Social learning in nest-building birds: a role for familiarity

Human recreational activity does not influence open cup avian nest survival in urban green spaces

The breeding period of birds is a critical and sensitive portion of the annual cycle. Understanding how human use of urban green spaces affects nest survival can improve our understanding of conserving breeding bird populations in cities and support science-based management of urban green spaces that benefit both people and nature. We conducted a nest survival field study between April and August of 2023 in multiple green spaces in Montreal, Quebec, Canada, the country's second-largest city. We asked whether human presence (distance to trails and amount of human activity) influences the nest survival of four common open-cup nesting bird species: American robins (Turdus migratorius), gray catbirds (Dumetella carolinensis), Northern cardinals (Cardinalis cardinalis), and yellow warblers (Setophaga petechia). We also asked if variables traditionally associated with nest survival, such as vegetation concealment and seasonality, would influence nest survival. Our analyses surprisingly revealed no significant influence of human activity, vegetation concealment, and seasonality on nest survival for our target species. We found for nests that did fail, nests established during the earlier part of the nesting period failed faster. American robin nests were the most successful of our study's four target species, whereas Northern cardinal nests were the least successful. Within the limitations of our study system, our findings suggest that human presence on trails is not negatively impacting the nesting success for our target bird species using urban green spaces. Our study provides integrated science advice to land managers so they can support opportunities for people to connect with nature without causing trade-offs with biodiversity conservation.

Supplementary Information

The online version contains supplementary material available at 10.1007/s11252-024-01669-0.

Architectural traditions in the structures built by cooperative weaver birds

Humans cooperate to build complex structures with culture-specific architectural styles. However, they are not the only animals to build complex structures nor to have culture. We show that social groups of white-browed sparrow weavers (Plocepasser mahali) build structures (nests for breeding and multiple single-occupant roosts for sleeping) that differ architecturally among groups. Morphological differences are consistent across years and are clear even among groups with territories a few meters apart. These repeatable differences are not explained by among-group variation in local weather conditions, bird size, tree height, or patterns of genetic relatedness. Architectural styles are also robust to the immigration of birds from other groups.

Zebra finches have style: Nest morphology is repeatable and associated with experience

We investigated whether birds build nests in repeatable styles and, if so, whether styles were associated with past nest-building experience. Laboratory, captive bred zebra finches in an Experimental group were given nest-building experience, whereas, birds in a Control group were not. Each pair (n = 20) then built four nests that underwent image analyses for nest size, geometric shape and entrance orientation. Birds built nests in repeatable styles, with lower morphometric variation among nests built by the same pair and higher morphometric variation among nests built by different pairs. Morphology was not associated with construction time, body weight, nor age of birds. We found lower morphometric variation among nests built by the Experimental group, which also used less material to build nests compared to the Control group. Prior experience may therefore have been advantageous, as learning to reduce material usage while achieving a similar product (nest) may have lowered building costs.

Promises and limits of an agency perspective in evolutionary developmental biology

An agent-based perspective in the study of complex systems is well established in diverse disciplines, yet is only beginning to be applied to evolutionary developmental biology. In this essay, we begin by defining agency and associated terminology formally. We then explore the assumptions and predictions of an agency perspective, apply these to select processes and key concept areas relevant to practitioners of evolutionary developmental biology, and consider the potential epistemic roles that an agency perspective might play in evo devo. Throughout, we discuss evidence supportive of agential dynamics in biological systems relevant to evo devo and explore where agency thinking may enrich the explanatory reach of research efforts in evolutionary developmental biology.

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.

Llamas use social information from conspecifics and humans to solve a spatial detour task

Learning by observing others (i.e. social learning) is an important mechanism to reduce the costs of individual learning. Social learning can occur between conspecifics but also heterospecifics. Domestication processes might have changed the animals' sensitivity to human social cues and recent research indicates that domesticated species are particularly good in learning socially from humans. Llamas (Lama glama) are an interesting model species for that purpose. Llamas were bred as pack animals, which requires close contact and cooperative behaviour towards humans. We investigated whether llamas learn socially from trained conspecifics and humans in a spatial detour task. Subjects were required to detour metal hurdles arranged in a V-shape to reach a food reward. Llamas were more successful in solving the task after both a human and a conspecific demonstrated the task compared to a control condition with no demonstrator. Individual differences in behaviour (i.e. food motivation and distraction) further affected the success rate. Animals did not necessarily use the same route as the demonstrators, thus, indicating that they adopted a more general detour behaviour. These results suggest that llamas can extract information from conspecific and heterospecific demonstrations; hence, broadening our knowledge of domesticated species that are sensitive to human social behaviour.

