The development of stimulus‐specific auditory responses requires song exposure in male but not female zebra finches

Juvenile male zebra finches develop their song by imitation. Females do not sing but are attracted to males' songs. With functional magnetic resonance imaging and event‐related potentials we tested how early auditory experience shapes responses in the auditory forebrain of the adult bird. Adult male birds kept in isolation over the sensitive period for song learning showed no consistency in auditory responses to conspecific songs, calls, and syllables. Thirty seconds of song playback each day over development, which is sufficient to induce song imitation, was also sufficient to shape stimulus‐specific responses. Strikingly, adult females kept in isolation over development showed responses similar to those of males that were exposed to songs. We suggest that early auditory experience with songs may be required to tune perception toward conspecific songs in males, whereas in females song selectivity develops even without prior exposure to song. © 2009 Wiley Periodicals, Inc. Develop Neurobiol 2010     

Imitation and Invention in Song Learning in Nightingales (Luscinia megarhynchos B., Turdidae)

Song learning in oscine birds is often defined solely as a process of song imitation; nonetheless, not all songs produced by laboratory‐tutored birds are imitations of the model songs. If song learning were strictly a process of imitation, these non‐imitated songs (inventions) would be expected to contain no learned attributes. To determine whether species‐typical song attributes can be learned in the absence of imitation, we compared the imitations and inventions of laboratory‐tutored nightingales (Luscinia megarhynchos B.) with the songs of wild nightingales and the songs of laboratory‐reared, untutored nightingales. The species‐typical song attribute measured was stereotypy. We quantified stereotypy by four variables: (1) percentage of notes shared between two renditions of the same song type (2) difference in repetition rates of the same trill in two renditions of the same song type (3) acoustic similarity of the same note in two renditions of the same song type, and (4) acoustic similarity of the same note repeated within a trill. Wild songs and imitated songs were significantly more stereotypical than the songs of untutored birds for all measures. For the percentage of notes shared (1), and the acoustic similarity of notes in two renditions of the same song type (3), invented songs did not differ from the songs of untutored birds, suggesting that imitation is necessary for the acquisition of these song characteristics. However, invented songs were significantly more stereotypical than the songs of untutored birds for measures of stereotypy related to trills (2 and 4), and neither imitated nor invented songs differed significantly from the songs of wild birds in terms of trill rate stereotypy (2). Thus, it appears that the process of learning to produce trills may differ from the process of learning non‐repetitive song components: increased stereotypy in trills occurs even when the trills themselves are not copied from song models. Strict imitation does not fully account for the acquisition of some learned song attributes.     

Song development in the white-crowned sparrow: social factors and sex differences

Results of earlier studies indicated that hand-raised white-crowned sparrows exposed to taperecorded songs learned conspecific song between ages 10–50 days, but not before or after that age. These studies also indicated that allospecific songs were not learned. We describe song development in 41 male and 22 female hand-raised white-crowned sparrows. Thirty males and 15 females were exposed to a live adult singing male. It was found that most male students learned the song of their live tutor even though tutoring was begun at 50 days of age, an age by which young would have dispersed from the natal to the breeding area. Male students learned allospecific song as easily as they did conspecific song, even though conspecific song was present in the laboratory. Only three females copied any part of the song of either conspecific or allospecific live tutors. Six 50-day-old males and seven females were exposed to taperecorded song and none learned the tutor song. These results indicate that there are sex differences in song learning, and that, if live tutors are used, the sensitive phase for male song learning extends beyond 50 days of age. We conclude that social interaction can override any auditory gating mechanism that prevents inappropriate stimuli from influencing song learning centres.     

Social Guidance of Vocal Learning by Female Cowbirds: Validating its Functional Significance

Juvenile male M. a. ater cowbirds, who have never heard other male cowbirds sing, develop distinctively different repertoires when housed with M. a. ater females from their own area versus M. a. obscurus females from a distant population. Because female cowbirds do not sing, the differences in the males' songs do not arise through vocal imitation. Here we provide data demonstrating that the songs of female-housed males are functionally, as well as acoustically, distinctive. The songs of 8 groups of males were tested where the groups differed by age of singer, acoustic experience, and identity of social companion. The playback results demonstrate that non-singing female cowbirds not only stimulate the male to modify song content, but song potency. As such, they demonstrate the critical role female cowbirds may assume in the proximate and ultimate regulation of vocal development.     

