Song Learning Research Articles

Peran Lagu Islami pada Perkembangan Spritual Anak Usia Dini di RA Arafah Sipolu-Polu Kecamatan Panyabungan Kabupaten Mandailing Natal

This study aims to determine the role of Islamic songs in the spiritual development of early childhood in RA Arafah Sipolu-polu, Panyabungan District, Mandailing Natal Regency. This study uses a qualitative descriptive method. The data used in this study include observations, interviews and documentation. The data analysis techniques used are data reduction, data presentation, and data verification. The results of the data analysis show that Islamic songs have a role in helping early childhood in introducing the concept of divinity and religion, understanding and values of Islam, increasing love for Allah and the Messenger, getting used to worship from an early age, providing peace of mind to those who listen to it, and helping in the formation of character and morals in early childhood. Supporting factors include the active involvement of teachers and parents, the use of appropriate media, and a supportive learning environment. Conversely, inhibiting factors include a lack of support from parents, limited access to appropriate songs, and a lack of understanding of the importance of songs in early childhood learning. Islamic songs contain various spiritual values that help children understand and practice religious teachings. Some of the spiritual values contained in Islamic songs include: Faith Education, Worship Education and Moral Education

Variable and mismatching temperature regimes impair song learning in zebra finches

Variable and mismatching temperature regimes impair song learning in zebra finches

Social context affects sequence modification learning in birdsong.

Social interactions are crucial for imitative vocal learning such as human speech learning or song learning in songbirds. Recently, introducing specific learned modifications into adult song by experimenter-controlled reinforcement learning has emerged as a key protocol to study aspects of vocal learning in songbirds. This form of adult plasticity does not require conspecifics as a model for imitation or to provide social feedback on song performance. We therefore hypothesized that social interactions are irrelevant to, or even inhibit, song modification learning. We tested whether social context affects song sequence learning in adult male Bengalese finches (Lonchura striata domestica). We targeted specific syllable sequences in adult birds' songs with negative auditory feedback, which led the birds to reduce the targeted syllable sequence in favor of alternate sequences. Changes were apparent in catch trials without feedback, indicating a learning process. Each experiment was repeated within subjects with three different social contexts (male-male, MM; male-female, MF; and male alone, MA) in randomized order. We found robust learning in all three social contexts, with a nonsignificant trend toward facilitated learning with social company (MF, MM) compared to the single-housed (MA) condition. This effect could not be explained by the order of social contexts, nor by different singing rates across contexts. Our results demonstrate that social context can influence degree of learning in adult birds even in experimenter-controlled reinforcement learning tasks, and therefore suggest that social interactions might facilitate song plasticity beyond their known role for imitation and social feedback.

Bridging the fields of cognition and birdsong with corvids.

Bridging the fields of cognition and birdsong with corvids.

ENHANCING VOCABULARY MASTERY IN GRADE X STUDENTS OF SMAN 1 NGAGLIK USING ENGLISH SONGS

Classroom Action Research (CAR) was aimed at improving the tenth MIPA 1 graders’ vocabulary mastery of SMAN 1 Ngaglik through English songs. Two cycles of classroom action research were conducted by integrating English songs into learning activities. Each cycle consisted of four stages: Planning, Acting, Observing, and Reflecting. In gathering the data, the researchers used two instruments; a pre-test and post-test, and a questionnaire. The pre-test and post-test scores were used to see the improvement in students’ vocabulary mastery. Subsequently, the questionnaire was used to find out the students’ perspectives on the use of songs in English class and the impact of English songs on the students’ vocabulary enrichment. The criteria for success were the average of the students’ post-test scores that should reach 80 and the existence of a positive impact on the students’ vocabulary mastery. The findings demonstrated an increase in the students’ post-test scores, whereby the average of those scores in the two cycles was beyond 80. The findings unveiled a positive perception of the English learning using songs and an increase in the students’ learning motivation in learning vocabulary. In conclusion, the use of English songs in learning had boosted the students' vocabulary mastery.