From whom do animals learn? A meta-analysis on model-based social learning

Social learning via the observation of or interaction with other individuals can allow animals to obtain information about the local environment. Once social information is obtained, animals may or may not act on and use this information. Animals may learn from others selectively based on particular characteristics (e.g., familiarity, age, dominance) of the information provider, which is thought to maximize the benefits of social learning. Biases to copy certain individuals over others plays an important role in how information is transmitted and used among individuals, and can influence the emergence of group-level behaviors (i.e., traditions). Two underlying factors can affect from whom animals learn: the population social dynamics - with whom you associate (e.g., familiar), and status of the demonstrator (e.g., dominant). We systematically surveyed the literature and conducted a meta-analysis to test whether demonstrator characteristics consistently influence social learning, and if social dynamics strategies differ from status strategies in their influence on social learning. We extracted effect sizes from papers that used an observer-demonstrator paradigm to test if the characteristics of the individual providing social information (i.e., the demonstrator) influence social information use by observers. We obtained 139 effect sizes on 33 species from 54 experiments. First, we found an effect of experimental design on the influence of demonstrator characteristics on social learning: between-subject designs had stronger effects compared to within-subject designs. Second, we found that demonstrator characteristics do indeed influence social learning. Characteristics based on social dynamics and characteristics based on status had a significant effect on social learning, especially when copying familiar and kin demonstrators. These results highlight the role that demonstrator characteristics play on social learning, which can have implications for the formation and establishment of behavioural traditions in animals.

Tits (Paridae sp.) use social information when locating and choosing nest lining material

Abstract 

As an important determinant of reproductive success, avian nest building is under strong selection and requires behavioral plasticity to optimize conditions in which offspring develop. Learning is a one form of plasticity that allows adaptation to the local environment. Birds may refine nest-building behavior with personal experience or use social information to guide their choices. While there is mounting evidence for an effect of experience-based learning on nest building and social information use when selecting nesting material in the laboratory, experimental evidence for social information use in wild birds is lacking. Here, we provided sources of two differently colored wool as nest lining material in a wild mixed-species community of tits (Paridae sp.) to investigate experimentally (i) whether females use social information to locate lining materials and (ii) whether preferences for specific materials (here color) are socially influenced. We investigated pathways of social transmission through a foraging association and a spatial breeding network using the time of arrival at the wool in a network-based diffusion analysis. Our results gave evidence that birds learned about the location of lining resources from foraging associates. Furthermore, we found significant non-random clustering of wool colors in nest boxes across the study area, suggestive of a social influence on selecting lining materials. Taken together, we provide quantitative evidence for a role of social information use in both finding and selecting lining material in wild tits and demonstrate that social information use constitutes an important factor towards behavioral plasticity in nest building in wild birds.

Significance statement

As vessels of reproduction, avian nests are under strong selection to provide optimized conditions for developing offspring. Learning is one mechanism that allows individuals to adapt to local environmental conditions. Previous work has shown that nest-building birds use both social information and personal experience to refine their nests. Yet, evidence for social information use for nest construction in the wild has been purely anecdotal and experimental evidence lacking. Here, we demonstrate for the first time experimentally that in wild tits (Paridae sp.), females rely on social information from their foraging associates to locate and choose material to line their nests. This research highlights the importance of social information use as a potential mechanism of behavioral plasticity in wild nest-building birds.

