Social Learning in the Caracara Chimango,Milvago chimango (Aves: Falconiformes): an Age Comparison

Milvago chimango is a gregarious raptor showing great ecological plasticity. Their ability to explore new resources has allowed them to survive in areas with increasing human modification. In this study, we evaluated the social learning ability in wild‐caught individuals of M. chimango. In particular, we tested whether an ‘observer’ individual could improve the acquisition of a novel behaviour by watching a ‘demonstrator,’ and we examined the effects of age of both observers and demonstrators on social learning. We measured the ability of 18 observers to open an opaque Plexiglas box containing food, and we compared their performance to that of 10 control birds who did not watch a demonstrator solve the task. Prior to watching a demonstrator, only two of the observers and two of the control birds were able to open the box. After watching a demonstrator, 67% of observers were able to open the box, outperforming control birds in speed and success. Juvenile observers were more successful and faster than adults at contacting and opening the box. The age of the demonstrator did not influence the observers’ likelihood of success. These results showed that M. chimango are able to learn a box‐opening task with a hidden food reward by observing the behaviour of a conspecific and that this behaviour persisted over several days. Social learning ability in M. chimango might allow certain behavioural patterns, such as those related to novel resource acquisition in modified environments, to be socially transmitted among individuals in a population.     

Weitere Versuche zum Manipulier- und Werkzeug-verhalten junger Orang-Utans

Two young male orang-utans had to open lids of opaque boxes, each of which was closed by a number of bolt mechanisms. They received three trial series: In Series 1 the boxes contained no food-reward. In Series 2 the boxes were baited and the animals had to perform up to 25 manipulations to get the bait. In Series 3 the food-reward had been placed in a long box preventing the animals from reaching the bait by hand, even with their arms fully stretched. Having opened the box the animals still had to apply tool-using and tool-making behaviours in order to reach the bait. The exploratory manipulations during Series 1 seemed to be motivated intrinsically. The goal-directed behaviours during Series 2 and Series 3 evidently were oriented to the expected bait, so that a cognitive motivation could be inferred.     

Experimental assessment of problem solving by <Emphasis Type="Italic">Milvago chimango </Emphasis>(Aves: Falconiformes)

We report a preliminary assessment of problem solving as an estimate of behavioural innovation and learning ability of a generalist and abundant raptor, Milvago chimango, under controlled conditions in aviaries. Experimental tests consisted in presentation of a Plexiglas box with four lids leading to isolated pieces of meat. We recorded time to first contact with the box and time from this first contact to gaining access to the pieces of meat. We recorded the number of attempts to open the box and reach the first portion of meat, and the total number of lids opened by each individual during five successive daily sessions. We found that individuals of M. chimango quickly approached and made contact with the Plexiglas box, and responded successfully to the novel feeding problem of reaching the food inside. In our study, performance of individuals was enhanced after solution of the novel task for the first time, as indicated by the progressively reduced time taken to access the food. Further, some individuals gained access to an increasing number of sections of the Plexiglas box during subsequent sessions, suggesting significant learning ability. Our results indicated M. chimango has a remarkable ability to obtain food in a novel situation, an observation that agrees with anecdotal reports of opening of receptacles to obtain food in urban environments. The results support the idea of behavioural plasticity in this species.     

Push or Pull: Imitation vs. Emulation in Great Apes and Human Children

All four species of great apes and young human children (12–24 mo of age) were administered an imitation task designed to distinguish between results learning (emulation) and action learning (imitation). Some subjects were exposed to a demonstrator either pushing or pulling a door to open a box, whereas others simply saw the door of the box opening itself in one of the two directions (the ghost control). Most of the apes successfully opened the box in both experimental conditions, as well as in a baseline condition, but without being influenced either by the demonstrator's actions or by the door's motions. In contrast, human children over 12 mo of age were influenced by the demonstration: the 18‐mo‐olds were influenced by the demonstrator's actions, and the 24‐mo‐olds were influenced both by the demonstrator's actions and by the door's motions in the ghost control. These results provide support for the hypothesis that human children have a greater propensity than great apes for focusing either on a demonstrator's action or on the result of their action, as needed, in social learning situations.     

