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

Transferosomes stabilized hydrogel incorporated rhodomyrtone-rich extract from Rhodomyrtus tomentosa leaf fortified with phosphatidylcholine for the management of skin and soft-tissue infections

Rhodomyrtus tomentosa leaf (RT)-incorporated transferosomes were developed with lecithin and cholesterol blends with edge activators at different ratios. RT-transferosomes were characterized and employed in transferosomal gel formulations for the management of skin and soft-tissue infections. The optimized formulation entrapped up to 81.90 ± 0.31% of RT with spherical vesicles (405.3 ± 2.0 nm), polydispersity index value of 0.16 ± 0.08, and zeta potential of - 61.62 ± 0.86 mV. Total phenolic and flavonoid contents of RT-transferosomes were 15.65 ± 0.04 μg GAE/g extract and 43.13 ± 0.91 μg QE/g extract, respectively. RT-transferosomes demonstrated minimum inhibitory and minimum bactericidal concentrations at 8-256 and 64-1024 μg/mL, respectively. Free radical scavenging assay showed RT-transferosomes with high scavenging activity against DPPH and ABTS radicals. Moreover, RT-transferosomes demonstrated moderate activity against mushroom tyrosinase, with IC50 values of 245.32 ± 1.32 μg/mL. The biocompatibility results against L929 fibroblast and Vero cells demonstrated IC50 at 7.05 ± 0.17 and 4.73 ± 0.13 μg/mL, respectively. In addition, nitric oxide production significantly decreased by 6.78-88.25% following the treatment with 31.2-500 ng/mL RT-transferosomes (p < 0.001). Furthermore, the freeze-thaw stability study displayed no significant change in stability in the sedimentation and pH of gel fortified with RT-transferosomes. The results suggested that RT-transferosome formulation can be effectively employed as natural biomedicines for scar prevention and the management of skin soft-tissue infections.

One Function One Tool? A Review on Mutual Exclusivity in Tool Use Learning in Human and Non-human Species

The goal of this review is twofold: first to explore whether mutual exclusivity and functional fixedness overlap and what might be their respective specificities and second, to investigate whether mutual exclusivity as an inferential principle could be applied in other domains than language and whether it can be found in non-human species. In order to do that, we first give an overview of the representative studies of each phenomenon. We then analyze papers on tool use learning in children that studied or observed one of these phenomena. We argue that, despite their common principle -one tool one function- mutual exclusivity and functional fixedness are two distinct phenomena and need to be addressed separately in order to fully understand the mechanisms underlying social learning and cognition. In addition, mutual exclusivity appears to be applicable in other domains than language learning, namely tool use learning and is also found in non-human species when learning symbols and tools.

The multi-dimensional nature of vocal learning

How learning affects vocalizations is a key question in the study of animal communication and human language. Parallel efforts in birds and humans have taught us much about how vocal learning works on a behavioural and neurobiological level. Subsequent efforts have revealed a variety of cases among mammals in which experience also has a major influence on vocal repertoires. Janik and Slater (Anim. Behav.60, 1-11. (doi:10.1006/anbe.2000.1410)) introduced the distinction between vocal usage and production learning, providing a general framework to categorize how different types of learning influence vocalizations. This idea was built on by Petkov and Jarvis (Front. Evol. Neurosci.4, 12. (doi:10.3389/fnevo.2012.00012)) to emphasize a more continuous distribution between limited and more complex vocal production learners. Yet, with more studies providing empirical data, the limits of the initial frameworks become apparent. We build on these frameworks to refine the categorization of vocal learning in light of advances made since their publication and widespread agreement that vocal learning is not a binary trait. We propose a novel classification system, based on the definitions by Janik and Slater, that deconstructs vocal learning into key dimensions to aid in understanding the mechanisms involved in this complex behaviour. We consider how vocalizations can change without learning, and a usage learning framework that considers context specificity and timing. We identify dimensions of vocal production learning, including the copying of auditory models (convergence/divergence on model sounds, accuracy of copying), the degree of change (type and breadth of learning) and timing (when learning takes place, the length of time it takes and how long it is retained). We consider grey areas of classification and current mechanistic understanding of these behaviours. Our framework identifies research needs and will help to inform neurobiological and evolutionary studies endeavouring to uncover the multi-dimensional nature of vocal learning. This article is part of the theme issue 'Vocal learning in animals and humans'.