Adding the neuro to cognition: from food storing to nest building

Typically, investigations of animal cognition couple careful experimental manipulations with examination of the animal's behavioural responses. Sometimes those questions have included attempts to describe the neural underpinnings of the behavioural outputs. Over the past 25 years, behaviours that involve spatial learning and memory (such as navigation and food storing) has been one context in which such dual or correlated investigations have been both accessible and productive. Here I review some of that work and where it has led. Because of the wealth of data and insights gained from that work and song learning before it, it seems that it might also be useful to try to add some neurobiology to other systems in animal cognition. I finish then, with a description of recent work on the cognition and neurobiology of avian nest building. It is still relatively early days but asking questions about the cognition of nest building has already shown both neural correlates of nest building and that learning and memory play a much greater role in this behaviour than previously considered. While it is not yet clear how putting these components together will be synergistic, the examples of song learning and food storing provide encouragement. Perhaps this might be true for other behaviours too?

The significance of building behavior in the evolution of animal architecture

Animals make a diverse array of architectures including nests, bowers, roosts, traps, and tools. Much of the research into animal architecture has focused on the analysis of physical properties such as the dimensions and material of the architectures, rather than the behavior responsible for creating these architectures. However, the relationship between the architecture itself and the construction behavior that built it is not straightforward, and overlooking behavior risks obtaining an incomplete or even misleading picture of how animal architecture evolves. Here we review data about animal architectures broadly, with a particular focus on building by birds and social insects. We then highlight three ways in which a better understanding of building behavior could benefit the study of animal architecture: by clarifying how behavior leads to physical properties; by examining the costs and benefits of building behavior; and by determining the role of learning and how this interacts with selection on behavior. To integrate questions about building behavior alongside those about architectures, we propose a framework inspired by Niko Tinbergen's four questions, examining the mechanistic, ontogenetic, phylogenetic, and functional basis of animal building. By integrating the study of behavior and architecture across levels of analysis, we can gain a more holistic view of the behavior-architecture interactions, and a better understanding of how behavior, cognition, and evolution interact to produce the diversity seen in animal architecture.

Involvement of the neural social behaviour network during social information acquisition in zebra finches (Taeniopygia guttata)

Female zebra finches Taeniopygia guttata will copy the novel foraging choice of males. The degree to which they do so, however, can vary considerably. Among-individual differences in social learning and their underlying neural pathways have received relatively little attention and remain poorly understood. Here, then, we allowed female zebra finches to observe live-streamed male demonstrators feeding from one of two novel-coloured feeders (social information acquisition phase). After this social information acquisition phase, we tested from which feeder the females preferred to feed to determine whether they copied the feeder choice of the male demonstrator (social learning test phase). We then examined the brains of these females for immediate early gene activity (c-fos) in the neural social behaviour network for the time during which they were observing the male feeding. Of the 12 regions and sub-regions in the brain examined we found only one weak correlation: greater copying was associated with lower activity in the bed nucleus of the stria terminalis, BSTmv. Future work should perhaps focus on neural activity that occurs during the stage in which there is evidence that animals have copied a demonstrator (i.e., social learning test phase in the current experiment) rather than during the period in which those animals observe that demonstrator (i.e., social information acquisition phase in the current experiment). What is clear is that the considerable emphasis on examining the behavioural component of social learning has not yet been accompanied by neural analyses.

Genetic and Social Transmission of Parental Sex Roles in Zebra Finch Families

Parental care plays a central, reinforcing role in the evolution of sex roles and its development is often reported to be driven by genetic, rather than environmental effects. Based on these studies, however, genetic inheritance does not account fully for the often-significant phenotypic variability observed within species, a variation that we hypothesized may be explained by social effects from parents. Following a full cross-fostering design, here we aimed at disentangling genetic and social parental effects in the ontogeny of parental behaviours. Clutches of eggs were swapped, and we monitored parental behaviours in two consecutive generations of a captive population of the socially monogamous, biparental zebra finch (Taeniopygia guttata). Using nest box cameras, parental behaviour was recorded for 3 h in two reproductive stages: on day 8 of incubation and day 10 post-hatching. These fostered birds, after becoming fully matured, received a pair randomly and we observed parental care of this second generation too, following the same protocol. We then compared various parental behaviours (such as time spent incubating, or number of nest attendances during offspring provisioning) in the second generation to those of their genetic and social parents. Based on the results of our experiment, both genetic and social effects can contribute to intergenerational transmission of specific parental behaviours, with various weights. However, the strongest and most consistent effect that we found is that of the current mate; a social effect that can manifest both in negative and positive directions, depending on the behavioural trait. Our study suggests context-specific and sexually different genetic, social and non-social environmental effects in the ontogeny of parental sex roles and outline the importance of parental negotiation in explaining individual variation of parental behaviour in biparental species.

