Learning In Songbirds Research Articles

Song and genetic divergence within a subspecies of white-crowned sparrow (Zonotrichia leucophrys nuttalli).

Animal culture evolves alongside genomes, and the two modes of inheritance-culture and genes-interact in myriad ways. For example, stable geographic variation in culture can act as a reproductive barrier, thereby facilitating genetic divergence between "cultural populations." White-crowned sparrows (Zonotrichia leucophrys) are a well-established model species for bird song learning and cultural evolution, as they have distinct, geographically discrete, and culturally transmitted song types (i.e., song dialects). In this study, we tested the hypothesis that divergence between culturally transmitted songs drives genetic divergence within Nuttall's white-crowned sparrows (Z. l. nuttalli). In accordance with sexual selection theory, we hypothesized that cultural divergence between mating signals both preceded and generated genetic divergence. We characterized the population structure and song variation in the subspecies and found two genetically differentiated populations whose boundary coincides with a major song boundary at Monterey Bay, California. We then conducted a song playback experiment that demonstrated males discriminate between songs based on their degree of divergence from their local dialect. These results support the idea that discrimination against non-local songs is driving genetic divergence between the northern and southern populations. Altogether, this study provides evidence that culturally transmitted bird songs can act as the foundation for speciation by sexual selection.

Learning the sound inventory of a complex vocal skill via an intrinsic reward.

Reinforcement learning (RL) is thought to underlie the acquisition of vocal skills like birdsong and speech, where sounding like one's "tutor" is rewarding. However, what RL strategy generates the rich sound inventories for song or speech? We find that the standard actor-critic model of birdsong learning fails to explain juvenile zebra finches' efficient learning of multiple syllables. However, when we replace a single actor with multiple independent actors that jointly maximize a common intrinsic reward, then birds' empirical learning trajectories are accurately reproduced. The influence of each actor (syllable) on the magnitude of global reward is competitively determined by its acoustic similarity to target syllables. This leads to each actor matching the target it is closest to and, occasionally, to the competitive exclusion of an actor from the learning process (i.e., the learned song). We propose that a competitive-cooperative multi-actor RL (MARL) algorithm is key for the efficient learning of the action inventory of a complex skill.

The hidden fitness of the male zebra finch courtship song.

Vocal learning in songbirds is thought to have evolved through sexual selection, with female preference driving males to develop large and varied song repertoires1-3. However, many songbird species learn only a single song in their lifetime4. How sexual selection drives the evolution of single-song repertoires is not known. Here, by applying dimensionality-reduction techniques to the singing behaviour of zebra finches (Taeniopygia guttata), we show that syllable spread in low-dimensional feature space explains how single songs function as honest indicators of fitness. We find that this Gestalt measure of behaviour captures the spectrotemporal distinctiveness of song syllables in zebra finches; that females strongly prefer songs that occupy more latent space; and that matching path lengths in low-dimensional space is difficult for young males. Our findings clarify how simple vocal repertoires may have evolved in songbirds and indicate divergent strategies for how sexual selection can shape vocal learning.

Effects of positive frequency-dependent learning, learning mistakes, and immigration on complex cultures–Validation on the song of collared flycatcher (Ficedula albicollis) by individual-based modeling

Cultural diversity and stability of a population affect the adaptiveness and survival of individuals. Besides field studies, cultural diversity and stability have been investigated with the help of different modeling approaches in relatively simple cultures. These theoretical studies helped identify mechanisms that generate cultural diversity through increasing the proportion of new elements in the population, for example by immigration or erroneous learning. Copy-the-majority learning strategies, forms of positive frequency-dependent learning, have a rather opposite effect: while they help in maintaining cultural stability by favoring the spread of common elements, they also decrease cultural diversity. We investigated whether these basic, conflicting mechanisms are sufficient together to create a complex, polymorphic cultural system and to maintain its diversity and stability. For that we developed an individual-based model simulating song learning in birds in which the extent of immigration, the frequency of learning mistakes and the strength of positive frequency-dependent learning were included as modifiable parameters. From the model, we obtained information on the composition and temporal changes in the individual and population repertoires. A comparison with long-term field data on a European passerine bird species with moderate song complexity, the collared flycatcher (Ficedula albicollis), was also performed. Our results confirmed that certain combinations of the three investigated mechanisms were indeed able to create patterns that showed certain aspects of polymorphic cultures. Yet, several discrepancies occurred when comparing the simulation results with the field data that emphasize the implementation of other mechanisms, especially those that have a stabilizing effect. Long-term metastable states, found in the population-level cultural diversity, raise awareness to animal cultures’ possible sensitivity to external factors.

