Grey parrots (Psittacus erithacus) do not acquire referential English labels when tutored with videotapes (a) in social isolation (I. M. Pepperberg, 1994); (b) when reward for an attempted label is possible (I. M. Pepperberg, J. R. Naughton, & P. A. Banta, 1998); or (c) when trainers direct birds' attention to the video monitor (I. M. Pepperberg et al., 1998). To test whether more participatory training and variety might facilitate learning from videotapes, during video viewing a single trainer repeated the targeted labels, asked questions, and rewarded attempts at the label with the object; live video input was also used. Subjects also received live tutoring from a pair of interactive trainers on a different set of object labels. Birds learned referential labels from live tutor pairs but not from video. Specific aspects of live tutoring appear critical for the acquisition of referential English labels.Two sets of avian-human comparisons demonstrate similarities and differences in information processing. The first set encompasses vocal learning (e.g.,

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