) or high in fat and low in protein (HFLP). Jays in both treatments bred earlier than unsupplemented controls (CNT), but HFHP-supplemented jays bred earlier than HFLP jays. To assess possible mechanisms, we measured testosterone (T) in males, estradiol (E2) in females, and corticosterone (CORT) in both. HFHP males had higher T than HFLP and CNT males, but treatment did not affect E2 levels of females. Pilot studies of scrub-jays in suburban environments suggest that the spatial and temporal predictability of food may influence corticosterone (CORT) levels. Suburban jays have year-round access to human-provided foods and breed earlier than wildland jays; thus, we compared CORT in all treatments in the natural site (wildlands) with those of suburban jays. CORT levels of suburban jays were lower than HFLP, HFHP, and CNT jays. HFHP-supplemented jays had lower CORT levels than those of HFLP and CNT jays. The observed differences in the timing of breeding, both between suburban and wildland populations and between experimental groups in the wildlands, may result from differences in the spatial and temporal predictability of food, and the nutritional differences in diets. Because CORT can negatively affect the reproductive axis, we postulate that nutrient availability, the predictability of food, CORT levels, and initiation of reproduction are inextricably linked.     

Seasonality of Mobbing Intensity in the Pinyon Jay

In the wild, pinyon jays (Gymnorhinus cyanocephalus) mob owls at all times of year, but our observations of wild birds suggested that the mobbing response was strongest during the breeding season. To test this, we placed four groups of five wild caught adult pinyon jays in environmental chambers during late autumn when their testes were regressed. These birds received photoperiods of 12, 12, 13 and 14 h for 30 days prior to being exposed singly to a live great horned owl (Bubo virginianus). Three groups of five birds were maintained under natural photoperiods in outdoor aviaries and were tested with the owl in Aug., Sep. and Nov. Birds on long artificial photoperiods mobbed more strongly than birds exposed to shorter photoperiods. The jays under natural photoperiods showed the opposite response: those tested in November mobbed significantly more strongly than birds tested in August. Jays with the weakest mobbing responses were molting, and those with the strongest responses seemed to be closest to reproductive readiness. There was no correlation between gonad size and mobbing intensity, but our results suggest a strong relationship between reproductive readiness and mobbing intensity in pinyon jays.     

Reinforcement Learning of Targeted Movement in a Spiking Neuronal Model of Motor Cortex

Sensorimotor control has traditionally been considered from a control theory perspective, without relation to neurobiology. In contrast, here we utilized a spiking-neuron model of motor cortex and trained it to perform a simple movement task, which consisted of rotating a single-joint “forearm” to a target. Learning was based on a reinforcement mechanism analogous to that of the dopamine system. This provided a global reward or punishment signal in response to decreasing or increasing distance from hand to target, respectively. Output was partially driven by Poisson motor babbling, creating stochastic movements that could then be shaped by learning. The virtual forearm consisted of a single segment rotated around an elbow joint, controlled by flexor and extensor muscles. The model consisted of 144 excitatory and 64 inhibitory event-based neurons, each with AMPA, NMDA, and GABA synapses. Proprioceptive cell input to this model encoded the 2 muscle lengths. Plasticity was only enabled in feedforward connections between input and output excitatory units, using spike-timing-dependent eligibility traces for synaptic credit or blame assignment. Learning resulted from a global 3-valued signal: reward (+1), no learning (0), or punishment (−1), corresponding to phasic increases, lack of change, or phasic decreases of dopaminergic cell firing, respectively. Successful learning only occurred when both reward and punishment were enabled. In this case, 5 target angles were learned successfully within 180 s of simulation time, with a median error of 8 degrees. Motor babbling allowed exploratory learning, but decreased the stability of the learned behavior, since the hand continued moving after reaching the target. Our model demonstrated that a global reinforcement signal, coupled with eligibility traces for synaptic plasticity, can train a spiking sensorimotor network to perform goal-directed motor behavior.     