Self-organization of songbird neural sequences during social isolation.

Behaviors emerge via a combination of experience and innate predispositions. As the brain matures, it undergoes major changes in cellular, network, and functional properties that can be due to sensory experience as well as developmental processes. In normal birdsong learning, neural sequences emerge to control song syllables learned from a tutor. Here, we disambiguate the role of tutor experience and development in neural sequence formation by delaying exposure to a tutor. Using functional calcium imaging, we observe neural sequences in the absence of tutoring, demonstrating that tutor experience is not necessary for the formation of sequences. However, after exposure to a tutor, pre-existing sequences can become tightly associated with new song syllables. Since we delayed tutoring, only half our birds learned new syllables following tutor exposure. The birds that failed to learn were the birds in which pre-tutoring neural sequences were most 'crystallized,' that is, already tightly associated with their (untutored) song.

Generative models of birdsong learning link circadian fluctuations in song variability to changes in performance.

Learning skilled behaviors requires intensive practice over days, months, or years. Behavioral hallmarks of practice include exploratory variation and long-term improvements, both of which can be impacted by circadian processes. During weeks of vocal practice, the juvenile male zebra finch transforms highly variable and simple song into a stable and precise copy of an adult tutor's complex song. Song variability and performance in juvenile finches also exhibit circadian structure that could influence this long-term learning process. In fact, one influential study reported juvenile song regresses towards immature performance overnight, while another suggested a more complex pattern of overnight change. However, neither of these studies thoroughly examined how circadian patterns of variability may structure the production of more or less mature songs. Here we relate the circadian dynamics of song maturation to circadian patterns of song variation, leveraging a combination of data-driven approaches. In particular we analyze juvenile singing in learned feature space that supports both data-driven measures of song maturity and generative developmental models of song production. These models reveal that circadian fluctuations in variability lead to especially regressive morning variants even without overall overnight regression, and highlight the utility of data-driven generative models for untangling these contributions.

Tracing development of song memory with fMRI in zebra finches after a second tutoring experience

Sensory experiences in early development shape higher cognitive functions such as language acquisition in humans and song learning in birds. Zebra finches (Taeniopygia guttata) sequentially exposed to two different song ‘tutors’ during the sensitive period in development are able to learn from their second tutor and eventually imitate aspects of his song, but the neural substrate involved in learning a second song is unknown. We used fMRI to examine neural activity associated with learning two songs sequentially. We found that acquisition of a second song changes lateralization of the auditory midbrain. Interestingly, activity in the caudolateral Nidopallium (NCL), a region adjacent to the secondary auditory cortex, was related to the fidelity of second-song imitation. These findings demonstrate that experience with a second tutor can permanently alter neural activity in brain regions involved in auditory perception and song learning.

Does learning matter? Birdsong-learning program determines coping strategies for living in urban noisy environments

Urban noise limits perception by masking acoustic signals, with negative consequences for communication. Although animals relying on acoustic communication are affected, they have developed different strategies to reduce the masking effect of urban noise. Theoretically, birdsong vocal learning confers behavioral plasticity, which may be important for adapting to life in urban environments. To understand the role of vocal learning for adjusting to noisy places, we performed a field study combined with a phylogenetic comparative analysis, comparing passerine species that typically exhibit song learning (oscines) and those that do not (suboscines). Under the premise that vocal learning confers behavioral plasticity, we hypothesized that (1) while oscine species would vary song traits (acoustic parameters), under noisy conditions, suboscines would remain consistent; (2) suboscines may vary birdsong activity in relation to noise; and (3) song learning functions as an exaptation for inhabiting noisy urban environments. We found that oscines only shifted the minimum frequency of their song and did not vary song activity in noisy areas. In contrast, suboscines shifted their complete song upwards and decreased song activity in cities. Our phylogenetic analysis indicated that foraging stratum and song frequency, not learning, best explain adaptation to cities in an evolutionary context. If city noise functions as an ecological filter, frequency traits may serve as an exaptation for colonizing noisy environments. We provided clear evidence that passerine species, depending on their song-learning ability, use different strategies to cope with noise, suggesting that vocal learning determines how birds cope with the masking effect of urban noise.Significance statementSince birdsong learning may confer behavioral flexibility, we studied its role for adapting to urban noisy environments. We studied passerines that vary in vocal learning ability combining field data with a phylogenetic comparative analysis. Our methodology may provide information on both the response and the evolutionary advantages of vocal learning for living in noisy urban environments. Although both learner and non-learner birds varied their responses, they displayed different strategies for coping with urban noise. Moreover, differences in vocal learning might not limit colonization of noisy environments, and ecological and acoustic traits may explain adaptation to urbanization. Frequency parameters are conserved evolutionary traits among birds living in cities and may function as a preadaptation that facilitates the colonization of urban environments. Our study suggests that the birdsong-learning program does not help birds colonize cities but determines how they cope with the masking effect of urban noise.

