Erratum to: Tool-use and instrumental learning in the Eurasian jay (Garrulus glandarius)

Abstract

Fig. 1 Models of task performance given different learning heuristics. Boxes marked in white indicate tasks that would be predicted not to be passed or to take significantly longer to pass than boxes marked in black Fig. 9 Pattern of actual task performance. White squares represent tasks in which a preference for the rewarded tube/apparatus was not apparent from total items inserted, black squares indicate a preference for the rewarded tube/apparatus, and grey squares indicate an unclear result (i.e. approached, but did not reach, significance). Dotted squares indicate tasks not performed. The order in which the experiments were undertaken is indicated by the number in the box. Here, we see that Ainsley, Hunter and Wiggins appear unable to learn, or unwilling to participate in any of the tasks, while Hoy and Romero’s pattern of task performance most closely resembles the pattern of performance predicted by model E. That is, that both instrumental conditioning and causal knowledge contribute to learning