Process Of Vocal Learning Research Articles

USING JEROME BRUNER'S COGNITIVE THEORY IN VOCAL TEACHING AT UNIVERSITY

This paper examines the teaching of vocal music according to a number of provisions of Jerome Bruner's cognitive theory. The impact of this theory on the development of students as creative individuals, their understanding of the learning process, and the link between thinking and music learning is explored. By utilising Bruner's cognitive theory, teachers can create an engaging learning environment and encourage students to actively participate in the vocal learning process. This will help students' creativity to develop harmoniously.

Analogies of human speech and bird song: From vocal learning behavior to its neural basis.

Vocal learning is a complex acquired social behavior that has been found only in very few animals. The process of animal vocal learning requires the participation of sensorimotor function. By accepting external auditory input and cooperating with repeated vocal imitation practice, a stable pattern of vocal information output is eventually formed. In parallel evolutionary branches, humans and songbirds share striking similarities in vocal learning behavior. For example, their vocal learning processes involve auditory feedback, complex syntactic structures, and sensitive periods. At the same time, they have evolved the hierarchical structure of special forebrain regions related to vocal motor control and vocal learning, which are organized and closely associated to the auditory cortex. By comparing the location, function, genome, and transcriptome of vocal learning-related brain regions, it was confirmed that songbird singing and human language-related neural control pathways have certain analogy. These common characteristics make songbirds an ideal animal model for studying the neural mechanisms of vocal learning behavior. The neural process of human language learning may be explained through similar neural mechanisms, and it can provide important insights for the treatment of language disorders.

Using mobile applications in the study of vocal skills.

This article reflects the results of a study involving second- and fourth-year students from Harbin University (Harbin, China), the Chinese Academy of Arts (Hangzhou, China), and the Central Academy of Drama (Beijing, China). The work analyzed the impact of specialized mobile applications Vox Tools: Learn to Sing and Swiftscales Vocal Trainer on the vocal learning process, depending on the age and gender of students. The study, which ran from February to June during the academic year 2020-2021, involved 180 students. The study confirms the effectiveness of multimedia, demonstrating the higher scores of the experimental groups on the five assessment criteria, compared with the control groups, which did not use mobile applications. It was also found that age in two groups of students (second and fourth year) had no effect on performance, regardless of whether the mobile app was used for vocal training. A correlation was found between age and overall student performance, with second-year students showing lower grades in all groups compared to their fourth-year counterparts. Research on current mobile vocal training apps can help improve vocal learning.

Vocal Creativity in Elephant Sound Production.

Simple SummaryElephants are known for their complex vocalization system and for being able to imitate sounds. Here, we show that African elephants apply unusual and individualistic sound production mechanisms to generate idiosyncratic sounds. These sounds are produced by manipulating non-phonatory structures, e.g., applying an ingressive airflow at the trunk tip to emit extraordinarily high-frequency sounds or repeatedly contract superficial muscles at the trunk base to generate lower-frequency pulsated sounds. Intriguingly, each individual establishes its own distinctive sound-producing strategy (e.g., contracting different muscle bundles). The production of these sounds on cue is encouraged via positive reinforcement training. This suggests that social feedback and reinforcement can facilitate vocal creativity and learning behavior in elephants. Social interactions and positive feedback are also crucial for early speech learning in human infants. Increasing knowledge on sound production plasticity in elephants—long-living, highly social mammals—is crucial in the effort to better understand their communicative and vocal learning ability and its function in wild elephant populations.How do elephants achieve their enormous vocal flexibility when communicating, imitating or creating idiosyncratic sounds? The mechanisms that underpin this trait combine motoric abilities with vocal learning processes. We demonstrate the unusual production techniques used by five African savanna elephants to create idiosyncratic sounds, which they learn to produce on cue by positive reinforcement training. The elephants generate these sounds by applying nasal tissue vibration via an ingressive airflow at the trunk tip, or by contracting defined superficial muscles at the trunk base. While the production mechanisms of the individuals performing the same sound categories are similar, they do vary in fine-tuning, revealing that each individual has its own specific sound-producing strategy. This plasticity reflects the creative and cognitive abilities associated with ‘vocal’ learning processes. The fact that these sounds were reinforced and cue-stimulated suggests that social feedback and positive reinforcement can facilitate vocal creativity and vocal learning behavior in elephants. Revealing the mechanism and the capacity for vocal learning and sound creativity is fundamental to understanding the eloquence within the elephants’ communication system. This also helps to understand the evolution of human language and of open-ended vocal systems, which build upon similar cognitive processes.