Cognitive and Communicative Abilities of Grey Parrots

Grey parrots ( Psittacus erithacus) solve various cognitive tasks and acquire and use English speech in ways that often resemble those of very young children. Given that the psittacine brain is organized very differently from that of mammals, these results have intriguing implications for the study and evolution of vocal learning, communication, and 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.

Mutual exclusivity in autism spectrum disorders: testing the pragmatic hypothesis

While there is ample evidence that children treat words as mutually exclusive, the cognitive basis of this bias is widely debated. We focus on the distinction between pragmatic and lexical constraints accounts. High-functioning children with autism spectrum disorders (ASD) offer a unique perspective on this debate, as they acquire substantial vocabularies despite impoverished social-pragmatic skills. We tested children and adolescents with ASD in a paradigm examining mutual exclusivity for words and facts. Words were interpreted contrastively more often than facts. Word performance was associated with vocabulary size; fact performance was associated with social-communication skills. Thus mutual exclusivity does not appear to be driven by pragmatics, suggesting that it is either a lexical constraint or a reflection of domain-general learning processes.

Use of exclusion by a chimpanzee (Pan troglodytes) during speech perception and auditory-visual matching-to-sample

An adult female chimpanzee showed responding through use of exclusion in an auditory to visual matching-to-sample procedure. The chimpanzee had previously learned to associate specific visuographic symbols called lexigrams with real world referents and the spoken English words and photographs for those referents. On some trials, an unknown spoken English word was presented as the sample, and the match choices could consist of photographs or lexigrams that already were associated with known English words as well as unknown lexigrams or photos of objects without associated lexigrams. The chimpanzee reliably avoided choosing known comparisons for these unknown samples, instead relying on exclusion to choose comparisons that were of unknown lexigrams or photographs of items without associated lexigram symbols.

What developmental disorders can tell us about the nature and origins of language

Few areas in the cognitive sciences evoke more controversy than language evolution, due in part to the difficulty in gathering relevant empirical data. The study of developmental disorders is well placed to provide important new clues, but has been hampered by a lack of consensus on the aims and interpretation of the research project. We suggest that the application of the Darwinian principle of 'descent with modification' can help to reconcile much apparently inconsistent data. We close by illustrating how systematic analyses within and between disorders, suitably informed by evolutionary theory-and ideally facilitated by the creation of an open-access database-could provide new insights into language evolution.

Identifying hallmarks of consciousness in non-mammalian species

Most early studies of consciousness have focused on human subjects. This is understandable, given that humans are capable of reporting accurately the events they experience through language or by way of other kinds of voluntary response. As researchers turn their attention to other animals, "accurate report" methodologies become increasingly difficult to apply. Alternative strategies for amassing evidence for consciousness in non-human species include searching for evolutionary homologies in anatomical substrates and measurement of physiological correlates of conscious states. In addition, creative means must be developed for eliciting behaviors consistent with consciousness. In this paper, we explore whether necessary conditions for consciousness can be established for species as disparate as birds and cephalopods. We conclude that a strong case can be made for avian species and that the case for cephalopods remains open. Nonetheless, a consistent effort should yield new means for interpreting animal behavior.

Criteria for consciousness in humans and other mammals

The standard behavioral index for human consciousness is the ability to report events with accuracy. While this method is routinely used for scientific and medical applications in humans, it is not easy to generalize to other species. Brain evidence may lend itself more easily to comparative testing. Human consciousness involves widespread, relatively fast low-amplitude interactions in the thalamocortical core of the brain, driven by current tasks and conditions. These features have also been found in other mammals, which suggests that consciousness is a major biological adaptation in mammals. We suggest more than a dozen additional properties of human consciousness that may be used to test comparative predictions. Such homologies are necessarily more remote in non-mammals, which do not share the thalamocortical complex. However, as we learn more we may be able to make "deeper" predictions that apply to some birds, reptiles, large-brained invertebrates, and perhaps other species.

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.