A brain circuit regulates vocal learning in songbirds

A brain circuit regulates vocal learning in songbirds

Forebrain nuclei linked to woodpecker territorial drum displays mirror those that enable vocal learning in songbirds.

Vocal learning is thought to have evolved in 3 orders of birds (songbirds, parrots, and hummingbirds), with each showing similar brain regions that have comparable gene expression specializations relative to the surrounding forebrain motor circuitry. Here, we searched for signatures of these same gene expression specializations in previously uncharacterized brains of 7 assumed vocal non-learning bird lineages across the early branches of the avian family tree. Our findings using a conserved marker for the song system found little evidence of specializations in these taxa, except for woodpeckers. Instead, woodpeckers possessed forebrain regions that were anatomically similar to the pallial song nuclei of vocal learning birds. Field studies of free-living downy woodpeckers revealed that these brain nuclei showed increased expression of immediate early genes (IEGs) when males produce their iconic drum displays, the elaborate bill-hammering behavior that individuals use to compete for territories, much like birdsong. However, these specialized areas did not show increased IEG expression with vocalization or flight. We further confirmed that other woodpecker species contain these brain nuclei, suggesting that these brain regions are a common feature of the woodpecker brain. We therefore hypothesize that ancient forebrain nuclei for refined motor control may have given rise to not only the song control systems of vocal learning birds, but also the drumming system of woodpeckers.

Shared mechanisms of auditory and non-auditory vocal learning in the songbird brain.

Songbirds and humans share the ability to adaptively modify their vocalizations based on sensory feedback. Prior studies have focused primarily on the role that auditory feedback plays in shaping vocal output throughout life. In contrast, it is unclear how non-auditory information drives vocal plasticity. Here, we first used a reinforcement learning paradigm to establish that somatosensory feedback (cutaneous electrical stimulation) can drive vocal learning in adult songbirds. We then assessed the role of a songbird basal ganglia thalamocortical pathway critical to auditory vocal learning in this novel form of vocal plasticity. We found that both this circuit and its dopaminergic inputs are necessary for non-auditory vocal learning, demonstrating that this pathway is critical for guiding adaptive vocal changes based on both auditory and somatosensory signals. The ability of this circuit to use both auditory and somatosensory information to guide vocal learning may reflect a general principle for the neural systems that support vocal plasticity across species.

Responses to Song Playback Differ in Sleeping versus Anesthetized Songbirds.

Vocal learning in songbirds is mediated by a highly localized system of interconnected forebrain regions, including recurrent loops that traverse the cortex, basal ganglia, and thalamus. This brain-behavior system provides a powerful model for elucidating mechanisms of vocal learning, with implications for learning speech in human infants, as well as for advancing our understanding of skill learning in general. A long history of experiments in this area has tested neural responses to playback of different song stimuli in anesthetized birds at different stages of vocal development. These studies have demonstrated selectivity for different song types that provide neural signatures of learning. In contrast to the ease of obtaining responses to song playback in anesthetized birds, song-evoked responses in awake birds are greatly reduced or absent, indicating that behavioral state is an important determinant of neural responsivity. Song-evoked responses can be elicited during sleep as well as anesthesia, and the selectivity of responses to song playback in adult birds is highly similar between anesthetized and sleeping states, encouraging the idea that anesthesia and sleep are similar. In contrast to that idea, we report evidence that cortical responses to song playback in juvenile zebra finches (Taeniopygia guttata) differ greatly between sleep and urethane anesthesia. This finding indicates that behavioral states differ in sleep versus anesthesia and raises questions about relationships between developmental changes in sleep activity, selectivity for different song types, and the neural substrate for vocal learning.

Nicotinic acetylcholine receptors in a songbird brain.

