- Crows on Campus (University of Washington page on the crows)
- Bothell Crows Facebook page (They have their facebook page...they are that big of a deal!)
- A great video of them (https://www.youtube.com/watch?v=X98N18-Kp88)
- The Experience of 10,000 Crows (The Metropolitan Field Guide)
- A video about the crows made by The Metropolitan Field Guide (https://youtu.be/T6MFRpwiZ7A)
And more kitten/cats with crows...
You can see him/her nursing its leg. =(
The crow didn't fly away like most do when I get too close. It is injured and worried but I was not hasty in approaching it.
I made some calls to the local wildlife organization to see if they could help. If you find an injured crow (or any bird) or an abandoned nest or hatchling (baby bird), you can call or visit the website of national organization to find your local facilities:
What is Black Storm?Black Storm is an animated short film set in Malaysia, about a man and a crow who must learn to trust each other and unite their tribes. This amazing short film brings together what a lot of us already know, that crows are extremely intelligent birds. They have extraordinary memories. They have good tool-making skills, can read numbers, judge threat levels and communicate in more than 20 different caw sounds. If you have ever wondered about the cunning thinking of a crow then you are sure to enjoy the story of “Black Storm” – the Island of Katuki is threatened with deforestation and if the crows and humans can’t settle their differences they are doomed to die apart. DESCRIPTION of the plot... Driven from their homes, if they can't learn to live together, they're doomed to die apart... The fable takes place on the majestic tropical island of Katuki. But when the food runs out, this island sanctuary becomes a battleground. In this place, the only currency is whatever will keep you from going hungry, and the only allies you can afford are your own people. Jungle Crow Leader Storm was born into power, and acts like it. He's a talented mimic, skilled with locks, brave beyond all reason, and has been crossed by only one group: the humans. They stole his flock's historical home and left them homeless for weeks. Now he intends to get his fair share of that land by any means. However, Storm may yet need their help in ways he never expected... Village Leader Abraham is the wise grandfather of Katuki. He's watched his village be forced from their ancestral lands, and now looks on as his people barely scrape by. Plagued by constant attacks on their crops by the savage crows, he knows his advisers are right when they tell him that guns are the only solution. But in the back of his mind, Abraham wonders if there could ever be another way... “It’s an animated short film that explores tolerance and mutual understanding, underpinned by an ecological concern. With a hint of Avatar about it, this story of a man and a crow is a complex narrative that turns and develops nicely. The team is very experienced. The storyboards are truly excellent; this would make an excellent family animation.“ - New Zealand Film Commission
Copyright © 2007 Elsevier Ltd All rights reserved.The social life of corvids Nicola S. Clayton1, and Nathan J. Emery2, 1Department of Experimental Psychology, University of Cambridge, Cambridge CB2 3EB, UK 2Sub-department of Animal Behaviour, University of Cambridge, Cambridge CB3 8AA, UK
Available online 20 August 2007.
Article OutlineOf the 120 species of birds in the corvid family, which includes the crows, ravens, magpies and jays, the bare-faced rook is perhaps the most social of them all. At a rookery in Norfolk, for example, winter roosts can number up to 60,000 individuals. The name for a congregation of rooks is a ‘parliament’. In English folklore, parliament is an apt name for rook justice, as it is said that rooks form a circle around a wrongdoer producing a cacophony of calls and caws which can go on for hours until the offender is either attacked and killed or released to live another day. Although only fiction, such tales reflect their canny reputation as thieves and tricksters, as well as possessors of great wisdom. Like most birds, corvids are monogamous, and the core unit is therefore the mated pair. This pair bond is typically for life, and the pair remains together throughout the year. For example, rooks and ravens find a partner during the autumn months, taking part in impressive aerobatic displays and food sharing which may be to assess the quality of a potential mate. Once juvenile rooks and ravens pair, they engage in extensive mutual preening and bill twining (bill holding) and support one another in fights.
ReportSpontaneous Metatool Use by New Caledonian Crows Alex H. Taylor1, , , Gavin R. Hunt1, Jennifer C. Holzhaider1 and Russell D. Gray1, , 1Department of Psychology, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand
Received 27 June 2007;
revised 24 July 2007;
accepted 25 July 2007.