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.

Animal culture research should include avian nest construction

Material culture—that is, group-shared and socially learned object-related behaviour(s)—is a widespread and diverse phenomenon in humans. For decades, researchers have sought to confirm the existence of material culture in non-human animals; however, the main study systems of interest—namely, tool making and/or using non-human primates and corvids—cannot provide such confirmatory evidence: because long-standing ethical and logistical constraints handicap the collection of necessary experimental data. Synthesizing evidence across decades and disciplines, here, I present a novel framework for (mechanistic, developmental, behavioural, and comparative) study on animal material culture: avian nest construction.

Learning about construction behaviour from observing an artefact: can experience with conspecifics aid in artefact recognition?

Observation of or interaction with the enduring products of behaviour, called 'social artefacts' (e.g. an abandoned nest) is a potential source of social information. To learn from an artefact, that artefact needs to be recognized as the product of a behaviour that can provide relevant information (i.e. the artefact should be recognized as a nest). We used zebra finches (Taeniopygia guttata) to experimentally test whether observing a conspecific using a nest facilitates recognition of a future artefact as a source of social information. We manipulated the opportunity to form an association between a conspecific and their nest: half the subjects observed a pair of birds incubating eggs in a nest, the control subjects did not get this opportunity. Then, subjects observed an artefact made of their non-preferred colour and finally were allowed to build a nest. We predicted that the subjects given the opportunity to associate a nest with conspecifics would copy the colour of the artefact (i.e. use social information). We found that subjects who had the opportunity to learn what a nest is used social information obtained from the artefact by increasing their use of the artefact-material colour after artefact observation, while control birds did not. These data suggest that forming an association between conspecifics and their nest facilitates recognition of an artefact as a nest affecting how first-time builders use social information. This finding is important because it demonstrates that social learning is not limited to observing behaviour, but rather inferring behaviour from an artefact.

Animal cognition in an urbanised world

Explaining how animals respond to an increasingly urbanised world is a major challenge for evolutionary biologists. Urban environments often present animals with novel problems that differ from those encountered in their evolutionary past. To navigate these rapidly changing habitats successfully, animals may need to adjust their behaviour flexibly over relatively short timescales. These behavioural changes, in turn, may be facilitated by an ability to acquire, store and process information from the environment. The question of how cognitive abilities allow animals to avoid threats and exploit resources (or constrain their ability to do so) is attracting increasing research interest, with a growing number of studies investigating cognitive and behavioural differences between urban-dwelling animals and their non-urban counterparts. In this review we consider why such differences might arise, focusing on the informational challenges faced by animals living in urban environments, and how different cognitive abilities can assist in overcoming these challenges. We focus largely on birds, as avian taxa have been the subject of most research to date, but discuss work in other species where relevant. We also address the potential consequences of cognitive variation at the individual and species level. For instance, do urban environments select for, or influence the development of, particular cognitive abilities? Are individuals or species with particular cognitive phenotypes more likely to become established in urban habitats? How do other factors, such as social behaviour and individual personality, interact with cognition to influence behaviour in urban environments? The aim of this review is to synthesise current knowledge and identify key avenues for future research, in order to improve our understanding of the ecological and evolutionary consequences of urbanisation.

Leveraging Social Learning to Enhance Captive Animal Care and Welfare

From ants to zebras, animals are influenced by the behavior of others. At the simplest level, social support can reduce neophobia, increasing animals’ exploration of novel spaces, foods, and other environmental stimuli. Animals can also learn new skills more quickly and more readily after observing others perform them. How then can we apply animals’ proclivity to socially learn to enhance their care and welfare in captive settings? Here, I review the ways in which animals (selectively) use social information, and propose tactics for leveraging that to refine the behavioral management of captive animals: to enhance socialization techniques, enrichment strategies, and training outcomes. It is also important to consider, however, that social learning does not always promote the uniform expression of new behaviors. There are differences in animals’ likelihood to seek out or use socially provided information, driven by characteristics such as species, rank, age, and personality. Additionally, social learning can result in inexact transmission or the transmission of undesirable behaviors. Thus, understanding when, how, and why animals use social information is key to developing effective strategies to improve how we care for animals across settings and, ultimately, enhance captive animal welfare.

