The interplay of within-species perceptual predispositions and experience during song ontogeny in zebra finches (Taeniopygia guttata)

Vocal acquisition in songbirds and humans shows many similarities, one of which is that both involve a combination of experience and perceptual predispositions. Among languages some speech sounds are shared, while others are not. This could reflect a predisposition in young infants for learning some speech sounds over others, which combines with exposure-based learning. Similarly, in songbirds, some sounds are common across populations, while others are more specific to populations or individuals. We examine whether this is also due to perceptual preferences for certain within-species element types in naive juvenile male birds, and how such preferences interact with exposure to guide subsequent song learning. We show that young zebra finches lacking previous song exposure perceptually prefer songs with more common zebra finch song element types over songs with less common elements. Next, we demonstrate that after subsequent tutoring, birds prefer tutor songs regardless of whether these contain more common or less common elements. In adulthood, birds tutored with more common elements showed a higher song similarity to their tutor song, indicating that the early bias influenced song learning. Our findings help to understand the maintenance of similarities and the presence of differences among birds'' songs, their dialects and human languages.     

An Automated Procedure for Evaluating Song Imitation

Songbirds have emerged as an excellent model system to understand the neural basis of vocal and motor learning. Like humans, songbirds learn to imitate the vocalizations of their parents or other conspecific “tutors.” Young songbirds learn by comparing their own vocalizations to the memory of their tutor song, slowly improving until over the course of several weeks they can achieve an excellent imitation of the tutor. Because of the slow progression of vocal learning, and the large amounts of singing generated, automated algorithms for quantifying vocal imitation have become increasingly important for studying the mechanisms underlying this process. However, methodologies for quantifying song imitation are complicated by the highly variable songs of either juvenile birds or those that learn poorly because of experimental manipulations. Here we present a method for the evaluation of song imitation that incorporates two innovations: First, an automated procedure for selecting pupil song segments, and, second, a new algorithm, implemented in Matlab, for computing both song acoustic and sequence similarity. We tested our procedure using zebra finch song and determined a set of acoustic features for which the algorithm optimally differentiates between similar and non-similar songs.     

Compromised neural selectivity for song in birds with impaired sensorimotor learning

Anterior forebrain (AF) neurons become selective for song as songbirds learn to produce a copy of a memorized tutor song. We report that development of selectivity is compromised when birds are prevented from matching their output to the tutor song. Finches with denervated vocal organs developed stable song, but it usually did not resemble the tutor song. In those birds, numerous neurons in Area X responded selectively to both tutor and bird's own song (BOS), indicating the importance of both in shaping AF responses. The degree of selectivity for BOS was less, however, than that of normal adults. In contrast, neurons in denervated birds that successfully mimicked tutor song exhibited normal adult selectivity for BOS. Thus, during sensorimotor learning, selectivity for complex stimuli may be influenced by how well motor output matches internal sensory models.     

Song Learning in Bengalese Finches: a Comparison with Zebra Finches

Male Bengalese finches, Lonchura striata var. domestica, learn their song from an adult male conspecific with whom they can interact at 35 to 70 days of age and normally-raised males fail to reproduce song which they have only heard before or after this time. Birds which have been raised by their mother alone and those which have been deprived of a song tutor during the learning phase produce abnormal songs with indistinct elements and little or no phrase structure; this is typical of males which fail to hear adult song during their development. These songs are unstable and are replaced by normal songs, if there is an opportunity to learn from an adult male conspecific. Presumably, this flexibility in the time when young males learn acts as a safeguard to ensure that normal conspecific song is produced. These results bear striking similarity to those on zebra finch song development. Differences between the two species, especially in the learning of call notes by female zebra finches, are discussed.     

Song learning from playback in zebra finches: is there an effect of operant contingency?

Social interaction is often regarded as crucial for song copying in zebra finches, Taeniopygia guttata. Contingencies in the interaction between pupil and tutor might be essential for the song-copying process. The effect of contingency between a pupil's operant behaviour and tutor song has been studied previously, but with contradictory results. Our aim in this experiment was to provide a more rigorous test of the effect of operant contingent exposure to song playback in zebra finches. Eight experimental males were trained to expose themselves to tutor song by operant key pecking during their sensitive phase for song learning. Each bird had a yoked control, which heard the same tutor song at the same time. All birds were acoustically isolated. The results were surprising in two ways: (1) the control birds copied song to which they were passively exposed; and (2) the experimental birds did not copy more than the controls did. So, we found no effect of operant contingency on song learning. Furthermore, when tested as adults all but one male preferred the tutor song to an unfamiliar one. We conclude that zebra finches can copy playback song, and that social interaction is not crucial for song copying, although it might still be facilitating. Copyright 1999 The Association for the Study of Animal Behaviour.     