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.     

Behavioral Analysis of Social Effects on the Problem-Solving Ability in the House Mouse

The effects of the social context on the problem‐solving ability in the house mouse was evaluated by means of a puzzle box containing food, which could be opened by rotating a revolving door. The aim of the study was to clarify which mechanisms of social learning promote the acquisition of this complex motor skill. Young mice were exposed to the puzzle box in the presence of (i) demonstrators opening of the puzzle box; (ii) adults unable to open the puzzle box; and (iii) adults confined in one part of the cage and not manipulating the puzzle box. Results of the detailed analysis of the sequence of behaviors showed that (i) young mice successful in opening the puzzle box did not copy the sequence of actions performed by demonstrators; and (ii) the presence of adult conspecifics in proximity of the problem apparatus increased the rate of success of young mice. Results suggest that trial‐and‐error learning, social exposure and stimulus enhancement all play a role in the acquisition of the opening ability.     

Testing for imitative and nonimitative social learning in the budgerigar using a two-object/two-action test

Male and female juvenile budgerigars, Melopsittacus undulatus, were allowed to observe a conspecific demonstrator using its beak to remove one of two distinctively coloured objects (i.e. a blue and a black stopper) from a hole in the lid of a box and eating seed from within. Both objects could be removed by either pulling up or pushing down. When subsequently allowed access to both stoppers, and rewarded with food for all removal responses, regardless of the object to which they were made and their direction, observer birds removed both stoppers in the same direction as their demonstrator. This effect was present on the first occasion when observers removed a stopper, and persisted over at least 24 trials. Female observers made more removal responses than males, but conspecific observation had equivalent effects on direction of responding in males and females. All observers tended to approach the same object as their demonstrator when the objects were discriminable using both spatial and colour cues, but not when they differed in colour alone. Contrary to previous findings, these results suggest that robust behavioural matching effects can be obtained in budgerigars, and that these birds are capable of motor imitation or emulation. Copyright 2002 The Association for the Study of Animal Behaviour. Published by Elsevier Science Ltd. All rights reserved.      

Owl Monkeys (Aotus nigriceps and A. infulatus) Follow Routes Instead of Food-Related Cues during Foraging in Captivity

Foraging at night imposes different challenges from those faced during daylight, including the reliability of sensory cues. Owl monkeys (Aotus spp.) are ideal models among anthropoids to study the information used during foraging at low light levels because they are unique by having a nocturnal lifestyle. Six Aotus nigriceps and four A. infulatus individuals distributed into five enclosures were studied for testing their ability to rely on olfactory, visual, auditory, or spatial and quantitative information for locating food rewards and for evaluating the use of routes to navigate among five visually similar artificial feeding boxes mounted in each enclosure. During most experiments only a single box was baited with a food reward in each session. The baited box changed randomly throughout the experiment. In the spatial and quantitative information experiment there were two baited boxes varying in the amount of food provided. These baited boxes remained the same throughout the experiment. A total of 45 sessions (three sessions per night during 15 consecutive nights) per enclosure was conducted in each experiment. Only one female showed a performance suggestive of learning of the usefulness of sight to locate the food reward in the visual information experiment. Subjects showed a chance performance in the remaining experiments. All owl monkeys showed a preference for one box or a subset of boxes to inspect upon the beginning of each experimental session and consistently followed individual routes among feeding boxes.     