Individual behavioural traits not social context affects learning about novel objects in archerfish

Abstract

Learning can enable rapid behavioural responses to changing conditions but can depend on the social context and behavioural phenotype of the individual. Learning rates have been linked to consistent individual differences in behavioural traits, especially in situations which require engaging with novelty, but the social environment can also play an important role. The presence of others can modulate the effects of individual behavioural traits and afford access to social information that can reduce the need for ‘risky’ asocial learning. Most studies of social effects on learning are focused on more social species; however, such factors can be important even for less-social animals, including non-grouping or facultatively social species which may still derive benefit from social conditions. Using archerfish, Toxotes chatareus, which exhibit high levels of intra-specific competition and do not show a strong preference for grouping, we explored the effect of social contexts on learning. Individually housed fish were assayed in an ‘open-field’ test and then trained to criterion in a task where fish learnt to shoot a novel cue for a food reward—with a conspecific neighbour visible either during training, outside of training or never (full, partial or no visible presence). Time to learn to shoot the novel cue differed across individuals but not across social context. This suggests that social context does not have a strong effect on learning in this non-obligatory social species; instead, it further highlights the importance that inter-individual variation in behavioural traits can have on learning.

Significance statement

Some individuals learn faster than others. Many factors can affect an animal’s learning rate—for example, its behavioural phenotype may make it more or less likely to engage with novel objects. The social environment can play a big role too—affecting learning directly and modifying the effects of an individual’s traits. Effects of social context on learning mostly come from highly social species, but recent research has focused on less-social animals. Archerfish display high intra-specific competition, and our study suggests that social context has no strong effect on their learning to shoot novel objects for rewards. Our results may have some relevance for social enrichment and welfare of this increasingly studied species, suggesting there are no negative effects of short- to medium-term isolation of this species—at least with regards to behavioural performance and learning tasks.

Traffic noise inhibits cognitive performance in a songbird

Noise pollution is commonly associated with human environments and mounting evidence indicates that noise has a variety of negative effects on wildlife. Noise has also been linked to cognitive impairment in humans and because many animals use cognitively intensive processes to overcome environmental challenges, noise pollution has the potential to interfere with cognitive function in animals living in urban areas or near roads. We experimentally examined how road traffic noise impacts avian cognitive performance by testing adult zebra finches (Taeniopygia guttata) on a battery of foraging tasks in the presence or absence of traffic noise playback. Here, we show that traffic noise reduces cognitive performance, including inhibitory control, motor learning, spatial memory and social learning, but not associative colour learning. This study demonstrates a novel mechanism through which anthropogenic noise can impact animals, namely through cognitive interference, and suggests that noise pollution may have previously unconsidered consequences for animals.

Impacts of invasive plants on animal behaviour

The spread of invasive species is a threat to ecosystems worldwide. However, we know relatively little about how invasive species affect the behaviour of native animals, even though behaviour plays a vital role in the biotic interactions which are key to understanding the causes and impacts of biological invasions. Here, we explore how invasive plants - one of the most pervasive invasive taxa - impact the behaviour of native animals. To promote a mechanistic understanding of these behavioural impacts, we begin by introducing a mechanistic framework which explicitly considers the drivers and ecological consequences of behavioural change, as well as the moderating role of environmental context. We then synthesise the existing literature within this framework. We find that while some behavioural impacts of invasive plants are relatively well-covered in the literature, others are supported by only a handful of studies and should be explored further in the future. We conclude by identifying priority topics for future research, which will benefit from an interdisciplinary approach uniting invasion ecology with the study of animal behaviour and cognition.