The Development of Geographic Song Preferences in Female Song Sparrows Melospiza melodia

Previous work suggests that early learning plays a role in auditory preferences of female songbirds. We explored whether early experience shapes preferences for local geographic song in female song sparrows ( Melospiza melodia ), a species that prefers local geographic song in adulthood. We hand-reared females from two locations 450 km apart and controlled song exposure early in life. To examine the effects of experience and inherited factors on geographic song preferences, we used a counterbalanced design. Females from each location were tutored with either natal song (recorded from their location of capture) or non-natal song (recorded from the other location) and their preferences for tutor vs. non-tutor song assessed in adulthood. We also examined song preferences in isolate females reared with no song experience. We found that tutored females preferred their tutor song over non-tutor song, regardless of their capture location. Furthermore, birds not exposed to song (isolates) had no geographic song preferences. Thus, song exposure early in life clearly plays an important role in adult female preferences for local song in this species.     

Conditions Affecting Song Acquisition in Nightingales (Luscinia megarhynchos L.)

Hand raised nightingales were alternatively confronted with different series of songs which permitted labeling of particular learning situations and allowed detection of specific consequences of diverse learning conditions. We found that visual contact with a tutor affected both quality and quantity of acquired patterns. Without visual contact the birds acquired only song sections consisting of repeated vocal units', which proved to be relevant for species recognition. With visual contact the birds learnt every presented song type completely (→ song type sharing between tutor and learner). Furthermore, the birds developed additional song types individually: by distinct parameter variation, or by recombination of particular tutor song units (Fig. 1; Table 1). Functional aspects of this type of song acquisition and development are discussed.     

Captive Rearing Experiments Confirm Song Development without Learning in a Tracheophone Suboscine Bird

The origin of vocal learning in animals has long been the subject of debate, but progress has been limited by uncertainty regarding the distribution of learning mechanisms across the tree of life, even for model systems such as birdsong. In particular, the importance of learning is well known in oscine songbirds, but disputed in suboscines. Members of this diverse group (∼1150 species) are generally assumed not to learn their songs, but empirical evidence is scarce, with previous studies restricted to the bronchophone (non-tracheophone) clade. Here, we conduct the first experimental study of song development in a tracheophone suboscine bird by rearing spotted antbird (Hylophylax naevioides) chicks in soundproofed aviaries. Individuals were raised either in silence with no tutor or exposed to standardized playback of a heterospecific tutor. All individuals surviving to maturity took a minimum of 79 days to produce a crystallized version of adult song, which in all cases was indistinguishable from wild song types of their own species. These first insights into song development in tracheophone suboscines suggest that adult songs are innate rather than learnt. Given that empirical evidence for song learning in suboscines is restricted to polygamous and lek-mating species, whereas tracheophone suboscines are mainly monogamous with long-term social bonds, our results are consistent with the view that sexual selection promotes song learning in birds.     

Song learning with audiovisual compound stimuli in zebra finches

We investigated the effects of audiovisual compound training on song learning in zebra finches, Taeniopygia guttata. In the first experiment, presentation of a stuffed adult zebra finch male was found to be reinforcing to zebra finch males in an operant task. In a separate experiment, zebra finch males were reared without their father from day 7 after hatching onwards. Between 35 and 76 days, they were placed in isolation and exposed to taped songs of a zebra finch male, according to a random schedule (20 presentations/h). For half of the birds, presentation of the song coincided with presentation of a stuffed zebra finch male. For the remaining birds, each presentation of the song was followed by presentation of a stuffed male. The birds were subsequently isolated until day 142, when their own songs were recorded and analysed. Birds in both groups shared significantly more song elements with their tutor songs than with an unfamiliar song. There was no significant difference in song learning between the groups. These results confirm that zebra finches can learn part of their songs from taped tutor songs. Furthermore, simultaneous presentation of the tutor song and a relevant, salient visual stimulus is not superior to sequential presentation. Copyright 1999 The Association for the Study of Animal Behaviour.     

Song learning in zebra finches: some effects of song model availability on what is learnt and when

This study indicates that captive male zebra finches (Taeniopygia guttata) normally learn their song during the juvenile period between independence from their parents and sexual maturity, from whatever suitable song model is available. Virtually nothing is learnt from the father before this time. Hybrid songs may develop if birds are removed from the father and given a new song model before song learning is complete. The absence of a song model during the juvenile stage appears to postpone the sensitive phase and abnormal song is produced until a suitable model becomes available. Normal song will then develop, even in a sexually mature adult. This indicates that experience and not age is the important factor determining the timing of the sensitive phase for song learning in zebra finches.     