Nicotinic acetylcholine receptors (nAChRs) are ligand-gated ion channels that mediate fast synaptic transmission and cell signaling, which contribute to learning, memory, and the execution of motor skills. Birdsong is a complex learned motor skill in songbirds. Although the existence of 15 nAChR subunits has been predicted in the avian genome, their expression patterns and potential contributions to song learning and production have not been comprehensively investigated. Here, we cloned all the 15 nAChR subunits (ChrnA1-10, B2-4, D, and G) from the zebra finch brain and investigated the mRNA expression patterns in the neural pathways responsible for the learning and production of birdsong during a critical period of song learning. Although there were no detectable hybridization signals for ChrnA1, A6, A9, and A10, the other 11 nAChR subunits were uniquely expressed in one or more major subdivisions in the song nuclei of the songbird brain. Of these 11 subunits, ChrnA3-5, A7, and B2 were differentially regulated in the song nuclei compared with the surrounding anatomically related regions. ChrnA5 was upregulated during the critical period of song learning in the lateral magnocellular nucleus of the anterior nidopallium. Furthermore, single-cell RNA sequencing revealed ChrnA7 and B2 to be the major subunits expressed in neurons of the vocal motor nuclei HVC and robust nucleus of the arcopallium, indicating the potential existence of ChrnA7-homomeric and ChrnB2-heteromeric nAChRs in limited cell populations. These results suggest that relatively limited types of nAChR subunits provide functional contributions to song learning and production in songbirds.

Developmentally regulated pathways for motor skill learning in songbirds.

Vocal learning in songbirds is mediated by cortico-basal ganglia circuits that govern diverse functions during different stages of development. We investigated developmental changes in axonal projections to and from motor cortical regions that underlie learned vocal behavior in juvenile zebra finches (Taeniopygia guttata). Neurons in LMAN-core project to RA, a motor cortical region that drives vocal output; these RA-projecting neurons send a transient collateral projection to AId, a region adjacent to RA, during early vocal development. Both RA and AId project to a region of dorsal thalamus (DLM), which forms a feedback pathway to cortico-basal ganglia circuitry. These projections provide pathways conveying efference copy and a means by which information about vocal motor output could be reintegrated into cortico-basal ganglia circuitry, potentially aiding in the refinement of juvenile vocalizations during learning. We used tract-tracing techniques to label the projections of LMAN-core to AId and of RA to DLM in juvenile songbirds. The volume and density of terminal label in the LMAN-core→AId projection declined substantially during early stages of sensorimotor learning. In contrast, the RA→DLM projection showed no developmental change. The retraction of LMAN-core→AId axon collaterals indicates a loss of efference copy to AId and suggests that projections that are present only during early stages of sensorimotor learning mediate unique, temporally restricted processes of goal-directed learning. Conversely, the persistence of the RA→DLM projection may serve to convey motor information forward to the thalamus to facilitate song production during both learning and maintenance of vocalizations.

Evolving the capacity for socially guided vocal learning in songbirds: a preliminary study.

Socially guided vocal learning, the ability to use contingent reactions from social partners to guide immature vocalizations to more mature forms, is thought to be a rare ability known to be used only by humans, marmosets and two unrelated songbird species (brown-headed cowbirds and zebra finches). However, this learning strategy has never been investigated in the vast majority of species that are known to modify their vocalizations over development. We propose a novel, preliminary evolutionary modelling approach that uses ecological, reproductive and developmental traits to predict which species may incorporate social influences as part of their vocal learning system. We demonstrate our model using data from 28 passerines. We found three highly predictive traits: temporal overlap between sensory (memorization) and sensorimotor (practice) phases of song learning, song used for mate attraction, and social gregariousness outside the breeding season. Species with these traits were distributed throughout the clade, suggesting that a trait-based approach may yield new insights into the evolution of learning strategies that cannot be gleaned from phylogenetic relatedness alone. Our model suggests several previously uninvestigated and unexpected species as likely socially guided vocal learners and offers new insight into the evolution and development of vocal learning. This article is part of the theme issue 'Vocal learning in animals and humans'.

Vocal learning in songbirds: the role of syllable order in song recognition.

Songbird vocal learning has interesting behavioural and neural parallels with speech acquisition in human infants. Zebra finch males sing one unique song that they imitate from conspecific males, and both sexes learn to recognize their father's song. Although males copy the stereotyped syllable sequence of their father's song, the role of sequential information in recognition remains unclear. Here, we investigated father's song recognition after changing the serial order of syllables (switching the middle syllables, first and last syllables, or playing all syllables in inverse order). Behavioural approach and call responses of adult male and female zebra finches to their father's versus unfamiliar songs in playback tests demonstrated significant recognition of father's song with all syllable-order manipulations. We then measured behavioural responses to normal versus inversed-order father's song. In line with our first results, the subjects did not differentiate between the two. Interestingly, when males' strength of song learning was taken into account, we found a significant correlation between song imitation scores and the approach responses to the father's song. These findings suggest that syllable sequence is not essential for recognition of father's song in zebra finches, but that it does affect responsiveness of males in proportion to the strength of vocal learning.This article is part of the theme issue ‘Vocal learning in animals and humans’.