Learning to learn: theta oscillations predict new learning, which enhances related learning and neurogenesis

Animals in the natural world continuously encounter learning experiences of varying degrees of novelty. New neurons in the hippocampus are especially responsive to learning associations between novel events and more cells survive if a novel and challenging task is learned. One might wonder whether new neurons would be rescued from death upon each new learning experience or whether there is an internal control system that limits the number of cells that are retained as a function of learning. In this experiment, it was hypothesized that learning a task that was similar in content to one already learned previously would not increase cell survival. We further hypothesized that in situations in which the cells are rescued hippocampal theta oscillations (3-12 Hz) would be involved and perhaps necessary for increasing cell survival. Both hypotheses were disproved. Adult male Sprague-Dawley rats were trained on two similar hippocampus-dependent tasks, trace and very-long delay eyeblink conditioning, while recording hippocampal local-field potentials. Cells that were generated after training on the first task were labeled with bromodeoxyuridine and quantified after training on both tasks had ceased. Spontaneous theta activity predicted performance on the first task and the conditioned stimulus induced a theta-band response early in learning the first task. As expected, performance on the first task correlated with performance on the second task. However, theta activity did not increase during training on the second task, even though more cells were present in animals that had learned. Therefore, as long as learning occurs, relatively small changes in the environment are sufficient to increase the number of surviving neurons in the adult hippocampus and they can do so in the absence of an increase in theta activity. In conclusion, these data argue against an upper limit on the number of neurons that can be rescued from death by learning.     

Do naive juvenile seabirds forage differently from adults?

Foraging skills of young individuals are assumed to be inferior to those of adults. The reduced efficiency of naive individuals may be the primary cause of the high juvenile mortality and explain the deferment of maturity in long-lived species. However, the study of juvenile and immature foraging behaviour has been limited so far. We used satellite telemetry to compare the foraging movements of juveniles, immatures and breeding adult wandering albatrosses Diomedea exulans, a species where foraging success is positively influenced by the distance covered daily. We showed that juveniles are able to use favourable winds as soon as the first month of independence, but cover shorter distances daily and spend more time sitting on water than adults during the first two months after fledging. These reduced movement capacities do not seem to be the cause of higher juvenile mortality. Moreover, juveniles almost never restrict their movement to specific areas, as adults and immatures frequently do over shelf edges or oceanic zones, which suggest that the location of appropriate areas is learned through experience. Immatures and adults have equivalent movement capacities, but when they are central place foragers, i.e. when adults breed or immatures come to the colony to display and pair, immatures make shorter trips than adults. The long duration of immaturity in this species seems to be related to a long period of learning to integrate the foraging constraints associated with reproduction and central place foraging. Our results indicate that foraging behaviour of young albatrosses is partly innate and partly learned progressively over immaturity. The first months of learning appear critical in terms of survival, whereas the long period of immaturity is necessary for young birds to attain the skills necessary for efficient breeding without fitness costs.     

Stimulus enhancement in greylag geese: socially mediated learning of an operant task

We recently observed the spreading of a novel tradition in a flock of semiferal greylag geese, Anser anser: an increasing number of individuals began to bite and chew the stems of butterbur, Petasites hybridus. Because this behaviour spread particularly fast within families, social learning seemed to be involved. We therefore designed an experiment with hand-reared goslings, which were socially imprinted on humans, to investigate whether and how the observation of an experienced tutor affects the acquisition of a novel skill. Goslings had to open the gliding lid of a box to get at a food reward. To each of seven hand-reared observers a human tutor demonstrated where and how to open the lid, whereas seven controls remained untutored. All observers learned to perform the task but only one of the controls succeeded. The observers explored more often at the position shown by the tutor than elsewhere and seemingly learned by trial and error. In contrast, control birds explored primarily at positions that did not allow them to open the box. These results indicate that in greylag goslings the observation of an experienced model facilitates the learning of an operant task. We conclude that stimulus enhancement followed by operant conditioning were the mechanisms involved, which may have accounted for the fast spread of the stem-chewing tradition between family members. Copyright 2000 The Association for the Study of Animal Behaviour.     