Learning-Related Neuronal Activation in the Zebra Finch Song System Nucleus HVC in Response to the Bird's Own Song

Like many other songbird species, male zebra finches learn their song from a tutor early in life. Song learning in birds has strong parallels with speech acquisition in human infants at both the behavioral and neural levels. Forebrain nuclei in the 'song system' are important for the sensorimotor acquisition and production of song, while caudomedial pallial brain regions outside the song system are thought to contain the neural substrate of tutor song memory. Here, we exposed three groups of adult zebra finch males to either tutor song, to their own song, or to novel conspecific song. Expression of the immediate early gene protein product Zenk was measured in the song system nuclei HVC, robust nucleus of the arcopallium (RA) and Area X. There were no significant differences in overall Zenk expression between the three groups. However, Zenk expression in the HVC was significantly positively correlated with the strength of song learning only in the group that was exposed to the bird's own song, not in the other two groups. These results suggest that the song system nucleus HVC may contain a neural representation of a memory of the bird's own song. Such a representation may be formed during juvenile song learning and guide the bird's vocal output.     

Vocal imitation in blindfolded zebra finches (<Emphasis Type="Italic">Taeniopygia guttata</Emphasis>) is facilitated in the presence of a non-singing conspecific female

Song acquisition in young male zebra finches, Taeniopygia guttata, is viewed as a learning process by imitation from a visible conspecific male acting as a song tutor. The role played by non-singing conspecific females in this process has been poorly documented. The influence of social contact on the song learning of blindfolded young males was investigated in both female-raised and pair-raised birds. Pupils with both eyes occluded from about 35 to 65 days post-hatch, the sensitive phase for song learning, copied significantly more from an adult male sharing their cage when tutored in the presence of a female sibling than in her absence. Interestingly, the effect was more pronounced in female-raised birds compared to pair-raised birds. I conclude that physical contact in the absence of visual cues is sufficient for song imitation to occur. The results demonstrate an instance of social stimulation by non-singing females in the song acquisition of male songbirds.     

Memory in the making: localized brain activation related to song learning in young songbirds

Songbird males learn to sing their songs from an adult ‘tutor’ early in life, much like human infants learn to speak. Similar to humans, in the songbird brain there are separate neural substrates for vocal production and for auditory memory. In adult songbirds, the caudal pallium, the avian equivalent of the auditory association cortex, has been proposed to contain the neural substrate of tutor song memory, while the song system is involved in song production as well as sensorimotor learning. If this hypothesis is correct, there should be neuronal activation in the caudal pallium, and not in the song system, while the young bird is hearing the tutor song. We found increased song-induced molecular neuronal activation, measured as the expression of an immediate early gene, in the caudal pallium of juvenile zebra finch males that were in the process of learning to sing their songs. No such activation was found in the song system. Molecular neuronal activation was significantly greater in response to tutor song than to novel song or silence in the medial part of the caudomedial nidopallium (NCM). In the caudomedial mesopallium, there was significantly greater molecular neuronal activation in response to tutor song than to silence. In addition, in the NCM there was a significant positive correlation between spontaneous molecular neuronal activation and the strength of song learning during sleep. These results suggest that the caudal pallium contains the neural substrate for tutor song memory, which is activated during sleep when the young bird is in the process of learning its song. The findings provide insight into the formation of auditory memories that guide vocal production learning, a process fundamental for human speech acquisition.     

Former Experience Can Modify Social Selectivity during Song Learning in the Nightingale (Luscinia megarhynchos)

Changes in preference for a specific song-learning context, characterized by close proximity of a tutor, were investigated in the nightingale, Luscinia megarhynchos. Two groups of males were tutored with conspecific song for two periods, days 42 to 56, and days 57 to 71. Song types were either presented from tape alone (group A) or were played in the presence of a familiar tutor, i.e. the person who hand-raised the birds (group B). Acquisition success did not differ between the groups for period 2. However, while males of group B acquired songs during both tutoring periods, males of group A learned only during period 2. This indicates that in nightingales the preference for a specific song-learning context decreases during development. A comparison with an earlier study suggests that this shift is not age dependent but primarily due to auditory experience with the song patterns to be learned. Such a mechanism has also been described for the termination of sensitive phases for song learning. Because song acquisition in adult nightingales does not depend any more on close spatial proximity of a familiar tutor, a male in his first spring and later on can learn from a number of singing territorial neighbours, and by this means acquire the large song-type repertoire typical for the species.     

Song Learning in Zebra Finches Exposed to a Series of Tutors during the Sensitive Phase

Young male zebra finches exposed to a series of adult males during their sensitive phase for song learning tended to learn from several of them, in contrast to those exposed to two or more tutors simultaneously. There is a tendency to learn more from later tutors, either because the memory of their elements over-writes that of earlier ones or because sensitivity is greater at this stage. No clear relation could be found between features of the song or behaviour of tutors and whether or not they were copied. In common with earlier studies, tutor song output, beyond a certain minimum was found to be unimportant.     