Neuroanatomy of the grey seal brain: bringing pinnipeds into the neurobiological study of vocal learning.

Comparative animal studies of complex behavioural traits, and their neurobiological underpinnings, can increase our understanding of their evolution, including in humans. Vocal learning, a potential precursor to human speech, is one such trait. Mammalian vocal learning is under-studied: most research has either focused on vocal learning in songbirds or its absence in non-human primates. Here, we focus on a highly promising model species for the neurobiology of vocal learning: grey seals (Halichoerus grypus). We provide a neuroanatomical atlas (based on dissected brain slices and magnetic resonance images), a labelled MRI template, a three-dimensional model with volumetric measurements of brain regions, and histological cortical stainings. Four main features of the grey seal brain stand out: (i) it is relatively big and highly convoluted; (ii) it hosts a relatively large temporal lobe and cerebellum; (iii) the cortex is similar to that of humans in thickness and shows the expected six-layered mammalian structure; (iv) there is expression of FoxP2 present in deeper layers of the cortex; FoxP2 is a gene involved in motor learning, vocal learning, and spoken language. Our results could facilitate future studies targeting the neural and genetic underpinnings of mammalian vocal learning, thus bridging the research gap from songbirds to humans and non-human primates. Our findings are relevant not only to vocal learning research but also to the study of mammalian neurobiology and cognition more in general. This article is part of the theme issue 'Vocal learning in animals and humans'.

Human Genomics and the Biocultural Origin of Music.

Music is an exclusive feature of humankind. It can be considered as a form of universal communication, only partly comparable to the vocalizations of songbirds. Many trends of research in this field try to address music origins, as well as the genetic bases of musicality. On one hand, several hypotheses have been made on the evolution of music and its role, but there is still debate, and comparative studies suggest a gradual evolution of some abilities underlying musicality in primates. On the other hand, genome-wide studies highlight several genes associated with musical aptitude, confirming a genetic basis for different musical skills which humans show. Moreover, some genes associated with musicality are involved also in singing and song learning in songbirds, suggesting a likely evolutionary convergence between humans and songbirds. This comprehensive review aims at presenting the concept of music as a sociocultural manifestation within the current debate about its biocultural origin and evolutionary function, in the context of the most recent discoveries related to the cross-species genetics of musical production and perception.

Vocal learning in Savannah sparrows: acoustic similarity to neighbours shapes song development and territorial aggression

Vocal learning is a biologically rare adaptation that underpins both human language and the songs of songbirds. The adaptive value of vocal learning in birds is still poorly understood, but a growing body of literature suggests that vocal learning allows songbirds to gain a fitness advantage by adopting songs that are structurally similar to the songs of individuals in neighbouring breeding territories. In this study, we investigate patterns of song development, acoustic similarity, and territorial aggression in Savannah sparrows, Passerculus sandwichensis. Four years of field data reveal that Savannah sparrows routinely overproduce songs during development; more than half of young males sang more than one song type early in their first breeding season, before their repertoire underwent attrition to a single song that males maintained throughout the remainder of their lives. We also found that the attrition of song types is a selective process, with males retaining songs that are similar to the songs of their territorial neighbours. Males that sang songs that were more similar to their neighbours may have faced lower levels of territorial aggression, as indicated by lower numbers of aggressive calls. Our results provide support for the hypothesis that vocal learning in songbirds allows animals to produce songs that match territorial neighbours, possibly providing a benefit in terms of decreased aggression during territorial defence.

Capturing the Effects of Domestication on Vocal Learning Complexity.

Domesticated and vocal learning species can serve as informative model organisms for the reduction of reactive aggression and emergence of speech in our lineage. Amidst mounting evidence that domestication modifies vocal repertoires across different species, we focus on the domesticated Bengalese finch, which has a more complex song than the wild-type white-rumped munia. Our explanation for this effect revolves around the glutamate neurotransmitter system. Glutamate signaling (i) is implicated in birdsong learning, (ii) controls dopamine activity in neural circuits crucial for vocal learning, (iii) is disproportionately targeted in the evolution of domesticates, and (iv) regulates stress responses and aggressive behaviors attenuated under domestication. We propose that attenuated excitation of stress-related neural circuits potentiates vocal learning via altered dopaminergic signaling.