Individual signatures outweigh social group identity in contact calls of a communally nesting parrot

Abstract Despite longstanding interest in the evolutionary origins and maintenance of vocal learning, we know relatively little about how social dynamics influence vocal learning processes in natural populations. The “signaling group membership” hypothesis proposes that socially learned calls evolved and are maintained as signals of group membership. However, in fission–fusion societies, individuals can interact in social groups across various social scales. For learned calls to signal group membership over multiple social scales, they must contain information about group membership over each of these scales, a concept termed “hierarchical mapping.” Monk parakeets (Myiopsitta monachus), small parrots native to South America, exhibit vocal mimicry in captivity and fission–fusion social dynamics in the wild. We examined patterns of contact call acoustic similarity in Uruguay to test the hierarchical mapping assumption of the signaling group membership hypothesis. We also asked whether geographic variation patterns matched regional dialects or geographic clines that have been documented in other vocal learning species. We used visual inspection, spectrographic cross-correlation and random forests, a machine learning approach, to evaluate contact call similarity. We compared acoustic similarity across social scales and geographic distance using Mantel tests and spatial autocorrelation. We found high similarity within individuals, and low, albeit significant, similarity within groups at the pair, flock and site social scales. Patterns of acoustic similarity over geographic distance did not match mosaic or graded patterns expected in dialectal or clinal variation. Our findings suggest that monk parakeet social interactions rely more heavily upon individual recognition than group membership at higher social scales.

Novel methodology to assess vocal learning in nature.

A recent and thorough longitudinal study by Mennill and colleagues (Current Biology, 28(20), 3273-3278, 2018) provides the first direct evidence for vocal learning in wild birds. Reconciling these findings with prior laboratory evidence and indirect evidence for vocal learning in the field provides novel insight into the vocal learning process in songbirds.

Cultural revolutions reduce complexity in the songs of humpback whales.

Much evidence for non-human culture comes from vocally learned displays, such as the vocal dialects and song displays of birds and cetaceans. While many oscine birds use song complexity to assess male fitness, the role of complexity in humpback whale (Megaptera novaeangliae) song is uncertain owing to population-wide conformity to one song pattern. Although songs change gradually each year, the eastern Australian population also completely replaces their song every few years in cultural 'revolutions'. Revolutions involve learning large amounts of novel material introduced from the Western Australian population. We examined two measures of song structure, complexity and entropy, in the eastern Australian population over 13 consecutive years. These measures aimed to identify the role of complexity and information content in the vocal learning processes of humpback whales. Complexity was quantified at two hierarchical levels: the entire sequence of individual sound 'units' and the stereotyped arrangements of units which comprise a 'theme'. Complexity increased as songs evolved over time but decreased when revolutions occurred. No correlation between complexity and entropy estimates suggests that changes to complexity may represent embellishment to the song which could allow males to stand out amidst population-wide conformity. The consistent reduction in complexity during song revolutions suggests a potential limit to the social learning capacity of novel material in humpback whales.

Draft genome assembly of the Bengalese finch, Lonchura striata domestica, a model for motor skill variability and learning.

