Cryptic and extensive hybridization between ancient lineages of American crows.

Most species and therefore most hybrid zones have historically been defined using phenotypic characters. However, both speciation and hybridization can occur with negligible morphological differentiation. Recently developed genomic tools provide the means to better understand cryptic speciation and hybridization. The Northwestern Crow (Corvus caurinus) and American Crow (Corvus brachyrhynchos) are continuously distributed sister taxa that lack reliable traditional characters for identification. In this first population genomic study of Northwestern and American crows, we use genomic SNPs (nuDNA) and mtDNA to investigate the degree of genetic differentiation between these crows and the extent to which they may hybridize. Our results indicate that American and Northwestern crows have distinct evolutionary histories, supported by two nuDNA ancestry clusters and two 1.1%-divergent mtDNA clades dating to the late Pleistocene, when glacial advances may have isolated crow populations in separate refugia. We document extensive hybridization, with geographic overlap of mtDNA clades and admixture of nuDNA across >900 km of western Washington and western British Columbia. This broad hybrid zone consists of late-generation hybrids and backcrosses, but not recent (e.g., F1) hybrids. Nuclear DNA and mtDNA clines had concordant widths and were both centred in southwestern British Columbia, farther north than previously postulated. Overall, our results suggest a history of reticulate evolution in American and Northwestern crows, perhaps due to recurring neutral expansion(s) from Pleistocene glacial refugia followed by lineage fusion(s). However, we do not rule out a contributing role for more recent potential drivers of hybridization, such as expansion into human-modified habitats.

Social behavior mediates the use of social and personal information in wild jays.

The factors favoring the evolution of certain cognitive abilities in animals remain unclear. Social learning is a cognitive ability that reduces the cost of acquiring personal information and forms the foundation for cultural behavior. Theory predicts the evolutionary pressures to evolve social learning should be greater in more social species. However, research testing this theory has primarily occurred in captivity, where artificial environments can affect performance and yield conflicting results. We compared the use of social and personal information, and the social learning mechanisms used by wild, asocial California scrub-jays and social Mexican jays. We trained demonstrators to solve one door on a multi-door task, then measured the behavior of naïve conspecifics towards the task. If social learning occurs, observations of demonstrators will change the rate that naïve individuals interact with each door. We found both species socially learned, though personal information had a much greater effect on behavior in the asocial species while social information was more important for the social species. Additionally, both species used social information to avoid, rather than copy, conspecifics. Our findings demonstrate that while complex social group structures may be unnecessary for the evolution of social learning, it does affect the use of social versus personal information.

Captive jays exhibit reduced problem-solving performance compared to wild conspecifics.

Animal cognitive abilities are frequently quantified in strictly controlled settings, with laboratory-reared subjects. Results from these studies have merit for clarifying proximate mechanisms of performance and the potential upper limits of certain cognitive abilities. Researchers often assume that performance on laboratory-based assessments accurately represents the abilities of wild conspecifics, but this is infrequently tested. In this experiment, we quantified the performance of wild and captive corvid subjects on an extractive foraging task. We found that performance was not equivalent, and wild subjects were faster at problem-solving to extract the food reward. By contrast, there was no difference in the time it took for captive and wild solvers to repeat the behaviour to get additional food rewards (learning speed). Our findings differ from the few other studies that have statistically compared wild and captive performance on assessments of problem-solving and learning. This indicates that without explicitly testing it, we cannot assume that captive animal performance on experimental tasks can be generalized to the species as a whole. To better understand the causes and consequences of a variety of animal cognitive abilities, we should measure performance in the social and physical environment in which the ability in question evolved.