Mental rehearsal in great apes (Pan troglodytes and Pongo pygmaeus) and children

The ability to rehearse possible future courses of action in the mind is an important feature of advanced social cognition in humans, and the "social brain" hypothesis implies that it might also be a feature of primate social cognition. We tested two chimpanzees, six orangutans and 63 children aged 3-7 years on a set of four puzzle boxes, half of which were presented with an opportunity to observe the box before being allowed to open it ("prior view"), the others being given without an opportunity to examine the boxes before handling them ("no prior view"). When learning effects are partialled out, puzzle boxes in the "prior view" condition were opened significantly faster than boxes given in the "no prior view" condition by the children, but not by either of the great apes. The three species differ significantly in the speed with which they opened boxes in the "no prior view" condition. The three species' performance on this task was a function of relative frontal lobe volume, suggesting that it may be possible to identify quantitative neuropsychological differences between species.     

African grey parrots (Psittacus erithacus) use inference by exclusion to find hidden food

Exclusion allows the detection of hidden food when confronted with the choice between an empty and a potentially baited food location. However, exclusion may be based on avoidance of the empty location without drawing inferences about the presence of the food in the baited location. So far, such inferences have been demonstrated in the great apes only: after seeing an experimenter eating one of two food types, which both had been hidden previously in two boxes, the apes were able to choose the box that still contained the other food type. African grey parrots are capable of exclusion, and we here assessed if they are capable of inference by exclusion. In our task, two different but equally preferred food items were hidden in full view of the birds under two opaque cups. Then, an experimenter secretly removed one food type and showed it to the bird. Similarly to the apes, one out of seven parrots significantly preferred the baited cup; control conditions rule out that its choice was based on associative learning or the use of olfactory cues. Thus, we conclude that-like the apes-some grey parrots are able to infer the location of a hidden food reward.     

A test of imitative learning in starlings using a two-action method with an enhanced ghost control

Imitative learning, in which an individual learns to reproduce the behaviour pattern of another, has attracted considerable attention as a potentially powerful form of social learning. Despite extensive research, however, it has proved difficult to demonstrate in nonhuman animals. We investigated the ability of European starlings, Sturnus vulgaris, to imitate the behaviour of a conspecific. Subjects watched a trained conspecific manipulating a plug for access to a food reward, using either a pushing or a pulling action. When later tested with the same apparatus these birds completed the task using the same action they had previously observed. In a second experiment, a separate group of starlings saw the plug move upwards or downwards automatically and a nearby conspecific obtain a food reward. When given access to the task these starlings failed to move the plug in the direction they had seen. Our experiment is an improvement on previous bidirectional control designs and provides strong evidence that starlings are capable of imitation. We advocate further use of this experimental design in attempts to demonstrate imitative learning. Copyright 2002 The Association for the Study of Animal Behaviour. Published by Elsevier Science Ltd. All rights reserved.     

Role of RepA and DnaA proteins in the opening of the origin of DNA replication of an IncB plasmid

The replication initiator protein RepA of the IncB plasmid pMU720 was shown to induce localized unwinding of its cognate origin of replication in vitro. DnaA, the initiator protein of Escherichia coli, was unable to induce localized unwinding of this origin of replication on its own but enhanced the opening generated by RepA. The opened region lies immediately downstream of the last of the three binding sites for RepA (RepA boxes) and covers one turn of DNA helix. A 6-mer sequence, 5'-TCTTAA-3', which lies within the opened region, was essential for the localized unwinding of the origin in vitro and origin activity in vivo. In addition, efficient unwinding of the origin of replication of pMU720 in vitro required the native positioning of the binding sites for the initiator proteins. Interestingly, binding of RepA to RepA box 1, which is essential for origin activity, was not required for the localized opening of the origin in vitro.     

