than 100 objects, and to respond correctly to questions relating to
their shapes, colors and structures.
20
By observing the two people
talking, he could understand what those carrying out the test were
saying to him and could respond to them in a meaningful way. Most
of the time, he listened to two people asking each other questions in
a systematic way. After a time, he started expressing wishes such as
“Tickle me” or “I want popcorn.” When offered something other
than the food he asked for, he would refuse it and repeat his request.
He would ask to be taken to different places—for example, “Wanna
go chair.” If taken to the wrong place, he would stay on the person’s
arm and repeat what he wanted.
In another test, Alex was shown a tray of seven objects like a
purple key, yellow wood, green leather, blue paper, an orange peg,
gray box, and a red truck; and asked which one was gray, Alex
would look carefully at all seven objects and answer, “Box.” A red
paper triangle and a blue wooden triangle were put on the tray.
When asked what was the same, he answered, “Shape.”
21
Research and tests conducted on parrots and other talking
birds are not just limited to Alex. Another rather surprising example
is a small parrot named Blue Bird. Within a few weeks of the pro-
ject’s start, this bird started talking in a meaningful way and learned
to ask for things understandably. When he wanted someone to open
the door of his cage or any other door, he could use phrases like,
“Open the door,” “Can I have some?” when he wanted something
someone was eating, or “Take a shower” when he wanted someone
to turn the water on so he could bathe.
22
Blue Bird wasn’t taught words directly or formally. Instead, his
trainer, Sheryl C. Wilson, would say words slowly and in context,
for example, “Open the door” on opening the door of his cage. The
bird seemed to understand. Using this method, in a short time he be-
The High Level of Consciousness
in Birds that Imitate Sounds
53