Sound-pressure Levels and Song Preferences in Female Red-winged Blackbirds (Agelaius phoeniceus) (Aves,Emberizidae)

Female red-winged blackbirds (Agelaius phoeniceus) were tested for response to songs of male red-winged blackbirds differing in sound-pressure level (SPL) of playback. Subjects gave significantly more copulation-solicitation displays in response to playback of songs at 85 dB SPL than to playback of the same songs at 72 dB SPL. The strength of the preference, as judged by the ratio of response to high and low SPL playback (1.15:1), was lower than that of preferences for high SPL shown by insects and anurans. Female red-winged blackbirds responded preferentially to a conspecific song relative to a heterospecific imitation, even when the imitation was presented at an SPL 13 dB higher than that of the conspecific song. By contrast, female redwings did not maintain a preference for multiple conspecific song types over single types when the single song types were presented at the higher SPL. These results are compatible with Klump & Gerhardt's (1987) suggestion that the intensity independence of female preferences varies with the relative benefit females obtain from each preference.     

On the learning of degraded and undegraded songs in the Carolina wren

Adult male Carolina wrens (Thyrothorus ludovicianus) are known to use degradation in the songs they hear to estimate their distance from a singing conspecific. They also sing songs that are structured to prevent degradation owing to acoustic features particular to specific habitats. Here we ask if acoustically isolated, naive young wrens use sound degradation as a cue in choosing songs to learn. All four isolated birds learned significantly more undegraded than degraded songs, showing that song degradation is perceived and used by naive birds. We suggest that the attention given to song degradation by young birds learning songs produces a proximate mechanism to explain the common occurrence of song sharing by territorial neighbours and supports the ranging hypothesis (Morton 1982). Sufficient evidence now exists to suggest that sound degradation, and the ability of birds to use it, should be taken into account in studies using responses to playback of bird song.     

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.     

Cues for Early Discrimination of Conspecific Song in the White-Crowned Sparrow (Zonotrichia leucophrys)

In song learning, white-crowned sparrows ( Zonotrichia leucophrys ) begin memorizing conspecific song models at around 20 d of age. Even prior to song memorization, however, between 10 and 20 d of age, these birds respond differently to playbacks of conspecific and heterospecific songs. To investigate the acoustic cues underlying this early song discrimination, we measured the vocal responses of newly fledged young to playbacks of modified conspecific and heterospecific songs. Fledgling white-crowned sparrows responded more strongly to songs containing conspecific notes than to songs containing notes from other species. In contrast, the presence or placement of an introductory whistle, present in all white-crowned sparrow songs, did not affect response levels. A whistle has previously been shown to serve as an acoustic cue for song memorization and production in this species. Such different responses to the species-typical introductory whistle at different stages suggests that developmental changes occur in the template system underlying song learning, the factors governing song recognition, or both.     

Socially flexible female choice and premating isolation in field crickets (Teleogryllus spp.)

Social influences on mate choice are predicted to influence evolutionary divergence of closely related taxa, because of the key role mate choice plays in reproductive isolation. However, it is unclear whether females choosing between heterospecific and conspecific male signals use previously experienced social information in the same manner or to the same extent that they do when discriminating among conspecific mates only. We tested this using two field cricket sister species (Teleogryllus oceanicus and Teleogryllus commodus), in which considerable information is known about the role of male calling song in premating isolation, in addition to the influence of acoustic experience on the development of reproductive traits. We manipulated the acoustic experience of replicate populations of both species and found, unexpectedly, that experience of male calling song during rearing did not change how accurate females were in choosing a conspecific over a heterospecific male song during playback trials. However, females with acoustic experience were considerably less responsive to male song compared with naïve females. Our results suggest that variation in the acoustic environment affects mate choice in both species, but that it may have a limited impact on premating isolation. The fact that social flexibility during interspecific mate discrimination does not appear to operate identically to that which occurs during conspecific mate discrimination highlights the importance of considering the context in which animals exercise socially flexible mating behaviours. We suggest an explanation for why social flexibility might be context dependent and discuss the consequences of such flexibility for the evolution of reproductive isolation.     

