Allospecific vocal learning by Grey parrots (Psittacus erithacus): A failure of videotaped instruction under certain conditions

A Review of the Model/Rival (M/R) Technique for Training Interspecies Communication and Its Use in Behavioral Research

In this paper, I will review the Model/Rival (M/R) technique that has been used to establish interspecies communication with Grey parrots (Psittacus erithacus). I will describe the original format developed by Todt, the relationship to other forms of observational learning outlined by other researchers, and the adaptations that I devised. I will describe how my undergraduate trainers and I isolated the various components that constitute the technique and explain how each is necessary, but how only the combination of all components is sufficient for successful implementation-and how improper implementation can lead to failure. I will briefly summarize the results of proper implementation-including the importance of interspecies communication itself as a technique for studying animal cognition.

Human-Grey parrot (Psittacus erithacus) reciprocity: a follow-up study

In a previous study (Péron et al. in Anim Cogn, doi: 10.1007/s10071-012.05640 , 2012), Grey parrots, working in dyads, took turns choosing one of four differently coloured cups with differing outcomes: empty (null, non-rewarding), selfish (keeping reward for oneself), share (sharing a divisible reward), or giving (donating reward to other). When the dyads involved three humans with different specific intentions (selfish, giving, or copying the bird's behaviour), birds' responses only tended towards consistency with human behaviour. Our dominant bird was willing to share a reward with a human who was willing to give up her reward, was selfish with the selfish human, and tended towards sharing with the copycat human; our subordinate bird tended slightly towards increased sharing with the generous human and selfishness with the selfish human, but did not clearly mirror the behaviour of the copycat. We theorized that the birds' inability to understand the copycat condition fully-that they could potentially maximize reward by choosing to share-was a consequence of their viewing the copycat's behaviour as erratic compared with the consistently selfish or giving humans and thus not realizing that they were indeed being mirrored. We suggested that copycat trials subsequently be performed as a separate experiment, without being contrasted with trials in which humans acted consistently, in order to determine if results might have differed. We have now performed that experiment, and shown that at least one Grey parrot--our dominant--responded in a manner suggesting that he deduced the appropriate contingencies.

An Asian elephant imitates human speech

Vocal imitation has convergently evolved in many species, allowing learning and cultural transmission of complex, conspecific sounds, as in birdsong [1, 2]. Scattered instances also exist of vocal imitation across species, including mockingbirds imitating other species or parrots and mynahs producing human speech [3, 4]. Here, we document a male Asian elephant (Elephas maximus) that imitates human speech, matching Korean formants and fundamental frequency in such detail that Korean native speakers can readily understand and transcribe the imitations. To create these very accurate imitations of speech formant frequencies, this elephant (named Koshik) places his trunk inside his mouth, modulating the shape of the vocal tract during controlled phonation. This represents a wholly novel method of vocal production and formant control in this or any other species. One hypothesized role for vocal imitation is to facilitate vocal recognition by heightening the similarity between related or socially affiliated individuals [1, 2]. The social circumstances under which Koshik’s speech imitations developed suggest that one function of vocal learning might be to cement social bonds and, in unusual cases, social bonds across species.

An evaluation of the efficacy of video displays for use with chimpanzees (Pan troglodytes)

Video displays for behavioral research lend themselves particularly well to studies with chimpanzees (Pan troglodytes), as their vision is comparable to humans', yet there has been no formal test of the efficacy of video displays as a form of social information for chimpanzees. To address this, we compared the learning success of chimpanzees shown video footage of a conspecific compared to chimpanzees shown a live conspecific performing the same novel task. Footage of an unfamiliar chimpanzee operating a bidirectional apparatus was presented to 24 chimpanzees (12 males, 12 females), and their responses were compared to those of a further 12 chimpanzees given the same task but with no form of information. Secondly, we also compared the responses of the chimpanzees in the video display condition to responses of eight chimpanzees from a previously published study of ours, in which chimpanzees observed live models. Chimpanzees shown a video display were more successful than those in the control condition and showed comparable success to those that saw a live model. Regarding fine-grained copying (i.e. the direction that the door was pushed), only chimpanzees that observed a live model showed significant matching to the model's methods with their first response. Yet, when all the responses made by the chimpanzees were considered, comparable levels of matching were shown by chimpanzees in both the live and video conditions.

