Passage The Best Laid Plans of Ravens
The Best Laid Plans of Ravens
In Edgar Allan Poe’s poem “The Raven,” a raven visits a lonely man’s home and responds to the man’s pleading questions with only the word “nevermore.” The poem’s narrator interprets the word as a prediction of doom for his future. A talking, prophetic raven may seem to be the wild imaginings of the poet, but a new study published in the journal Science hints that one particular idea behind the poem might not be as far-fetched as it seems. For most of human history, people assumed that animals do not understand the passage of time in the same way people do. Some people believed that animals might remember events from the past and that instinct might drive them to make preparations in order to guarantee survival, but most people did not think that animals had the ability to plan. At Lund University in Sweden, researchers argue that ravens may be able to think ahead and even plan for the future.
It can be difficult to test an animal’s ability to plan because human observers must be certain they are not mistaking instinctual behavior for intentional planning. For example, many animals hoard food so that they will not run out later, but scientists who study animals would not call hoarding a decision to plan for the future. This action is merely instinctual. Cognitive scientists argue that in order for an animal’s behavior to qualify as preparing for the future, the animal must use specific decision-making skills to solve a problem.
To avoid mistaking instinctual behavior for evidence of decision-making, the Lund University researchers designed two experiments to test ravens’ ability to plan. Ravens belong to the corvid family, a group of birds known for their intelligence. A study in 2007 showed that corvids have the tendency to save only certain types of food, which suggests that they are planning for the future rather than acting on instinct. In order to investigate that theory, the researchers had to design experiments that would achieve results that could not be explained by an instinctual behavior of food hoarding. Therefore, the ravens were taught two behaviors that they do not normally perform in the wild.
For the first experiment, the researchers showed the birds how to use a small stone to open a box and get treats. Once the ravens learned the behavior, the researchers presented the birds with four stones. Only one stone was the right size to open the box. The birds learned to select that stone and set it aside until the researchers presented the box. The second experiment involved bartering. A researcher would trade the ravens a large treat for a bottle cap. Later, the researchers presented the ravens with a group of items, including small treats and the bottle cap. The ravens chose the bottle cap over the treats and waited for the original researcher to trade with them again so that they could get more treats. In both experiments, the ravens waited patiently for up to seventeen hours for the researcher to return.
The results of these experiments are exciting, but more evidence needs to be gathered before scientists can fully conclude that ravens can plan for the future. Some scientists argue that the ravens might be choosing the stone and bottle cap because the ravens have been trained to do so, not necessarily because the ravens are thinking ahead. Regardless, like other recent advances in animal science, these experiments show that ravens could be much smarter than first believed, and scientists now believe that ravens do actually think about their own future.
Question
In the first experiment described in paragraph 4, which of the ravens’ behaviors provides the strongest evidence for the claim that the birds are capable of planning?
- AThey accepted treats from the box.
- BThey set aside the stone that would open the box.
- CThey learned which stone could open the box.
- DThey waited for researchers to bring the box.
Show the answer
Correct answer: B
The question asks which of the ravens’ behaviors in the first experiment described in paragraph 4 most strongly supports the claim that the birds are capable of planning.
A. Incorrect. While “the researchers showed the birds how to use a small stone to open a box and get treats” (paragraph 4), the acceptance of the treats does not demonstrate planning.
B. CORRECT. Once the ravens learned which stone would open the box, they consistently selected only that stone.
C. Incorrect. Although the birds learned which stone opened the box, this behavior demonstrates not their ability to plan but rather their intelligence.
D. Incorrect. The birds’ patience shows their anticipation for and understanding of the future gain of a treat but does not provide the strongest evidence of their ability to plan.
Question analysis
This evidence question on “The Best Laid Plans of Ravens” asks which of the ravens’ behaviors in the first experiment, the one with a stone and a box of treats, gives the strongest evidence that the birds can plan. Several behaviors seem to fit, so students must weigh them against the passage’s own idea of what planning is.
- Grade level
- Grade 8 reading and task
- Compared with grade 7
- Above grade 7 Grade 7 evidence questions usually ask which detail supports a claim. This one asks which of the ravens’ behaviors gives the strongest support, and several seem to fit, so students must apply paragraph 2’s test for planning to paragraph 4.
- Estimated difficulty
- Hard: combines ideas, needs a plan, and has more than one tempting wrong answer.