Juvenile socio-ecological environment shapes material technology in nest-building birds

Variation in animal material technology, such as tool use and nest construction, is thought to be caused, in part, by differences in the early-life socio-ecological environment—that is, who and what is around—but this developmental hypothesis remains unconfirmed. We used a tightly controlled developmental paradigm to determine whether adult and/or raw-material access in early life shape first-time nest construction in laboratory-bred zebra finches Taeniopygia guttata at sexual maturity. We found that juvenile access to both an unrelated adult and raw material of one color led to a majority preference (75%) by novice builders for this color of material over that for either natal-nest or novel-colored material, whereas a lack of juvenile access to both an unrelated adult and raw material led to a 4- and nearly 3-fold reduction in the speed at which novice builders initiated and completed nest construction, respectively. Contrary to expectation, neither the amount of time juveniles nor their adult groupmate spent handling the raw material appear to drive these early-life effects on zebra finches’ first-time nest construction, suggesting that adult presence might be sufficient to drive the development of animal material technology. Together these data show that the juvenile socio-ecological environment can trigger variation in at least two critical aspects of animal material technology (material preference and construction speed), revealing a potentially powerful developmental window for technological advancement. Thus, to understand selection on animal material technology, the early-life environment must be considered.

The face of animal cognition

As an increasing number of researchers investigate the cognitive abilities of an ever-wider range of animals, animal cognition is currently among the most exciting fields within animal behavior. Tinbergen would be proud: all four of his approaches are being pursued and we are learning much about how animals collect information and how they use that information to make decisions for their current and future states as well as what animals do not perceive or choose to ignore. Here I provide an overview of this productivity, alighting only briefly on any single example, to showcase the diversity of species, of approaches and the sheer mass of research effort currently under way. We are getting closer to understanding the minds of other animals and the evolution of cognition at an increasingly rapid rate.

Social learning in nest-building birds watching live-streaming video demonstrators

Determining the role that social learning plays in construction behaviors, such as nest building or tool manufacture, could be improved if more experimental control could be gained over the exact public information that is provided by the demonstrator, to the observing individual. Using video playback allows the experimenter to choose what information is provided but will only be useful in determining the role of social learning if observers attend to, and learn from, videos in a manner that is similar to live demonstration. The goal of the current experiment was to test whether live-streamed video presentations of nest building by zebra finches Taeniopygia guttata would lead observers to copy the material choice demonstrated to them. Here, males that had not previously built a nest were given an initial preference test between materials of 2 colors. Those observers then watched live-stream footage of a familiar demonstrator building a nest with material of the color that the observer did not prefer. After this experience, observers were given the chance to build a nest with materials of the 2 colors. Although two-thirds of the observer males preferred material of the demonstrated color after viewing the demonstrator build a nest with material of that color more than they had previously, their preference for the demonstrated material was not as strong as that of observers that had viewed live demonstrator builders in a previous experiment. Our results suggest researchers should proceed with caution before using video demonstration in tests of social learning.

Social learning about construction behaviour via an artefact

One source of public information may be the enduring products of others’ behaviour, such as discarded tools or vacated nests. Here, we examined whether observation of a nest affects the material captive zebra finch males prefer when they construct their first nest. It does: for first-time nest construction, males that viewed only an empty cage preferred the colour of material each initially favoured but those males that had observed a pre-built nest of material of their non-preferred colour lost their material-colour preference altogether. Additionally, half of the males that viewed a nest were tested in an environment (the laboratory) different to that in which they were reared (an outdoor aviary). We had expected the aviary-reared (versus laboratory-reared) males would be more uncertain, and thus more likely to select material for their first nest that matched in colour to the colour of the ‘demonstrated’ nest—but this was not the case. The aviary-reared males did, however, tend to touch first the demonstrated colour of material more than did the laboratory-reared males. Together these results show that both observation of a nest and a change in environment can influence the material choices of novice builders. For naïve animal builders, then, construction artefacts can be information resources for learning about potential construction material.