Published online: August 16, 2007.
Available online 16 August 2007.
SummaryA crucial stage in hominin evolution was the development of metatool use—the ability to use one tool on another  and . Although the great apes can solve metatool tasks  and , monkeys have been less successful ,  and . Here we provide experimental evidence that New Caledonian crows can spontaneously solve a demanding metatool task in which a short tool is used to extract a longer tool that can then be used to obtain meat. Six out of the seven crows initially attempted to extract the long tool with the short tool. Four successfully obtained meat on the first trial. The experiments revealed that the crows did not solve the metatool task by trial-and-error learning during the task or through a previously learned rule. The sophisticated physical cognition shown appears to have been based on analogical reasoning. The ability to reason analogically may explain the exceptional tool-manufacturing skills of New Caledonian crows.
Metatool use was one of the major innovations in human evolution  and . The use of simple stone tools to make more complex tools may reflect the “cognitive leap” that initiated technological evolution in hominins . Metatool use has three distinct cognitive challenges. First, an individual must recognize that tools can be used on nonfood objects. This recognition may require analogical reasoning abilities . Second, an individual must initially inhibit a direct response toward the main goal of obtaining food, a reaction that both children and primates find difficult to suppress ,  and . Third, an individual must be capable of hierarchically organized behavior  and . That is, they must be able to flexibly integrate newly innovated behavior (tool→tool) with established behaviors as a subgoal in achieving a main goal (tool→tool→food). Such flexible, hierarchical organization of behavior has been suggested to follow a recursive pattern and to require cognitive processing similar to language production .In early hominins, the transfer of a thrusting percussion technique from breaking nuts to knapping cutting tools was likely part of longer behavioral sequences in which tool materials and food were acquired separately . Metatool use, therefore, probably involved considerable behavioral organization in space and time. Tests for metatool use in great apes and monkeys have typically followed an experimental design where a small stick can be used to retrieve a nearby longer stick that can then be used to gain otherwise inaccessible food. The close proximity of the tools and the food in these tests eliminates tool transport and facilitates assessment of the relevant requirements of the task. It also makes it relatively easy to accidentally touch the long tool with the short tool in normal exploratory behavior, and thereby chance upon the solution. Increased distance between tools and the food source has been suggested to increase the cognitive demands of a tool task  and . Striking evidence is now emerging that Corvidae have convergently evolved cognitive abilities that rival those of our primate relatives . Evidence for convergent evolution include the impressive tool-manufacturing skills of New Caledonian crows (Corvus moneduloides) , , , ,  and  and complex physical cognition in non-tool-using rooks (Corvus frugilegus) . To test whether New Caledonian crows (crows hereafter) are capable of metatool use, we used an experimental design similar to the standard design used with great apes  and . We modified the design to give a greater degree of spatial and temporal separation between the tools and the food. In our experiments, food (meat) was placed in a 15 cm deep horizontal hole 1.75 m away from two identical “toolboxes” (Figure 1). The front of each toolbox consisted of vertical bars that allowed a crow to insert its bill but not its head. We placed an 18 cm long stick tool 4 cm inside one toolbox. This tool was long enough to extract the meat but out of reach of a crow's bill. In the other toolbox, we placed a stone in a similar position. The positions of the stone and tool were randomized between the toolboxes across trials. Presenting both a relevant and an irrelevant object controlled for random probing of the toolboxes leading to a solution by trial and error. In front of the toolboxes, we placed a 5 cm long tool (Figure 1). This tool was too short to extract the meat but could be used to extract the long tool from the tool box. Successful completion of the task required a crow to use the short stick to extract the long stick from the box and then transport the long stick to the hole and extract the food. The experimental apparatus consists of a long, functional tool in one toolbox, a stone in the second toolbox, a short, nonfunctional tool in front of both toolboxes, and a 15 cm deep horizontal hole in which meat was placed. The distance between the hole and the toolboxes was 1.75 m but is reduced in the image to save space.