Song learning and mate choice in estrildid finches raised by two species

Male zebra finches, Taeniopygia guttata, and Bengalese finches, Lonchura striata, were raised normally or cross-fostered to the other species until 35 days of age and then housed until 70 days old with two song tutors, one from each species. Males raised normally based their song on that of the conspecific tutor whereas cross-fostered males also learned from the other tutor, reflecting both own-species bias and a tendency to learn from the tutor whose song was similar to the father's. Males raised by one bird from each species learned from the father as well as the tutor(s) but were more likely to learn from the tutor whose song was similar to the father's if the father was a conspecific. Comparing these song learning results with those from male choice tests suggests there is no direct link between song learning and sexual imprinting.     

Comparisons of different methods to train a young zebra finch (Taeniopygia guttata) to learn a song

Like humans, oscine songbirds exhibit vocal learning. They learn their song by imitating conspecifics, mainly adults. Among them, the zebra finch (Taeniopygia guttata) has been widely used as a model species to study the behavioral, cellular and molecular substrates of vocal learning. Various methods using taped song playback have been used in the laboratory to train young male finches to learn a song. Since different protocols have been applied by different research groups, the efficiency of the studies cannot be directly compared. The purpose of our study was to address this problem. Young finches were raised by their mother alone from day post hatching (dph) 10 and singly isolated from dph 35. One week later, exposure to a song model began, either using a live tutor or taped playback (passive or self-elicited). At dph 100, the birds were transferred to a common aviary. We observed that one-to-one live tutoring is the best method to get a fairly complete imitation. Using self-elicited playback we observed high inter-individual variability; while some finches learned well (including good copying of the song model), others exhibited poor copying. Passive playback resulted in poor imitation of the model. We also observed that finches exhibited vocal changes after dph 100 and that the range of these changes was negatively related to their imitation of the song model. Taken together, these results suggest that social aspects are predominant in the success outcome of song learning in the zebra finch.     

Lesions of a telencephalic nucleus in male zebra finches: Influences on vocal behavior in juveniles and adults

Male zebra finches learn to sing during a restricted phase of juvenile development. Song learning is characterized by the progressive modification of unstable song vocalizations by juvenile birds during development, a process that leads to the production of stereotyped vocal patterns as birds reach adulthood. The medial magnocellular nucleus of the anterior neostriatum (mMAN) is a small cortical region that has been implicated in song behavior based on its neuronal projection to the High Vocal Center (HVC), a nucleus that is critical for adult vocal production and presumably also plays a role in song learning. To assess the function of mMAN in song, ibotenic acid lesions of this brain region were made in juvenile male zebra finches during the period of vocal learning (40-50 days of age) and in adult males that were producing stable song (>90 days of age). Birds lesioned as juveniles produced highly abnormal, poor quality song as adults. Although the overall song quality of birds lesioned as adults was not highly disrupted or abnormal, the postoperative song behavior of these birds was discernibly different due to slight increases in variability of vocal production, particularly at the onset of singing. These results demonstrate that mMAN plays some important role in vocal production during the sensitive period for song learning, and is also important for consistent initiation and stereotyped production of adult song behavior.     

Song- and order-selective neurons develop in the songbird anterior forebrain during vocal learning

The anterior forebrain (AF) pathway of songbirds has an essential but poorly understood function during song learning, a process requiring auditory experience. Consistent with a role in processing auditory information, two nuclei of the AF, the lateral magnocellular nucleus of the anterior neostriatum (lMAN) and Area X (X), contain some of the most complex auditory neurons known. In adult zebra finches, these neurons are strongly selective for both spectral and temporal properties of song: They respond more robustly to the bird's own song (BOS) than to songs of conspecific individuals, and they respond less well to BOS if it is played in reverse. lMAN and X neurons of young finches early in the process of song learning (30–45 days of age) are also song responsive, but lack the song and order selectivity present in adult birds. By an intermediate stage of learning (60 days), when birds have experience of both tutor song and their own developing (plastic) song, AF neurons have significant song and order selectivity for both tutor song and BOS (in this case, plastic song). The degree of BOS selectivity is still less than that found in adults, however. In addition, neurons at 60 days are heterogenous in their preference for BOS versus tutor song: Most prefer BOS, some prefer tutor song, and others respond equally to both songs. The selectivity of adult AF auditory neurons therefore arises rapidly during development from neurons that are initially unselective. These neurons are one of the clearest examples of experience-dependent acquisition of complex stimulus selectivity. Moreover, the neural selectivity for both BOS and tutor song at 60 days raises the possibility that experience of both songs during learning contributes to the properties of individual AF neurons. © 1997 John Wiley & Sons, Inc. J Neurobiol 33: 694–709, 1997