Vocal learning in Grey parrots: A brief review of perception, production, and cross-species comparisons

This chapter briefly reviews what is known-and what remains to be understood-about Grey parrot vocal learning. I review Greys' physical capacities-issues of auditory perception and production-then discuss how these capacities are used in vocal learning and can be recruited for referential communication with humans. I discuss cross-species comparisons where applicable and conclude with a description of recent research that integrates issues of reference, production and perception.

Transfer of stimulus control from a TFT to CRT screen

The use of television and computer screens for presenting stimuli to animals is increasing as it is non-invasive and can provide precise control over stimuli. Past studies have used cathode ray tube (CRT) screens; however, there is some evidence that these give different results to non-flickering thin film transistor (TFT) screens. Hens' critical flicker fusion frequency ranges between 80 and 90 Hz--above standard CRT screens. Thus, stimuli presented on CRT screens may appear distorted to hens. This study aimed to investigate whether changing the flicker rate of CRT screens altered hens' discrimination. Hens were trained (in a conditional discrimination) to discriminate between two stimuli on a TFT (flickerless) screen, and tested with the stimuli on a CRT screen at four flicker rates (60, 75, 85, and 100 Hz). The hens' accuracy generally decreased as the refresh rate of the CRT screen decreased. These results imply that the change in flicker rate changed the appearance of the stimuli enough to affect the hens' discrimination and stimulus control is disrupted when the stimuli appear to flicker.

Interactive and vicarious acquisition of auditory preferences in Northern bobwhite (Colinus virginianus) chicks

Studies examining the effects of stimulus contingency on filial imprinting have produced inconsistent findings. In the current study, day-old bobwhite chicks (Colinus virginianus) received individual 5-min sessions in which they were provided contingent, noncontingent, or vicarious exposure to a variant of a bobwhite maternal assembly call. Chicks given contingent exposure to the call showed a significant preference for the familiar call 24 hr following exposure and significantly greater preferences than chicks given noncontingent exposure. Chicks given vicarious exposure to recordings of another chick interacting with the maternal call showed significant deviations from chance responding; however, the direction of chick preference (toward the familiar or unfamiliar) depended on the particular call used. These results indicate that both direct and indirect (vicarious) exposure to stimulus contingency can enhance the acquisition of auditory preferences in precocial avian hatchlings. Precocial avian hatchlings thus likely play a more active role in directing their own perceptual and behavioral development than has typically been thought.

Number Comprehension by a Grey Parrot (Psittacus erithacus), Including a Zero-Like Concept

A Grey parrot (Psittacus erithacus) that was able to quantify 6 item sets (including subsets of heterogeneous groups, e.g., blue blocks within groupings of blue and green blocks and balls) using English labels (I. M. Pepperberg, 1994a) was tested on comprehension of these labels, which is crucial for numerical competence (K. C. Fuson, 1988; see also record 1987-98811-000). He was, without training, asked "What color/object [number]?" for collections of various simultaneously presented quantities (e.g., subsets of 4, 5, and 6 blocks of 3 different colors; subsets of 2, 4, and 6 keys, corks, and sticks). Accuracy was greater than 80% and was unaffected by array quantity, mass, or contour. His results demonstrated numerical comprehension competence comparable to that of chimpanzees and very young children. He also demonstrated knowledge of absence of quantity, using "none" to designate zero.