All seven crows developed metatool use and extracted the food (Figure 2). Icarus, Luigi, and Gypsy spontaneously produced the correct behavioral sequence in the first trial (Gypsy's and Icarus's first trial are shown in Movies S1 and S2, respectively, in the Supplemental Data available online). This was despite the requirement to transport tools and the difficulty in obtaining a tool from behind the bars. Joker also successfully solved the problem on the first trial, but made the error of taking the short tool to the hole after a first attempt at extracting the long stick (Figure 2). Colin, Lucy, and Ruby first extracted food in the 5th, 19th, and 23rd trial, respectively. Significantly, the first use of the short stick by six of the seven crows was either successful metatool use or a failed attempt to extract the long tool. This performance is comparable with that of the great apes  and . In the first trial, five out of six gorillas and three out of five orangutans used a tool as a metatool . However, only three out of five chimpanzees (Pan troglodytes) developed metatool use, and these individuals first made the error of attempting to use the small, nonfunctional stick tool to obtain the food . Monkeys have been less successful. One out of two capuchins (Cebus apella) performed at a similar level to gorillas and developed metatool use on the first trial . In another study, only one out of six capuchins used tools as metatools and this individual succeeded in less than 50% of trials . Despite receiving considerable training on tool use, Japanese macaques (Macaca fuscata) did not attempt metatool use on the first trial and required more than 50 trials to achieve a 75% success rate .
Initial use of the nonfunctional tool in an attempt to get the food frequently occurs in primate metatool-use studies  and . In our experiment, only Lucy made the error of first taking the nonfunctional stick to the hole. Four crows (Ruby, Joker, Luigi, and Colin) occasionally attempted to use the nonfunctional tool to get food in later trials, but only after unsuccessfully trying to extract the long tool with the short tool. These crows appeared to have had difficulty extracting the long tool from the barred toolbox. They may have then taken the nonfunctional short tool to the hole because of problems inhibiting tool use when no other course of action was available. The task could have been solved by trial-and-error learning if crows had initially used tool-related exploratory behavior toward the toolboxes and stumbled across the solution. However, the crows did not randomly probe the toolboxes. The first toolbox probed by all seven crows was the one with the long stick rather than the stone. In fact, only Ruby ever probed the toolbox containing the stone; she did so once, several trials after successful metatool use. This suggests that metatool use did not develop through trial-and-error learning during the experiment. The use of a previously learned behavioral rule by the crows is also unlikely. Familiarization training with the apparatus did not involve metatool use, and we have never seen this behavior in the wild in more than 3 years of observing crows on Maré. The spontaneous development of metatool use therefore required cognition more complex than simple learning mechanisms. One possibility is that the crows solved the metatool task by analogical reasoning. Successfully constructing an analogy requires that an individual maps experience from previous problems onto a structurally similar, novel problem ,  and . One language-trained chimpanzee has been reported to have solved both figural and conceptual analogy problems . The crows may have solved the metatool-use task by perceiving the shared causal relationship between the task and normal tool use, namely that a tool can access out of reach objects. Children's performance with causal analogies depends in part on knowledge of the relevant causal properties of the task ,  and . Causal understanding is indicated by the spontaneous correction of mistakes in an appropriate, goal-directed way  and . If the crows had understood the relevant causal relationship in this experiment, we would expect them to use this knowledge to avoid making errors based on tool type. To see whether crows were sensitive to the causal aspects of the food extraction task, we carried out a second experiment where the positions of the short and long tools were reversed. The long tool was now freely available so that metatool use was not required to extract the food. In the first block of five trials, all six crows tested initially inserted the long tool into the toolbox containing the short tool, but this generally occurred in the first block of five trials (Figure 3). This behavior usually lasted momentarily and there was often no contact with the short tool. In the only exception, Lucy extracted the short stick from the toolbox in her first trial but did not take it to the hole. No crow took the short stick to the hole. The insertion of the long tool appeared to be due to the difficulties in deviating from habitual behavior . The crows may have routinely probed the toolbox with the long tool because they had been rewarded in the previous ten metatool-use trials for probing the box. The crows rapidly rectified this mistake, suggesting that they were sensitive to the causal relationship between the tools and the final goal.