Nest size is predicted by female identity and the local environment in the blue tit (Cyanistes caeruleus), but is not related to the nest size of the genetic or foster mother

The potential for animals to respond to changing climates has sparked interest in intraspecific variation in avian nest structure since this may influence nest microclimate and protect eggs and offspring from inclement weather. However, there have been relatively few large-scale attempts to examine variation in nests or the determinates of individual variation in nest structure within populations. Using a set of mostly pre-registered analyses, we studied potential predictors of variation in the size of a large sample (803) of blue tit (Cyanistes caeruleus) nests across three breeding seasons at Wytham Woods, UK. While our pre-registered analyses found that individual females built very similar nests across years, there was no evidence in follow-up (post hoc) analyses that their nest size correlated to that of their genetic mother or, in a cross-fostering experiment, to the nest where they were reared. In further pre-registered analyses, spatial environmental variability explained nest size variability at relatively broad spatial scales, and especially strongly at the scale of individual nest boxes. Our study indicates that nest structure is a characteristic of individuals, but is not strongly heritable, indicating that it will not respond rapidly to selection. Explaining the within-individual and within-location repeatability we observed requires further study.

The roles of vocal and visual interactions in social learning zebra finches: A video playback experiment

The transmission of information from an experienced demonstrator to a naïve observer often depends on characteristics of the demonstrator, such as familiarity, success or dominance status. Whether or not the demonstrator pays attention to and/or interacts with the observer may also affect social information acquisition or use by the observer. Here we used a video-demonstrator paradigm first to test whether video demonstrators have the same effect as using live demonstrators in zebra finches, and second, to test the importance of visual and vocal interactions between the demonstrator and observer on social information use by the observer. We found that female zebra finches copied novel food choices of male demonstrators they saw via live-streaming video while they did not consistently copy from the demonstrators when they were seen in playbacks of the same videos. Although naive observers copied in the absence of vocalizations by the demonstrator, as they copied from playback of videos with the sound off, females did not copy where there was a mis-match between the visual information provided by the video and vocal information from a live male that was out of sight. Taken together these results suggest that video demonstration is a useful methodology for testing social information transfer, at least in a foraging context, but more importantly, that social information use varies according to the vocal interactions, or lack thereof, between the observer and the demonstrator.

Sex and pairing status impact how zebra finches use social information in foraging

Many factors, including the demonstrator's sex, status, and familiarity, shape the nature and magnitude of social learning. Given the important role of pair bonds in socially-monogamous animals, we predicted that these intimate relationships would promote the use of social information, and tested this hypothesis in zebra finches (Taeniopygia guttata). Observer birds witnessed either their mate or another familiar, opposite-sex bird eat from one, but not a second novel food source, before being allowed to feed from both food sources themselves. Birds used social information to make foraging decisions, but not all individuals used this information in the same way. While most individuals copied the foraging choice of the demonstrator as predicted, paired males did not, instead avoiding the feeder demonstrated by their mate. Our findings reveal that sex and pairing status interact to influence the use of social information and suggest that paired males might use social information to avoid competing with their mate.

Eurasian jays do not copy the choices of conspecifics, but they do show evidence of stimulus enhancement

Corvids (birds in the crow family) are hypothesised to have a general cognitive tool-kit because they show a wide range of transferrable skills across social, physical and temporal tasks, despite differences in socioecology. However, it is unknown whether relatively asocial corvids differ from social corvids in their use of social information in the context of copying the choices of others, because only one such test has been conducted in a relatively asocial corvid. We investigated whether relatively asocial Eurasian jays (Garrulus glandarius) use social information (i.e., information made available by others). Previous studies have indicated that jays attend to social context in their caching and mate provisioning behaviour; however, it is unknown whether jays copy the choices of others. We tested the jays in two different tasks varying in difficulty, where social corvid species have demonstrated social information use in both tasks. Firstly, an object-dropping task was conducted requiring objects to be dropped down a tube to release a food reward from a collapsible platform, which corvids can learn through explicit training. Only one rook and one New Caledonian crow have learned the task using social information from a demonstrator. Secondly, we tested the birds on a simple colour discrimination task, which should be easy to solve, because it has been shown that corvids can make colour discriminations. Using the same colour discrimination task in a previous study, all common ravens and carrion crows copied the demonstrator. After observing a conspecific demonstrator, none of the jays solved the object-dropping task, though all jays were subsequently able to learn to solve the task in a non-social situation through explicit training, and jays chose the demonstrated colour at chance levels. Our results suggest that social and relatively asocial corvids differ in social information use, indicating that relatively asocial species may have secondarily lost this ability due to lack of selection pressure from an asocial environment.