BackgroundVocal learning in songbirds has emerged as a powerful model for sensorimotor learning. Neurobehavioral studies of Bengalese finch (Lonchura striata domestica) song, naturally more variable and plastic than songs of other finch species, have demonstrated the importance of behavioral variability for initial learning, maintenance, and plasticity of vocalizations. However, the molecular and genetic underpinnings of this variability and the learning it supports are poorly understood.FindingsTo establish a platform for the molecular analysis of behavioral variability and plasticity, we generated an initial draft assembly of the Bengalese finch genome from a single male animal to 151× coverage and an N50 of 3.0 MB. Furthermore, we developed an initial set of gene models using RNA-seq data from 8 samples that comprise liver, muscle, cerebellum, brainstem/midbrain, and forebrain tissue from juvenile and adult Bengalese finches of both sexes.ConclusionsWe provide a draft Bengalese finch genome and gene annotation to facilitate the study of the molecular-genetic influences on behavioral variability and the process of vocal learning. These data will directly support many avenues for the identification of genes involved in learning, including differential expression analysis, comparative genomic analysis (through comparison to existing avian genome assemblies), and derivation of genetic maps for linkage analysis. Bengalese finch gene models and sequences will be essential for subsequent manipulation (molecular or genetic) of genes and gene products, enabling novel mechanistic investigations into the role of variability in learned behavior.

Exploring sex differences in the adult zebra finch brain: In vivo diffusion tensor imaging and ex vivo super-resolution track density imaging

Zebra finches are an excellent model to study the process of vocal learning, a complex socially-learned tool of communication that forms the basis of spoken human language. So far, structural investigation of the zebra finch brain has been performed ex vivo using invasive methods such as histology. These methods are highly specific, however, they strongly interfere with performing whole-brain analyses and exclude longitudinal studies aimed at establishing causal correlations between neuroplastic events and specific behavioral performances. Therefore, the aim of the current study was to implement an in vivo Diffusion Tensor Imaging (DTI) protocol sensitive enough to detect structural sex differences in the adult zebra finch brain. Voxel-wise comparison of male and female DTI parameter maps shows clear differences in several components of the song control system (i.e. Area X surroundings, the high vocal center (HVC) and the lateral magnocellular nucleus of the anterior nidopallium (LMAN)), which corroborate previous findings and are in line with the clear behavioral difference as only males sing. Furthermore, to obtain additional insights into the 3-dimensional organization of the zebra finch brain and clarify findings obtained by the in vivo study, ex vivo DTI data of the male and female brain were acquired as well, using a recently established super-resolution reconstruction (SRR) imaging strategy. Interestingly, the SRR-DTI approach led to a marked reduction in acquisition time without interfering with the (spatial and angular) resolution and SNR which enabled to acquire a data set characterized by a 78μm isotropic resolution including 90 diffusion gradient directions within 44h of scanning time. Based on the reconstructed SRR-DTI maps, whole brain probabilistic Track Density Imaging (TDI) was performed for the purpose of super resolved track density imaging, further pushing the resolution up to 40μm isotropic. The DTI and TDI maps realized atlas-quality anatomical maps that enable a clear delineation of most components of the song control and auditory systems. In conclusion, this study paves the way for longitudinal in vivo and high-resolution ex vivo experiments aimed at disentangling neuroplastic events that characterize the critical period for vocal learning in zebra finch ontogeny.

If horses entrain, don’t entirely reject vocal learning: An experience-based vocal learning hypothesis

Bregman and colleagues describe methods for testing whether horses entrain their actions to an auditory beat. If horses can entrain, does this necessarily imply that there is no causal relationship between vocal learning and entrainment? I propose an alternative way in which vocal learning may relate to entrainment – one that is consistent with entrainment in some vocal non-learning species. Due to engaging in the developmental process of vocal learning, there may be early experiences common to vocal learners, but rare in vocal non-learning species. It is possible that it is these experiences that are critical for entrainment – not vocal learning itself, nor related genes. These experiences may result in critical changes in neural development, leading to the development of cognitive mechanisms necessary for both vocal learning and entrainment. This hypothesis changes the causal story from one of genetic change to one of changes in experience, and from a focus on evolution to a focus on individual ontogeny. Thus, if horses can entrain, we should not immediately reject the idea of a relationship between vocal learning and entrainment: First, we should consider whether some unusual aspect of the horses’ experience effectively replicates the unusual experiences of vocal learning animals.

Song learning in male and female Uraeginthus cyanocephalus, a tropical songbird species.