Cannibalistic behaviour spread by social learning

We hypothesized that social learning is involved in the spread of cannibalism in domestic fowlGallus gallus domesticus . To investigate this hypothesis without harming birds, we used an inanimate chicken model as our cannibalism stimulus. We randomly assigned flocks of 12 White Leghorn pullets to one of two treatments: (1) flocks with two trained demonstrators (N=9) and (2) control flocks (N=8). Demonstrators were trained to pierce a membrane covering a dish of chicken blood and consume the blood. To assess the effect of access to the cannibalism stimulus during demonstrations, we randomly assigned observer pairs to one of two observer treatments: (1) observe stimulus through a wire mesh partition and (2) observe stimulus within the same enclosure. We conducted five 10-min demonstration sessions, each followed by a 10-min test of each observer pair in the absence of demonstrators, over a period of 15 days when the birds were 41-55 days of age, and two further tests at 63-64 and 91-92 days of age. Pairs that observed demonstrators piercing a membrane and consuming blood were more likely to perform this task when tested than control pairs. Learning of the task was enhanced by direct access to the cannibalism stimulus rather than observing it through a wire mesh partition. Blood consumption during tests was increased by direct access to the cannibalism stimulus during demonstration sessions. The birds made bigger holes in the membrane when tested after observing trained demonstrators and after having direct access to the stimulus. Our results provide the first experimental evidence that social learning can contribute to the spread of cannibalistic behaviour in domestic fowl. We suggest that stimulus enhancement and observational conditioning were the social-learning mechanisms involved. Copyright 2002 The Association for the Study of Animal Behaviour. Published by Elsevier Science Ltd. All rights reserved.     

Cross-Limb Interference during Motor Learning

It is well known that following skill learning, improvements in motor performance may transfer to the untrained contralateral limb. It is also well known that retention of a newly learned task A can be degraded when learning a competing task B that takes place directly after learning A. Here we investigate if this interference effect can also be observed in the limb contralateral to the trained one. Therefore, five different groups practiced a ballistic finger flexion task followed by an interfering visuomotor accuracy task with the same limb. Performance in the ballistic task was tested before the training, after the training and in an immediate retention test after the practice of the interference task for both the trained and the untrained hand. After training, subjects showed not only significant learning and interference effects for the trained limb but also for the contralateral untrained limb. Importantly, the interference effect in the untrained limb was dependent on the level of skill acquisition in the interfering motor task. These behavioural results of the untrained limb were accompanied by training specific changes in corticospinal excitability, which increased for the hemisphere ipsilateral to the trained hand following ballistic training and decreased during accuracy training of the ipsilateral hand. The results demonstrate that contralateral interference effects may occur, and that interference depends on the level of skill acquisition in the interfering motor task. This finding might be particularly relevant for rehabilitation.     

Fragment-based learning of visual object categories

When we perceive a visual object, we implicitly or explicitly associate it with a category we know. It is known that the visual system can use local, informative image fragments of a given object, rather than the whole object, to classify it into a familiar category. How we acquire informative fragments has remained unclear. Here, we show that human observers acquire informative fragments during the initial learning of categories. We created new, but naturalistic, classes of visual objects by using a novel "virtual phylogenesis" (VP) algorithm that simulates key aspects of how biological categories evolve. Subjects were trained to distinguish two of these classes by using whole exemplar objects, not fragments. We hypothesized that if the visual system learns informative object fragments during category learning, then subjects must be able to perform the newly learned categorization by using only the fragments as opposed to whole objects. We found that subjects were able to successfully perform the classification task by using each of the informative fragments by itself, but not by using any of the comparable, but uninformative, fragments. Our results not only reveal that novel categories can be learned by discovering informative fragments but also introduce and illustrate the use of VP as a versatile tool for category-learning research.     

Piñon seed assessment by the piñon jay, Gymnorhinus cyanocephalus

Piñon jays (Gymnorhinus cyanocephalus) distinguished accurately between good and bad seeds of piñon pines (Pinus edulis). This was investigated in captives of three age groups: wild-caught adults, hand-reared yearlings, and hand-reared juveniles. All appeared to use visual, tactile (apparently weight) and auditory (‘bill-clicking’) cues. Discrimination improved with practice. Bad seeds weighted with lead shot caused only temporary confusion. Inexperienced piñon jays demonstrated an immediate preference for piñon seeds over other objects. Distinguishing good seeds from bad was learned. ‘Bill-clicking’ apparently is unlearned, as it appears in young birds in a variety of contexts. The relationship between sounds perceived, external coloration, weight, and seed quality must be integrated by experiential processes.