The impact of learning opportunities on the development of learning and decision-making: an experiment with passerine birds

Social demonstration of colour preference improves the learning of associated demonstrated actions

We studied how different types of social demonstration improve house sparrows' (Passer domesticus) success in solving a foraging task that requires both operant learning (opening covers) and discrimination learning (preferring covers of the rewarding colour). We provided learners with either paired demonstration (of both cover opening and colour preference), action-only demonstration (of opening white covers only), or no demonstration (a companion bird eating without covers). We found that sparrows failed to learn the two tasks with no demonstration, and learned them best with a paired demonstration. Interestingly, the action of cover opening was learned faster with paired rather than action-only demonstration despite being equally demonstrated in both. We also found that only with paired demonstration, the speed of operant (action) learning was related to the demonstrator's level of activity. Colour preference (i.e. discrimination learning) was eventually acquired by all sparrows that learned to open covers, even without social demonstration of colour preference. Thus, adding a demonstration of colour preference was actually more important for operant learning, possibly as a result of increasing the similarity between the demonstrated and the learned tasks, thereby increasing the learner's attention to the actions of the demonstrator. Giving more attention to individuals in similar settings may be an adaptive strategy directing social learners to focus on ecologically relevant behaviours and on tasks that are likely to be learned successfully.

What do zebra finches learn besides singing? Systematic mapping of the literature and presentation of an efficient associative learning test

The process of learning in birds has been extensively studied, with a focus on species such as pigeons, parrots, chickens, and crows. In recent years, the zebra finch has emerged as a model species in avian cognition, particularly in song learning. However, other cognitive domains such as spatial memory and associative learning could also be critical to fitness and survival, particularly during the intensive juvenile period. In this systematic review, we provide an overview of cognitive studies on zebra finches, with a focus on domains other than song learning. Our findings indicate that spatial, associative, and social learning are the most frequently studied domains, while motoric learning and inhibitory control have been examined less frequently over 30 years of research. All of the 60 studies included in this review were conducted on captive birds, limiting the generalizability of the findings to wild populations. Moreover, only two of the studies were conducted on juveniles, highlighting the need for more research on this critical period of learning. To address this research gap, we propose a high-throughput method for testing associative learning performance in a large number of both juvenile and adult zebra finches. Our results demonstrate that learning can occur in both age groups, thus encouraging researchers to also perform cognitive tests on juveniles. We also note the heterogeneity of methodologies, protocols, and subject exclusion criteria applied by different researchers, which makes it difficult to compare results across studies. Therefore, we call for better communication among researchers to develop standardised methodologies for studying each cognitive domain at different life stages and also in their natural conditions.

Casting the Net Widely for Change in Animal Welfare: The Plight of Birds in Zoos, Ex Situ Conservation, and Conservation Fieldwork

Simple Summary

Animal welfare measures have been designed to improve the health and environmental conditions of animals living under human control, for whatever reason. Welfare regulations have evolved also in line with new research insights into the cognitive, affective, and physiological domain of birds, as this paper discusses. This paper casts a critical eye on areas that Animal Welfare regulations have not reached at all, have not gone far enough, or are not regulated or supervised. It identifies the plight of birds living in captivity or being studied in the field, which either by neglect, ignorance, or design are subject to practices and procedures that may not meet basic welfare standards. The paper discusses some profound contradictions in the way we think about birds and their plight in today’s world: marked for extinction on one hand and highly admired as pets on the other; damaging fieldwork on one hand and the aims of conservation on the other. It highlights some common and distressing examples of poor welfare in birds. It also offers some solutions involving simple legislative changes and ways to eliminate some unacceptably low ethical standards in the handling and management of birds.

Abstract

This paper discusses paradoxes in our relationship to and treatment of birds in captive and conservation contexts. The paper identifies modern and new challenges that arise from declining bird numbers worldwide. Such challenges have partly changed zoos into providers of insurance populations specifically for species at risk of extinction. They have also accelerated fieldwork projects, but by using advanced technological tools and in increasing numbers, contradictorily, they may cause serious harm to the very birds studied for conservation purposes. In practice, very few avian species have any notable protection or guarantee of good treatment. The paper first deals with shortcomings of identifying problematic avian behavior in captive birds. It then brings together specific cases of field studies and captive breeding for conservation in which major welfare deficits are identified. Indeed, the paper argues that avian welfare is now an urgent task. This is not just because of declining bird numbers but because of investment in new technologies in field studies that may have introduced additional stressors and put at risk bird survival. While the paper documents a substantial number of peer-reviewed papers criticizing practices counter to modern welfare standards, they have by and large not led to changes in some practices. Some solutions are suggested that could be readily implemented and, to my knowledge, have never been considered under a welfare model before.