[Correction Notice: An Erratum for this article was reported in Vol 127(4) of Journal of Comparative Psychology (see record 2013-35936-001). In the article, the title of the article included parenthesis due to an editing error. The title should have been "Song Learning in Male and Female Uraeginthus Cyanocephalus, a Tropical Songbird Species." All versions of this article have been corrected.] Birdsong is a model in a wide range of research areas. Because of a research bias toward species with male-only song production, sex-specific differences in vocal learning processes have been neglected. We conducted an experimentally controlled song-learning study in the laboratory using blue-capped cordon-bleus (Uraeginthus cyanocephalus), an estrildid species with male and female song production. Adult males have larger syllable-type repertoires than females, which might require that males learn from males and females from females in order to develop appropriate sex-specific repertoire sizes. Young birds were housed together with different adult tutors during the song development and with another same age, same- or different-sex juvenile. Although only few birds imitated the song of adults, we detected song learning from same- and opposite-sex adult tutors. Males imitated songs of adult tutors more accurately than females. We found no evidence for song learning before Day 23. We detected sensory learning from adults (separated from the young by a wire mesh) after Day 40 in males but not in females. This might be due to sex-specific differences in the duration of the sensory acquisition phase (shorter in females) or the selectivity to social settings of song learning (higher in females, as they did not accept tutoring through a wire mesh). The song of young birds raised together converged on each other, suggesting an influence of the song of peer on the song development. This study provides a first step in understanding song learning in male and female cordon-bleus.

Learned vocal group signatures in the polygynous bat Saccopteryx bilineata

Vocal group signatures facilitate group cohesion or the exclusion of nongroup members and thus greatly affect the social system of any given species. This is especially significant for highly mobile animals such as bats. The greater sac-winged bat, Saccopteryx bilineata, lives in a harem-based resource defence polygyny with patrilineal kin groups and female-biased natal dispersal. Pups of both sexes produce isolation calls to elicit maternal care. We analysed isolation calls from 25 pups born in seven different social groups in search of vocal signatures. In addition to a constant individual signature, isolation calls exhibited a group signature that became more prominent during ontogeny. Call convergence of fellow pups was independent of relatedness among pups and not driven by maturation effects, showing that the group signature was acquired through social modification, a form of vocal production learning. Behavioural observations of free-living bats indicated that isolation calls were used by adult males to appease more dominant males and to court unfamiliar females. The learned group signature in isolation calls may function as a ‘password’ that reliably associates individuals with their natal colony. This, in turn, could facilitate male harem acquisition and female inbreeding avoidance in the polygynous S. bilineata. The flexibility inherent in the vocal-learning process guarantees that crucial information can be promoted even under shifting social circumstances.

Children's Development of Self-Regulation in Speech Production

Species-specific vocalizations fall into two broad categories: those that emerge during maturation, independent of experience, and those that depend on early life interactions with conspecifics. Human language and the communication systems of a small number of other species, including songbirds, fall into this latter class of vocal learning. Self-monitoring has been assumed to play an important role in the vocal learning of speech and studies demonstrate that perception of your own voice is crucial for both the development and lifelong maintenance of vocalizations in humans and songbirds. Experimental modifications of auditory feedback can also change vocalizations in both humans and songbirds. However, with the exception of large manipulations of timing, no study to date has ever directly examined the use of auditory feedback in speech production under the age of 4. Here we use a real-time formant perturbation task to compare the response of toddlers, children, and adults to altered feedback. Children and adults reacted to this manipulation by changing their vowels in a direction opposite to the perturbation. Surprisingly, toddlers' speech didn't change in response to altered feedback, suggesting that long-held assumptions regarding the role of self-perception in articulatory development need to be reconsidered.

Introducing Songbirds as a Model System for Epilepsy Research

It has been broadly recognized that the avian forebrain shares extensive homology with neocortex, and the two share similar patterns of input, local circuit, and output connectivity. Some songbird species also exhibit a full range of vigilance states and ultradian patterns in gross (EEG) potentials that are commonly seen in mammals. The avian forebrain is organized in a field and nuclear fashion, giving great technical advantage especially when manipulating specialized regions such as forebrain song system nuclei associated with vocal learning that would be hard to achieve in cortex. Songbirds are a model system for studying developmental processes at multiple levels of analysis, including but not limited to mechanistic electrophysiological descriptions of vocal production and vocal learning process. Recent behavioral evidence establishes a role for sleep in the vocal learning process of birds. This is likely to be related to the observed neuronal replay during sleep in songbirds and its emergence at the onset of exposure to a song tutor and formation of an auditory memory. These features of birdsong learning and the song system position it as an attractive model system for systems-level epilepsy research, especially for pediatric epilepsies and for those that are expressed during sleep and affect language development.