Our findings provide experimental evidence that New Caledonian crows can spontaneously solve a metatool task. On their first attempt to solve the problem, six out of seven crows used the short tool to probe the toolbox with the long tool. This appropriate spontaneous behavior and the quick correction of causal errors suggest that the crows used analogical reasoning to solve the metatool task. Analogical reasoning may be the crucial factor in the exceptional tool-manufacturing skills of New Caledonian crows.Figure 1. Our work was carried out under University of Auckland Animal Ethics Committee approval R375.
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4 W. Kohler, The Mentality of Apes (2nd ed.), Harcourt, Brace & Co., New York (1925) translated from German by E. Winter.
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9 S.T. Boysen and G.G. Berntson, Responses to quantity: perceptual versus cognitive mechanisms in chimpanzees (Pan troglodytes), J. Exp. Psychol. Anim. Behav. Process. 21 (1995), pp. 82–86. Abstract | PDF (681 K)
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15 N. Emery and N. Clayton, The mentality of crows: convergent evolution of intelligence in corvids and apes, Science 306 (2004), pp. 1903–1907.
16 G.R. Hunt, Manufacture and use of hook-tools by New Caledonian crows, Nature 397 (1996), pp. 249–251.
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Where can I find out more?
R.P. Balda, A.C. Kamil and P.A. Bednekoff, Predicting cognitive capacities from natural histories: examples from four corvid species, Curr. Ornithol. 13 (1996), pp. 33–66.
N.S. Clayton, T.J. Bussey and A. Dickinson, Can animals recall the past and plan for the future?, Nat. Rev. Neurosci. 4 (2003), pp. 685–691.
N.J. Emery and N.S. Clayton, The mentality of crows: Convergent evolution of intelligence in corvids and apes, Science 306 (2004), pp. 1903–1907.
Heinrich, B. (1999). The Mind of the Raven (Harper Collins).
G.R. Hunt and R.D. Gray, Diversification and cumulative evolution in New Caledonian crow tool manufacture, Proc. Roy. Soc. Lond. B. 270 (2003), pp. 867–874.
L. Lefebvre, S.M. Reader and D. Sol, Brains, innovations and evolution in birds and primates, Brain Behav. Evol. 63 (2004), pp. 233–246.
A.A.S. Weir, J. Chappell and A. Kacelnik, Shaping of hooks in New Caledonian crows, Science 297 (2002), p. 981
Ravens have been observed taking turns sliding on their tails, feet first, down a snow bank as well as repeatedly sliding down smooth pieces of wood in their cages. Ravens have been seen playing with dogs, taking turns chasing it around a tree. One captive raven was observed tossing a rubber ball, pebbles, or snail shells into the air and catching them repeatedly. This same bird would often lay on its back and shift various playthings (toys) between its beak and its claws much like many children do with their toys. Other birds fell forward from a perch like an acrobat, in order to hang upside down by their feet, wings outstretched, then let go one foot at a time. While upside down, they would carry pieces of food, or shift items from beak to feet. One, while holding onto a branch with his feet, learned to propel himself around and around the perch by flapping his wings, like a gymnast on uneven parallel bars in a sort of 'loop-the-loop. The same captive ravens also played balancing games: carefully walking out as far as possible to the end of a tiny branch until it bent downward, turning them upside down; or trying to stand on a stick or bone held in the feet, while balancing it on top of and parallel to a perch made from a thick, wooden dowel.When given time and the resources birds will play. The corvids do. Perhaps it is the corvids extensive use of playing, allowing themselves and their young to learn and develop through playing that allows them to thrive when other bird populations are declining at an alarming rate. Sources referenced Podulka, Sandy, Ronald W. Rohrbaugh, Jr., and Rick Bonney, Editors. Handbook of Bird Biology. 2nd edition. Ithaca, NY: Cornell Lab of Ornithology, 2004.
- Podulka, Sandy, Ronald W. Rohrbaugh, Jr., and Rick Bonney, Editors. Handbook of Bird Biology. 2nd edition. Ithaca, NY: Cornell Lab of Ornithology, 2004. [↩]