The effect of urbanization on innovation in spotted hyenas

Urbanization represents a dramatic form of evolutionary novelty in the landscapes inhabited by many extant animals. The Cognitive Buffer Hypothesis suggests that innovation, the process by which animals solve novel problems or use novel behaviors, may be key for many animals when adapting to novel environments. If innovation is especially beneficial in urban environments, then we would expect urban animals to be more innovative than their non-urban counterparts. However, studies comparing innovative problem-solving between urban and rural habitats have produced mixed results. Here, we hypothesized that these findings result from comparing only two levels of urbanization when related research suggests that the stage of invasion of urban habitats likely has a strong effect on demand for innovation, with demand being highest during early establishment in a novel environment. To test this hypothesis, we assessed innovation in three locations where spotted hyenas experienced varying degrees of urbanization. Spotted hyenas are relatively innovative compared to other carnivores and, although many large carnivores in Africa are endangered, spotted hyenas remain abundant both inside and outside protected areas. We measured innovation with a multi-access puzzle box with four different doors through which hyenas could obtain a food reward. We predicted that hyenas in a transitional, rapidly urbanizing habitat would be more innovative, measured by the number of unique doors opened, than those in rural or fully urban habitats. Contrary to our predictions, hyenas in the rural habitat were the most innovative. These results challenge the idea that the evolutionary novelty associated with urbanization favors greater innovativeness.

The impact of learning opportunities on the development of learning and decision-making: an experiment with passerine birds

Developmental context has been shown to influence learning abilities later in life, namely through experiments with nutritional and/or environmental constraints (i.e. lack of enrichment). However, little is known about the extent to which opportunities for learning affect the development of animal cognition, even though such opportunities are known to influence human cognitive development. We exposed young zebra finches (Taenopygia guttata) (n = 26) to one of three experimental conditions, i.e. an environment where (i) colour cues reliably predicted the presence of food (associative learning), (ii) a combination of two-colour cues reliably predicted the presence of food (conditional learning), or (iii) colour cues were non-informative (control). After conducting two different discrimination tasks, our results showed that experience with predictive cues can cause increased choice accuracy and decision-making speed. Our first learning task showed that individuals in the associative learning treatment outperformed the control treatment, while task 2 showed that individuals in the conditional learning treatment had shorter latencies when making choices compared with the control treatment. We found no support for a speed-accuracy trade-off. This dataset provides a rare longitudinal and experimental examination of the effect of predictive versus non-predictive cues during development on the cognition of adult animals. This article is part of the theme issue 'Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals'.

Introduction to special issue: 'Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals'

This special issue focuses on the relationship between life history and learning, especially during human evolution. 'Life history' refers to the developmental programme of an organism, including its period of immaturity, reproductive rate and timing, caregiving investment and longevity. Across many species an extended childhood and high caregiving investment appear to be correlated with particular kinds of plasticity and learning. Human life history is particularly distinctive; humans evolved an exceptionally long childhood and old age, and an unusually high level of caregiving investment, at the same time that they evolved distinctive capacities for cognition and culture. The contributors explore the relations between life history, plasticity and learning across a wide range of methods and populations, including theoretical and empirical work in biology, anthropology and developmental psychology. This article is part of the theme issue 'Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals'.

Extended parenting and the evolution of cognition

Traditional attempts to understand the evolution of human cognition compare humans with other primates. This research showed that relative brain size covaries with cognitive skills, while adaptations that buffer the developmental and energetic costs of large brains (e.g. allomaternal care), and ecological or social benefits of cognitive abilities, are critical for their evolution. To understand the drivers of cognitive adaptations, it is profitable to consider distant lineages with convergently evolved cognitions. Here, we examine the facilitators of cognitive evolution in corvid birds, where some species display cultural learning, with an emphasis on family life. We propose that extended parenting (protracted parent-offspring association) is pivotal in the evolution of cognition: it combines critical life-history, social and ecological conditions allowing for the development and maintenance of cognitive skillsets that confer fitness benefits to individuals. This novel hypothesis complements the extended childhood idea by considering the parents' role in juvenile development. Using phylogenetic comparative analyses, we show that corvids have larger body sizes, longer development times, extended parenting and larger relative brain sizes than other passerines. Case studies from two corvid species with different ecologies and social systems highlight the critical role of life-history features on juveniles' cognitive development: extended parenting provides a safe haven, access to tolerant role models, reliable learning opportunities and food, resulting in higher survival. The benefits of extended juvenile learning periods, over evolutionary time, lead to selection for expanded cognitive skillsets. Similarly, in our ancestors, cooperative breeding and increased group sizes facilitated learning and teaching. Our analyses highlight the critical role of life-history, ecological and social factors that underlie both extended parenting and expanded cognitive skillsets. This article is part of the theme issue 'Life history and learning: how childhood, caregiving and old age shape cognition and culture in humans and other animals'.