Sleep, Learning, and Birdsong

Neuroethological research combines approaches derived from animal behavior and neurobiology to examine the neuronal mechanisms of behavior, often in the context of laboratory experiments on species chosen for particular adaptations. Typically, these species are not traditional laboratory animals yet they contribute greatly to a broad, evolutionarily diverse view of nervous system function. The surprising role of sleep in the vocal learning process of songbirds is one such example, described here. Juvenile zebra finches show sleep-dependent daytime fluctuations in their patterns of singing starting after their first exposure to tutor songs. Nighttime bursting activity in the vocal control song system also changes after the onset of tutoring, with the neuronal changes preceding the changes in objective behavior (daytime singing). After tutoring, the nighttime bursting increases and exhibits structure that depends on the particular tutor song, and the nighttime expression of these changes requires normal auditory feedback during daytime singing. These observations shed light on the information carried in neuronal activity during sleep and on the adaptive plastic mechanisms engaged during sleep. They suggest a new hypothesis of sensorimotor learning, whereby sensory memories act indirectly on sensorimotor feedback by modifying networks through plastic changes at night. Sleep may also contribute to adult song maintenance, with nighttime neuronal replay conveying information about songs produced during the day and possibly mediating daily changes in the structure of premotor bursts. Collectively, these insights contribute a comparative perspective to theories of sleep and memory, which also help to inform a developing understanding of how humans acquire and retain memories.

Observational Evidences of Vocal Learning in Southern Elephant Seals: a Longitudinal Study

AbstractVocal learning in mammals is sparsely documented, and there are few reports of vocal learning by wild mammals. In particular, no information based on longitudinal data for identified individuals exists, even for well‐studied highly social species in which vocal communication is an important aspect of social life. We present such information for the southern elephant seal (Mirounga leonina). We studied a small breeding population in the Falkland Islands over 8 yr (1995–2002). We recorded approx. 2400 agonistic vocalizations from approx. 285 different males, including many recorded over more than one breeding season (55 males were recorded for >2 yr and 29 were recorded throughout vocal development). Vocalizations are a key element of male agonistic behaviour in this species, the world's most polygynous vertebrate. For male agonistic vocalizations, we show that: (1) a limited number of discrete vocal types exists; (2) proportions of vocal types change over time; (3) observed trends of increase or decrease of vocal types are well explained by a process of vocal learning, in which younger peripheral males imitate vocal types of older more successful breeders.

Heterospecific song matching in two closely related songbirds (Parus major and P. caeruleus): great tits match blue tits but not vice versa

To date, song research has focused primarily on the interactions of conspecifics. However, frequent interactions of songbirds with heterospecifics may necessitate adequate communication outside the species boundary. In this study, we focus on heterospecific communication behaviour of two small sympatric congeneric passerines, great and blue tits (Parus major and Parus caeruleus), which breed in overlapping territories and compete for food and nesting cavities. By means of a first playback experiment, we show that (1) heterospecific matching (imitating songs of the other species) is a strategy frequently used by great tits but not by blue tits, (2) both blue tit trilled and untrilled song can be accurately matched by great tits and that (3) almost half of the great tits in our study population match at least one blue tit song across all studied breeding stages, indicating that this heterospecific matching behaviour is a common feature in this population. A second playback experiment showed that these great tit imitations of blue tit songs do not function in intraspecific communication between male great tits. Hence, these heterospecific imitations appear to be designed for interspecific communication with blue tits. These findings suggest a strong heterospecific influence on the vocal learning process, repertoire composition and repertoire use in great tits and provide a possible mechanism that can drive song convergence in songbirds.

Organization of the avian basal forebrain: chemical anatomy in the parrot (Melopsittacus undulatus).