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.     

Song tutoring triggers CaMKII phosphorylation within a specialized portion of the avian basal ganglia

In several songbird species, a specialized anterior forebrain pathway (AFP) that includes part of the avian basal ganglia has been implicated specifically in song learning. To further elucidate cellular mechanisms and circuitry involved in vocal learning, we used quantitative immunoblot analysis to determine if early song tutoring promotes within the AFP phosphorylation of calcium/calmodulin-dependent kinase II (CaMKII), a multifunctional kinase whose phosphorylation at threonine 286 is critical for many forms of neural plasticity and behavioral learning. We report that in young male zebra finches likely to have begun the process of song acquisition, brief tutoring by a familiar conspecific adult promotes a dramatic increase in levels of phosphorylated CaMKII (pCaMKII) in Area X, the striatal/pallidal component of the AFP. In contrast, pCaMKII levels in this region were not elevated if 1) the tutor did not sing, 2) the tutor sang but was visually isolated from the pupil, or 3) the tutor was an unfamiliar adult. In young males that had not previously heard any conspecific song, first exposure to a song tutor produced a more modest, but significant rise in pCaMKII levels. Young females (who do not develop song behavior) did not exhibit any effect of tutoring on pCaMKII levels in that portion of the basal ganglia that corresponds to Area X in males. These data are consistent with the hypothesis that Area X participates in encoding and/or attaching reward value to a representation of tutor song that is accessed later to guide motor learning.     

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.     

Stimulatory effects on the reproductive axis in female songbirds by conspecific and heterospecific male song

Courtship vocalizations of male songbirds can profoundly enhance the reproductive physiology and behavior of conspecific females. However, no study has fully investigated the selectivity of conspecific song effects on reproductive development in birds. We studied the effects of conspecific and heterospecific song on reproductive development in domesticated (canaries) and wild songbirds (song sparrows). As expected, conspecific song enhanced follicular development. Unexpectedly, however, birds exposed to heterospecific song also underwent enhanced follicular development (compared to birds exposed to no song); conspecific and heterospecific songs were equally effective in enhancing ovarian development. In canaries exposed to 18L:6D, conspecific song induced oviposition earlier and at a greater frequency than in heterospecific and no song groups, with the fewest eggs being laid in the no song group. These results indicate that conspecific and heterospecific male song can enhance reproductive activity in female songbirds. Whether or not activation of the reproductive axis in female songbirds by heterospecific song occurs in the wild remains unclear. It is also unclear as to whether the ability of the reproductive axis to respond to heterospecific song performs a specific function, or whether it is simply a consequence of greater selection pressure acting upon behavioral responses to song.     

Effects of Male Vocal Learning on Female Behavior in the Budgerigar, Melopsittacus undulatus

Parrots are unusual among birds and animals in general in the extent of their ability to learn new vocalizations throughout life and irrespective of season. The budgerigar (Melopsittacus undulatus), a small parrot that is well suited for laboratory studies, has been the subject of numerous studies investigating the neurobiology of vocal learning. To date, few studies have focused on the function of vocal imitation by parrots. Previous work from our research group has shown that vocal imitation in budgerigars is sex‐biased, as males paired with females learn vocalizations from their new mates, but not vice versa. This bias led us to hypothesize that vocal learning has a reproductive function. To test this hypothesis, we conducted two experiments. In the first experiment, we tutored males so that they could produce a call similar to one shared by a group of experimental females. The experimental females were then presented with one of the tutored males and another, equally unfamiliar, male that had not been tutored. We found that the females spent a greater proportion of time in proximity of, and made more affiliative displays toward, the tutored males. In the second experiment, seven males received small bilateral brain lesions that disrupt vocal learning. These males and an equal number of control males were then released into an aviary containing females and reproductive resources. We found that lesioned and control males were equally successful in obtaining social mates, but females mated to lesioned males were more likely to engage in extra‐pair activities. These experiments indicate that a male's ability to imitate a female's call can influence the sexual behavior of the female even though lack of imitation ability does not appear to influence social pairing. We hypothesize that mate choice in budgerigars has multiple stages. Upon meeting a strange male, a female quickly assesses its ability for social acquisition of calls by the presence or absence of a call type similar to its own in its repertoire. As courtship proceeds into pair formation, the female assesses the ability of male to learn more directly by the extent of the male's perfection of imitation.     

