Protocol to quantify bird nest morphology via image analyses using linear measurements and geometric landmarks.

Here, we present a protocol to quantify bird nest morphology via image analyses. We describe steps for collecting linear size measurements, placing geometric landmarks, and undertaking generalized Procrustes analysis to extract coordinate data. This protocol was designed to measure within- and among-individual variation in the morphology of dome nests built by captive zebra finches using coconut fiber in a laboratory environment. For complete details on the use and execution of this protocol, please refer to Whittaker et al.1.

The roles of social information, asocial information, and initial bias in nest-building decisions.

Animals can use asocial (e.g., environmental cues) or social (e.g., conspecific behavior) information when making decisions. We investigated decisions made by zebra finches when asocial and social sources conveyed agreeing or conflicting information, and assessed the influence of initial bias on decision making. Finches completed an initial preference test ranking preference for three colors of nest-building material. Birds in the agree group (n = 14) then observed demonstrators build nests using nonpreferred color material (social information) that matched the environment color (asocial information). Birds in the conflict group (n = 15) observed demonstrators build nests with nonpreferred color material that did not match the cage environment (another nonpreferred color). A final preference test assessed any changes in color preference. The agree group reduced average preference for their initially preferred color, but did not significantly increase average preference for the asocial/social colors. The conflict group also reduced average preference for the initially preferred color and also increased preference for the socially demonstrated color. Observers with stronger initial bias were less likely to choose the socially demonstrated color than observers with weaker initial bias. This shows that social information informs nest-building decisions, even when in conflict with asocial information. However, bias influences social information use and adds nuance to how different individuals use information when making decisions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

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.

Same as it ever was: Bird nest (a)symmetry?

A recent publication analyzing data collected by citizen scientists on the rufous hornero (Furnarius rufus) revealed consistent among-individual variation in nest asymmetry (left vs. right entrance). We summarize this result and discuss: (1) nest building as a useful model system to study different questions, and, (2) what the repeatability found in the featured paper could reveal regarding nest-building decisions.

Do sex differences in construction behavior relate to differences in physical cognitive abilities?

Nest-building behaviour in birds may be particularly relevant to investigating the evolution of physical cognition, as nest building engages cognitive mechanisms for the use and manipulation of materials. We hypothesized that nest-building ecology may be related to physical cognitive abilities. To test our hypothesis, we used zebra finches, which have sex-differentiated roles in nest building. We tested 16 male and 16 female zebra finches on three discrimination tasks in the following order: length discrimination, flexibility discrimination, and color discrimination, using different types of string. We predicted that male zebra finches, which select and deposit the majority of nesting material and are the primary nest builders in this species, would learn to discriminate string length and flexibility-structural traits relevant to nest building-in fewer trials compared to females, but that the sexes would learn color discrimination (not structurally relevant to nest building) in a similar number of trials. Contrary to these predictions, male and female zebra finches did not differ in their speed to learn any of the three tasks. There was, however, consistent among-individual variation in performance: learning speed was positively correlated across the tasks. Our findings suggest that male and female zebra finches either (1) do not differ in their physical cognitive abilities, or (2) any cognitive sex differences in zebra finches are more specific to tasks more closely associated with nest building. Our experiment is the first to examine the potential evolutionary relationship between nest building and physical cognitive abilities.

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.

If it ain't broke don't fix it: Breeding success affects nest-building decisions.

Observational studies in the wild suggest that birds select material to build their nests based on functional aspects of material that promote reproductive success. How birds select material for nest building from the variety of materials available in their environment is unclear. In the current laboratory experiment we manipulated breeding success (i.e. raising fledglings) of zebra finch (Taeniopygia guttata) pairs to test if this affects the subsequent selection of nest material between a familiar versus a novel material, that differ in structural properties. All birds experienced one breeding attempt using coconut fiber as nest material during which their breeding success was manipulated: half of the breeding pairs fledged their nestlings while the remaining pairs had their eggs removed to simulate nest failure. In a second nest-building attempt, all pairs were given access to both familiar nesting material (coconut fiber) and a novel nesting material (white cotton string). Pairs that were successful in their first breeding attempt built their second nest with significantly more familiar material compared to novel material. Pairs that were unsuccessful, however, incorporated similar amounts of familiar and novel material in their second attempt. Our results show that experiencing either a successful or an unsuccessful breeding attempt influences how birds select between familiar and novel material with different structural properties (e.g. flexibility, thickness) to build a second nest. Moreover, our experiment shows that learning from experience plays an important role for decision making in future structure-building endeavors.

Effect of barriers and distance on song, genetic, and morphological divergence in the highland endemic Timberline Wren (Thryorchilus browni, Troglodytidae).

Populations may become isolated by distance, geographic barriers or both. Isolated populations often diverge in behavioral, morphological and genetic traits as a result of reduced inter-population gene flow. Highland species commonly present naturally fragmented distributions that confine populations to the highest mountain peaks, isolated by mountain passes and distance. The endemic Timberline Wren (Thryorchilus browni) inhabits the highlands of the Talamanca mountain range, including western Panama, and the highest peak in the Central Volcanic mountain range of Costa Rica. Using microsatellites and song recordings we studied the effect of a geographic barrier and distance on song, genetic and morphological divergence among four populations in Costa Rica. A lowland mountain pass resulted in the largest genetic, vocal, and morphological (bill length) differences among populations, likely due to reduce the gene flow. Cultural drift and assortative mating by females selecting songs from their own population likely accentuates the effect of isolation and limited gene flow between populations. This pattern of population divergence has been found in other Neotropical highland birds, but over larger geographical scales. We conclude that mountain passes and distance both reduce gene flow between populations in recently-isolated highland species with restricted distributions.