True imitation in marmosets

Marmosets, Callithrix jacchus, observed a demonstrator removing the lids from a series of plastic canisters to obtain a mealworm. When subsequently allowed access to the canisters, marmosets that observed a demonstrator using its hands to remove the lids used only their hands. In contrast, marmosets that observed a demonstrator using its mouth also used their mouth to remove the lids. Since hand and mouth demonstrators brought about identical changes in the canisters, the differential test behaviour of the observer groups suggests that they learned about the demonstrator's behaviour. Furthermore, marmosets that had not been given the opportunity to observe a demonstrator prior to testing had a low probability of mouth opening, even if the canisters were previously opened by a mouth-opening demonstrator in an olfactory control experiment. Corroborating Bugnyar & Huber's (1997, Animal Behaviour, 54, 817-831) earlier findings, our results provide further evidence that marmosets can imitate. Copyright 2000 The Association for the Study of Animal Behaviour.     

Sequence learning by honeybees

Bees of several genera make foraging trips on which they visit a series of plants in a fixed order. To help understand how honeybees might acquire such routes, we examined whether (1) bees learn motor sequences, (2) they link motor instructions to visual stimuli, (3) their visual memories are triggered by contextual cues associated with the bees' position in a sequence.

A new method for catching cavity‐nesting birds during egg laying and incubation

ABSTRACT The physiological condition of female birds during the egg‐laying and incubation periods is of considerable interest and yet is relatively understudied in wild birds, primarily due to the difficulty of catching birds during this period without causing nest desertion. We therefore developed a box‐net to capture cavity‐nesting birds using sections of a mist‐net placed around a metal cubic frame. We captured female Great Tits (Parus major) as they left nest boxes during the egg‐laying and incubation periods and measured desertion rates. Using box‐nets, we captured 108 of 119 (90%) females during egg laying and 10 of 12 (83%) during incubation. Our recapture rate over two consecutive days during incubation was 50% (5 of 10). Females not captured left nest boxes before we attempted to capture them, escaped through a hole in the mist‐net, or remained in nest boxes for more than 2 h, after which we ended capture attempts. Overall, 22% of egg‐laying females deserted, with desertion rates highest early in the egg‐laying period. Desertion rates of females captured using box‐nets did not differ from those of undisturbed females. One of 10 females captured in a box‐net deserted during the incubation period. Box‐nets are portable, can be set up and taken down quickly and easily, and could potentially be used with nest boxes or natural cavities at any height. Box‐nets are easy to construct and adaptable for use with an array of cavity‐nesting birds, and can be an important tool for studying female physiology during egg laying and incubation.     

A push‐pull integrated pest management scheme for preventing use of parrot nest boxes by invasive Africanized honey bees

Africanized honey bees (Apis mellifera scutellata) compete with endangered parrots for nest boxes and can hamper conservation efforts. We tested an integrated pest management push‐pull protocol in the Atlantic Forest in São Paulo, Brazil, in an effort to prevent bee swarms from colonizing nest boxes (N = 30 in the forest plus five in aviaries) meant for use by Vinaceous‐breasted Amazons (Amazona vinacea). Fifteen parrot nest boxes were treated with a permethrin insecticide to “push” scout bees away and each parrot box was paired with a bee trap box containing a pheromone lure to “pull” bees. Over a 1‐yr period (March 2013 to March 2014), 29 insect colonies moved into 18 of the 35 trap boxes. Nine Africanized honey bee, three native Jatai bee (Tetragonisca sp.), and 17 wasp colonies occupied trap boxes. Only one experimental push‐pull pair untreated parrot box was invaded by bees and no parrot boxes in aviaries were colonized. Four of the parrot nest boxes were occupied by birds during our study. Although none were used by Vinaceous‐breasted Amazons, Southern House Wrens (Troglodytes musculus), Green‐winged Saltators (Saltator similis), and Plain Parakeets (Brotogeris tirica) nested in the boxes and all nests were successful. Although long‐term studies are needed before drawing conclusions about the effectiveness of trap boxes, our results suggest that a push‐pull protocol may prove useful for reducing the use of nest boxes meant for parrots and other cavity‐nesting birds by Africanized honey bees and other insects.     