Cognitive and communicative capacities of Grey parrots — implications for the enrichment of many species

Much of my research has been devoted to determining the cognitive and communicative abilities of Grey parrots (Psittacus erithacus), but other companion animals and those in captivity in Zoos also have considerable capacities that are often under-utilised in such settings. Many such animals are left to their own devices for large parts of the day; their boredom may translate into unsuitable behaviour patterns. In order to address this problem, my colleagues and I began to devise various computer-based ‘toys’ that would not only provide enrichment in the sense of relieving boredom and reproducing situations somewhat like the challenges faced by animals in the wild on a daily basis, but also would help us determine the extent of these animals’ cognitive capacities. Some of these systems allow remote interactions between owners and their pets and others might be adapted for animal-animal interactions. In this paper I will describe these projects, their aims, and our limited progress.

Vocal learning in the Grey parrot (Psittacus erithacus): effects of species identity and number of trainers

Grey parrots (Psittacus erithacus) learn referential English labels when they view and interact with 2 humans who model vocal labeling and who demonstrate referentiality and functionality of a label (I.M. Pepperberg, 1990a). To test if both trainers are necessary, the authors contrasted 2-trainer modeling with training by 1 human who presented targeted labels to a bird in concert with appropriate items, who asked questions, and who would reward attempts at the label with the item. The bird was also tutored by either 1 or 2 interactive humans in conjunction with a conspecific who already used referential labels. Referential labels were learned from multiple live tutors but not a single trainer. Presence of a conspecific enhanced learning compared with single-trainer sessions but did not affect acquisition in 2-human sessions. Specific aspects of paired tutoring seem critical for acquiring referential vocal labels.

Evidence for a form of mutual exclusivity during label acquisition by grey parrots (Psittacus erithacus)?

The authors present context-dependent evidence for a form of mutual exclusivity during label learning by Grey parrots (Psittacus erithacus). For human children, mutual exclusivity refers to their assumption during early word learning that an object has one and only one label. Along with the whole-object assumption (that a label likely refers to an entire object rather than some partial aspect), mutual exclusivity is thought to guide children in initial label acquisition. It may also help children overcome the whole-object assumption by helping them interpret a novel word as something other than an object label, but for young children, any second label for an object can initially be more difficult to acquire than the first. The authors show that Grey parrots quickly learn object labels for items, then have considerable difficulty learning to use color labels with respect to a previously labeled item unless specifically taught to use a color and object label as a pair.

Using video playbacks to study visual communication in a marine fish, Salaria pavo

Video playbacks have been successfully applied to the study of visual communication in several groups of animals. However, this technique is controversial as video monitors are designed with the human visual system in mind. Differences between the visual capabilities of humans and other animals will lead to perceptually different interpretations of video images. We simultaneously presented males and females of the peacock blenny, Salaria pavo, with a live conspecific male and an online video image of the same individual. Video images failed to elicit appropriate responses. Males were aggressive towards the live male but not towards video images of the same male. Similarly, females courted only the live male and spent more time near this stimulus. In contrast, females of the gynogenetic poecilid Poecilia formosa showed an equal preference for a live and video image of a P. mexicana male, suggesting a response to live animals as strong as to video images. We discuss differences between the species that may explain their opposite reaction to video images. Copyright 2000 The Association for the Study of Animal Behaviour.

Proposed use of two-part interactive modeling as a means to increase functional skills in children with a variety of disabilities

PURPOSE

Many behavior modification and intervention programs are based on operant procedures developed for animal subjects, but few use modeling procedures in which one student observes interactions between two proficient trainers. We show how such procedures, which successfully trained Grey parrots (Psittacus erithacus) to produce and comprehend elements of human language, can be adapted for use with children with three types of disabilities: (a) autism with limited social and language skills, (b) developmental delay with physical handicaps and lack of language skills, and (c) hyperactivity with impaired cognitive and social skills.

SUMMARY

Children were evaluated before entering the program and outcomes were recorded to determine improvement levels. No child reached totally normative (physical age-appropriate) levels, but all significantly improved their social and communication skills and use of contextually appropriate behavior.

CONCLUSIONS

A two-trainer modeling system can be a valuable intervention tool for children whose disabilities involve social and communicative skills.