Delta opioid receptors affect acoustic features of song during vocal learning in zebra finches

Delta-opioid receptors (δ-ORs) are known to be involved in associative learning and modulating motivational states. We wanted to study if they were also involved in naturally-occurring reinforcement learning behaviors such as vocal learning, using the zebra finch model system. Zebra finches learn to vocalize early in development and song learning in males is affected by factors such as the social environment and internal reward, both of which are modulated by endogenous opioids. Pairs of juvenile male siblings (35-day-old) were systemically administered a δ-OR-selective antagonist naltrindole or vehicle (controls) for a period of 10 days. The acoustic structure of songs differed across treated and control groups at adulthood (120 days). Naltrindole-treated birds had a significantly lower pitch, mean frequency, and frequency modulation than controls, whereas there was no difference in the number of songs in naltrindole-treated and control siblings. Since the opioid and dopaminergic systems interact, we decided to study whether blocking δ-ORs during the sensitive period led to changes in dopaminoceptive neurons in Area X, a song control nucleus in the basal ganglia. Interestingly, compared with controls, naltrindole-treated birds had higher numbers of DARPP-32-positive medium spiny neurons and potentially excitatory synapses in Area X. We show that manipulating δ-OR signaling during the learning phase resulted in alterations in the acoustic features of song and had long term effects on dopaminergic targets within the basal ganglia in adulthood. Our results suggest that endogenous opioids regulate the development of cognitive processes and the underlying neural circuitry during the sensitive period for learning.

Perineuronal nets in motor circuitry regulate the performance of learned vocalizations in songbirds

The accurate and reliable performance of learned vocalizations (e.g., speech and birdsong) modulates the efficacy of communication in humans and songbirds. Consequently, it is critical to understand the factors that regulate the performance of learned vocalizations. Across taxa, neural circuits underlying motor learning and control are replete with perineuronal nets (PNNs), and we analyzed how PNNs in vocal motor circuitry regulate the performance of learned song in zebra finches. We report that developmental increases in PNN expression in vocal circuitry are associated with developmental increases in song stereotypy. We also document that enzymatically degrading PNNs in the motor nucleus HVC acutely altered song structure (changes in syllable sequencing and production). Collectively, our data reveal a causal contribution of PNNs to the performance of learned behaviors and, given the parallels in the regulation of birdsong and speech, suggest that PNNs in motor circuitry could modulate speech performance.

Pengembangan Media Pembelajaran dengan Metode Lagu pada Materi Sifat Huruf Hijaiyah di TPA Walisongo Singopuran Kartasura

This research is based on the observations and experiences of researchers that many teachers still do not use media in learning activities, especially in the material on the nature of hijaiyah letters. This condition causes students to not understand and not master the material about the nature of the hijaiyah letters. This research aims to develop learning media in the form of songs on the material of the nature of hijaiyah letters. Furthermore, the purpose of this study was to determine the validity, practicality, and effectiveness of the song learning method on the material of the nature of hijaiyah letters at the TPA Walisongo Singopuran Kartasura Mosque. This research applies a qualitative approach, the main techniques in collecting data include documentation, observation, interviews and tests. It is hoped that the results of this study can contribute to the development of more innovative and interesting learning methods, especially in learning the nature of hijaiyah letters. (1) Development The song method is an effective approach in improving the learning outcomes of hijaiyah letter traits in students at TPA Masjid Walisongo Kartasura Mosque. (2). There are 80% of students who feel helped and easier to easier to understand the material with the use of the song method. (3) Song method can be an interesting alternative for interesting alternative for teachers to build learning the nature of hijaiyah letters that are more ineractive, fun, and effective. ineractive, fun, and effective.

Weight Transfer in the Reinforcement Learning Model of Songbird Acquisition.

Song acquisition behavior observed in the songbird system provides a notable example of learning through trial- and-error which parallels human speech acquisition. Studying songbird vocal learning can offer insights into mechanisms underlying human language. We present a computational model of song learning that integrates reinforcement learning (RL) and Hebbian learning and agrees with known songbird circuitry. The song circuit outputs activity from nucleus RA, which receives two primary inputs: timing information from area HVC and stochastic activity from nucleus LMAN. Additionally, song learning relies on Area X, a basal ganglia area that receives dopaminergic inputs from VTA. In our model, song is first acquired in the HVC-to-Area X connectivity, employing an RL mechanism that involves node perturbation. This information is then consolidated into HVC-to-RA synapses through a Hebbian mechanism. The transfer of weights from Area X to RA takes place via the thalamus, utilizing a specific form of spike-timing-dependent plasticity (STDP). Thus, we present a computational model grounded in songbird circuitry in which the optimal policy is initially guided by RL and subsequently transferred to another circuit through Hebbian plasticity.