Individual and social factors affecting the ability of American crows to solve and master a string pulling task

Crows and other birds in the family Corvidae regularly share information to learn the identity and whereabouts of dangerous predators, but can they use social learning to solve a novel task for a food reward? Here, we examined the factors affecting the ability of 27 wild-caught American crows to solve a common string pulling task in a laboratory setting. We split crows into two groups; one group was given the task after repeatedly observing a conspecific model the solution and the other solved in the absence of conspecific models. We recorded the crows’ estimated age, sex, size, body condition, level of nervousness, and brain volume using DICOM images from a CT scan. Although none of these variables were statistically significant, crows without a conspecific model and large brain volumes consistently mastered the task in the minimum number of days, whereas those with conspecific models and smaller brain volumes required varying and sometimes a substantial number of days to master the task. We found indirect evidence that body condition might also be important for motivating crows to solve the task. Crows with conspecific models were no more likely to initially solve the task than those working the puzzle without social information, but those that mastered the task usually copied the method most frequently demonstrated by their knowledgeable neighbors. These findings suggest that brain volume and possibly body condition may be factors in learning new tasks and that crows can use social learning to refine their ability to obtain a novel food source, although they must initially learn to access it themselves.     

Honeybee navigation: linear perception of short distances travelled

Recent evidence indicates that honeybees measure distance flown to a food source by integrating, over time, the apparent visual motion of the environment that they experience en route to the goal. Is the bee's perception of distance travelled a linear function of distance, or is it some other function? This question was investigated by training bees to fly into a tunnel and receive a food reward. The walls and floor of the tunnel were lined with a random texture, and the reward was placed at one of two fixed distances, “near” or “far”, from the tunnel entrance. The feeder containing the reward was placed in a box which could be accessed through one of two openings, one on the left side of the box, and the other on the right. When the box was at the “near” position, the reward could only be accessed through the left-hand opening; when the box was at the “far” position, the reward could only be accessed through the right-hand opening. When the trained bees were tested individually in an identical, fresh tunnel with the reward removed from the box, they showed a strong preference for the left-hand opening when tested at the “near” distance, and for the right-hand opening when tested at the “far” distance. At intermediate positions, the bees' preference for the two openings varies linearly with distance. These findings suggest that the honeybee's perception of distance travelled is linear, at least over the distances and range of image motions experienced in our experiments. The implications for navigation and for the encoding of distance information in the dance are discussed.     

New box trap for large predaceous diving beetles Cybister Curtis, 1827 and Dytiscus Linnaeus, 1758 (Coleoptera: Dytiscidae)

A box trap was developed for effective collection of large predaceous diving beetles. The floating trap, which was fabricated from a plastic box with two funnel mouths equipped with mesh lids, can be opened only when beetles enter the trap. Considerable attention was paid to the trap's performance as it was quantitatively evaluated in laboratory conditions in detail using Cybister and Dytiscus diving beetles. Without the mesh lid on the trap mouth (negative control test), the number of beetles in the trap was the highest at 2–3 hours. However, most beetles escaped from the trap without a mesh lid within six hours of starting the experiment. When eight beetles were put into a trap without a mesh lid, all of them had escaped from it after eight hours. On the contrary, beetles did not escape from a trap with a mesh lid. This result and testing in the field suggest that trap lids have a significant role in averting the escape of beetles from the trap.     

Twitter evolution: converging mechanisms in birdsong and human speech

Vocal imitation in human infants and in some orders of birds relies on auditory-guided motor learning during a sensitive period of development. It proceeds from 'babbling' (in humans) and 'subsong' (in birds) through distinct phases towards the full-fledged communication system. Language development and birdsong learning have parallels at the behavioural, neural and genetic levels. Different orders of birds have evolved networks of brain regions for song learning and production that have a surprisingly similar gross anatomy, with analogies to human cortical regions and basal ganglia. Comparisons between different songbird species and humans point towards both general and species-specific principles of vocal learning and have identified common neural and molecular substrates, including the forkhead box P2 (FOXP2) gene.