Hodological, electrophysiological, and ablation studies indicate a role for the basal forebrain in telencephalic vocal control; however, to date the organization of the basal forebrain has not been extensively studied in any nonmammal or nonhuman vocal learning species. To this end the chemical anatomy of the avian basal forebrain was investigated in a vocal learning parrot, the budgerigar (Melopsittacus undulatus). Immunological and histological stains, including choline acetyltransferase, acetylcholinesterase, tyrosine hydroxylase, dopamine and cAMP-regulated phosphoprotein (DARPP)-32, the calcium binding proteins calbindin D-28k and parvalbumin, calcitonin gene-related peptide, iron, substance P, methionine enkephalin, nicotinamide adenine dinucleotide phosphotase diaphorase, and arginine vasotocin were used in the present study. We conclude that the ventral paleostriatum (cf. Kitt and Brauth [1981] Neuroscience 6:1551-1566) and adjacent archistriatal regions can be subdivided into several distinct subareas that are chemically comparable to mammalian basal forebrain structures. The nucleus accumbens is histochemically separable into core and shell regions. The nucleus taeniae (TN) is theorized to be homologous to the medial amygdaloid nucleus. The archistriatum pars ventrolateralis (Avl; comparable to the pigeon archistriatum pars dorsalis) is theorized to be a possible homologue of the central amygdaloid nucleus. The TN and Avl are histochemically continuous with the medial aspects of the bed nucleus of the stria terminalis and the ventromedial striatum, forming an avian analogue of the extended amygdala. The apparent counterpart in budgerigars of the mammalian nucleus basalis of Meynert consists of a field of cholinergic neurons spanning the basal forebrain. The budgerigar septal region is theorized to be homologous as a field to the mammalian septum. Our results are discussed with regard to both the evolution of the basal forebrain and its role in vocal learning processes.

Pattern amplitude is related to pattern imitation during the song development of nightingales

Song intensity has been neglected in studies on the song development of oscine birds. We analysed this ontogenetic trajectory in the singing of hand-reared nightingales, Luscinia megarhynchos, from their earliest song vocalizations (subsong) through plastic singing, to their adult full song. Embedded in an age-dependent increase in overall sound level, nightingales showed systematic amplitude differences within their song performances. Episodes of song performance containing many imitations of acquired model songs (IPA phases) were produced with a higher amplitude than episodes with only few or no imitations (UPA phases). Further analysis of song patterns revealed that this difference was mainly due to the high number of imitations occurring during the IPA phases. However, unidentified patterns (UPA) that were vocalized during IPA phases had a significantly higher vocal amplitude than UPAs vocalized during UPA phases. This finding indicates that, besides pattern-related amplitude differences, performance phases as a whole also differed in amplitude. The consistent pattern- and phase-related differences in sound level indicate that the control of vocal amplitude should be viewed as an integrative part of the vocal learning process.

AUDITORY EXPERIENCE DOES NOT SHAPE SEXUAL PREFERENCES FOR SONGS IN FEMALE NORTHERN CARDINALS

AbstractBird song is typically used by males to attract females. As a consequence of the vocal learning process, the acoustic morphology of male songs shows marked geographic variation. Whether females use variation in male songs to choose mates has been controversial (reviewed by Catchpole & Slater, 1995). In some species, the song types that females produce when treated hormonally have been considered to be the song types they prefer in the context of mate choice. To examine this notion, I investigated the song type preferences of female northern cardinals (Cardinalis cardinalis) using a more direct measure, copulation solicitation display. Unlike females of many other species of songbirds in the Temperate zone, female cardinals naturally develop songs by imitating adults just as males do, allowing direct identification of when and what song types are memorized by females for vocal production. I sought to determine if the memory trace formed for vocal performance is identical with the memory trace that guides song type preference in a sexual context, and whether females truly form any song type preference based on auditory experience during the first year of their lives. To address these questions, audio-video playback experiments were carried out on captive-raised adult cardinals whose complete auditory history was known. The results showed that female cardinals did not come to prefer any song type based on experience; they responded equally to all conspecific song types. Thus, memory formed for vocal production in females is not equal to song type preferred in sexual context. The results suggest that variation in song types is not important for mate choice in cardinals.