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.     

Female dark‐eyed juncos Junco hyemalis thurberi produce male‐like song in a territorial context during the early breeding season

Reports of female song, once considered a rarity, have recently increased across a variety of avian taxa. Females of many species can be induced to produce male‐like song with exogenous testosterone, but observations of female song in free‐living birds remain limited by incomplete sampling of females. Here, we report three independent observations of female dark‐eyed juncos Junco hyemalis producing male‐like song early in the breeding season (i.e. post‐territory establishment, pre‐nesting) in a recently established non‐migratory, urban population. To elicit song, we presented 17 free‐living junco pairs with a live, caged female conspecific. Three unique females responded to our trials by diving at the intruding female, chasing their (male) mate, fanning their tail feathers, and singing a trilled song similar in structure to male long‐range (broadcast) song. We compared male and female songs quantitatively and found that the two sexes were statistically similar in many spectral and temporal characteristics, but female songs had significantly lower minimum and peak frequencies than males. This result is particularly surprising, as males in this urban population are known to sing at a significantly higher minimum frequency than males in a nearby montane population. Both the seasonal and social context in which these songs were observed suggest a potential function for female song in mate guarding and polygyny prevention, but more data are needed to test this hypothesis. Whether female song is common in all dark‐eyed juncos during the early breeding season or if it is restricted to this particular urban and non‐migratory population remains an important question for future research.     

A species-specific acoustic cue for selective song learning in the white-crowned sparrow

Song learning in birds is paradoxical. Without tutoring, songbirds do not develop normal songs. Yet despite this inability, birds possess extensive foreknowledge, in a mechanistic sense, about the normal song of their species. When given a choice of tape recordings, young, n?ive songbirds select sounds of their own species for imitation. We tape-tutored white-crowned sparrows, Zonotrichia leucophrys oriantha, with a set of manipulated songs to investigate whether the introductory whistle universally present in white-crowned sparrow song guides selective song learning in this species. Our results confirm that this whistle serves as a cue for song learning, enabling acquisition of normally rejected sounds of other species, including hermit thrush, Catharus guttatus, notes, which have a sound quality distinct from that of natural white-crowned sparrow phrases. Our results support the conclusion that sensory mechanisms rather than motor constraints are primarily responsible for the selectivity seen in song learning. Copyright 2000 The Association for the Study of Animal Behaviour.     

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     

Ontogeny of Song Recognition in Birds

SYNOPSIS. This paper reviews song recognition in two congenericspecies of sparrow the swamp sparrow (Melospiza georgiana) andsong sparrow (Melospiza melodia). Data from psychophysical studiesof hearing, tutoring experiments with young birds, and fieldplayback studies with adult birds are considered together inorder to gain insight into the mechanisms of species recognitionthrough song development. In aggregate, the evidence suggestsa multi-stage process of song development consisting of an earlyperceptual preference for learning conspecific song, a sensorimotorphase of song development during which vocal output matchesan auditory memory as if through trial and error, and a finalphase of full song which functions in territorial defense andmate attraction.     

Call Convergence within Groups of Female Budgerigars (Melopsittacus undulatus)

The budgerigar (Melopsittacus undulatus) is a promising model species for the study of adult vocal learning. To date, several studies have confirmed the existence of vocal plasticity and, more importantly, rapid imitation of contact calls by adult male budgerigars. Vocal learning has not been investigated in female budgerigars, however. Since one likely function of the contact call is to denote group affiliation, we tested the hypothesis that female budgerigars, when placed into groups, would develop a shared contact call. We recorded the contact call repertoires of eight adult female budgerigars that were unfamiliar with one another, then placed them into two groups. Each group was deprived of visual contact with other birds. Recording sessions continued for the subsequent 8 wks, and behavioral observations were also conducted during this time. Within 4–7 wks, females in both groups converged on a common call type. This rate of convergence is slower than that observed in prior experiments limited to male birds, and much slower than vocal imitation by male budgerigars paired with females. Therefore, while our study documents vocal plasticity in adult female budgerigars, it also suggests that female budgerigars learn new vocalizations more slowly than males do.