- Thinking it demands
- Depth of knowledge 3, strategic thinking · mainly evaluate
- What makes it hard
- A very close wrong answer major
- Reading between the lines moderate
- Evidence in several places minor
- Evidence
- Answered from several paragraphs or stanzas
- Reading level
- Passage: about grade 11, 599 words; question and choices: about grade 5, 58 words.
- Students, last 30 days
- Not enough answers yet to show (it takes 10).
Why it is hard, traps and wrong answers (shows the answer)
Why it is hard
Every choice describes something the ravens really did, so the work is ranking, not finding. The passage’s dramatic detail, birds waiting up to seventeen hours, draws attention away from the quieter act of keeping the right stone ready, which is the behavior that most clearly prepares for the future. Students who weigh each behavior against paragraph 2’s idea of decision-making, rather than against how impressive it sounds, separate the two.
A very close wrong answer major Choosing the answer
Setting the stone aside and waiting for the box both come from one sentence, “set it aside until the researchers presented the box”; only the first is an action taken now for a later need. (Embretson & Wetzel, 1987; Gorin & Embretson, 2006; Ascalon et al., 2007)
Reading between the lines moderate Working it out
The passage never says which behavior counts as planning, so students must apply paragraph 2’s test, that the animal “must use specific decision-making skills to solve a problem,” to each one. (Graesser, Singer & Trabasso, 1994; Kintsch, 1998)
Evidence in several places minor Working it out
The waiting that tempts students is stressed at the end of paragraph 4, “up to seventeen hours,” well after the stone sentence, and paragraph 2 holds the standard for judging both. (Kirsch & Mosenthal, 1990; Gorin & Embretson, 2006)
Strategy: Use paragraph 2’s description of what counts as planning as a yardstick, then rank the four behaviors by how well each meets it instead of taking the first that seems clever.
Traps
- Supports only part of the claim: In a question about evidence: a line that backs one half of the claim but not the other, or a related point rather than the claim itself.
- True but not the answer: A choice says something accurate about the text that does not answer this question.
The wrong answers, classified
A True but not the answer (King et al., 2004; Embretson & Wetzel, 1987)
Picks the payoff of the experiment, taking treats from the box, which any trained animal does and which shows nothing about thinking ahead.
C Supports only part of the claim (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Sees intelligence in learning which of the four stones fits, but knowing the right tool is not the same as keeping it ready for a box that comes later.
D Supports only part of the claim (King et al., 2004; Thissen, Steinberg & Fitzpatrick, 1989)
Is drawn by the stress on waiting “up to seventeen hours,” which shows the birds expect the box, but waiting is passive; holding the right stone ready is the planning act.
Working it out, step by step
Figure out what the question asks
This asks which thing the ravens did in the first experiment, the one with the stone and the box, is the strongest evidence that they can plan. More than one choice really happened. You must rank them and pick the best one.
Decide what counts as planning
Paragraph 2 gives a test. To count as preparing for the future, “the animal must use specific decision-making skills to solve a problem.” In plain words, planning means doing something now to get ready for something later. Use that as your measuring stick.
Find the key sentence
Paragraph 4 says “The birds learned to select that stone and set it aside until the researchers presented the box.” To set something aside is to put it away to use later. When the birds did this, the box was not there yet.
Explain why this is planning
The ravens had nothing to open at that moment. Still, they picked the one stone that would work and saved it. They did this because they expected to need it later. It is like packing an umbrella in the morning because rain is coming in the afternoon. That is a choice made now to solve a future problem.
Check each choice
- A does not fit. Taking treats is the reward. Any trained animal does that.
- B fits. Saving the right stone gets the bird ready for a box that comes later.
- C does not fit. Learning which stone works shows the birds can be taught. Knowing the right tool is not the same as keeping it ready.
- D does not fit as well. Waiting shows the birds expected the box. But waiting is doing nothing, so it is weaker proof.
Watch out: D is tempting because the passage stresses waiting “up to seventeen hours.” Long waiting is impressive, but it is not an action.
Choose the answer
Setting the stone aside is the clearest act of getting ready for the future. So the answer is B.
Why this answer and not the closest wrong one
D is the closest wrong choice. Waiting and setting the stone aside come from the same sentence. But while a bird waits, it does nothing. Setting the stone aside is a choice. The bird keeps the right tool ready for a box that is not there yet. That act of getting ready makes B stronger evidence.
More questions like this
The original DOE question

The passage “The Best Laid Plans of Ravens” as printed (page 12)