Physics Learning Innovation: Song and Animation-Based Media as a Learning Solution for Mirrors and Lenses for Junior High School Students

Purpose of the study: This study aims to develop and assess the effectiveness of a physics learning media based on songs and animations to enhance motivation and understanding among Grade VIII students on the topics of mirrors and lenses.. Methodology: The study employed a mixed-methods approach, utilizing a procedural development model by Borg and Gall. Tools and software used include Adobe Audition 1.5, Wondershare Filmora, and Adobe Flash CS6. Data collection methods included questionnaires and expert reviews. Main Findings: The song and animation-based learning media received a "Very Valid" rating from content experts (90%) and a "Valid" rating from media experts (70%), with teachers giving an average score of 90%. The t-test results showed a significant increase in students' motivation in the experimental group, with a mean score of 79.50 compared to 68.07 in the control group, indicating the positive impact of the developed media. Novelty/Originality of this study: This study introduces an innovative approach by combining musical and animated elements in physics education, thereby stimulating both the left and right brain hemispheres. This dual-hemisphere engagement fosters a more interactive and enjoyable learning experience, bridging the gap in traditional physics instruction by addressing both logical and creative aspects of student learning.

Variable and slow-paced neural dynamics in HVC underlie plastic song production in juvenile zebra finches

AbstractZebra finches undergo a gradual refinement of their vocalizations, transitioning from variable juvenile songs to the stereotyped song of adulthood. To investigate the neural mechanisms underlying song crystallization—a critical phase in this developmental process—we performed intracellular recordings in HVC (a premotor nucleus essential for song learning and production) of juvenile birds. We then compared these recordings to previously published electrophysiological data from adult birds. We found that HVC projection neurons in juvenile zebra finches during the song crystallization phase exhibited more variable spiking patterns compared to the precise bursting observed in adult HVC projection neurons. Additionally, subthreshold membrane potential fluctuations in juvenile neurons exhibited longer durations and larger amplitude excitatory postsynaptic potentials. These distinct temporal dynamics in HVC during song crystallization likely play a crucial role in the fine-tuning processes that shape the precise timing and structure of the mature zebra finch song.

Neural sensitivity to frequency changes in song structure in a high-order auditory area reflects tutor song memory in adult songbirds.

Vocal learners, including humans and songbirds, acquire their complex vocalizations by accurately memorizing and imitating the vocal patterns of other individuals. In songbirds, the caudomedial nidopallium (NCM), considered the secondary auditory region, has been suggested to play a critical role in memorizing and recognizing the songs of tutors. However, the mechanisms by which NCM neurons encode the acoustic information of tutor song are not yet fully understood. Here, we investigate the neural representation of tutor song information in NCM neurons by examining their sensitivity to spectral changes in song structure, using electrophysiological recordings in anesthetized male zebra finches. We manipulated the acoustic structures of both tutor songs and unfamiliar conspecific songs by shifting the fundamental frequency (FF) of harmonic syllables by various frequency steps and recorded neural responses to those FF-shifted and original songs. Our results demonstrate that NCM neurons are highly sensitive to FF shifts in tutor song but much less in unfamiliar conspecific song, providing novel evidence for neural encoding of tutor song information in NCM neurons. Moreover, we find that the effects of FF shifts on neural responses depend on the direction of FF shifts. These findings suggest that NCM neurons encode detailed information of tutor song, which can serve as a tutor song template required for song learning.

Divergence in expression of a singing-related neuroplasticity gene in the brains of 2 Ficedula flycatchers and their hybrids.

Species-specific sexual traits facilitate species-assortative mating by reducing mating across species and reducing hybrid sexual attractiveness. For learned sexual traits, such as song in oscine birds, species distinctiveness can be eroded when species co-occur. Transcriptional regulatory divergence in brain regions involved in sensory learning is hypothesized to maintain species distinctiveness, but relatively few studies have compared gene expression in relevant brain regions between closely related species. Species differences in song are an important premating reproductive barrier between the collared (Ficedula albicollis) and pied flycatcher (F. hypoleuca). Here, we compare brain gene expression in adult males from each species and their naturally occurring F1 hybrids. We report overall conserved expression across species in a portion of the brain containing regions and nuclei known to be involved in song responses and learning. Further, among those genes that were differentially expressed between species, we find largely intermediate expression in hybrids. A single gene, SYT4 (synaptotagmin 4), known to be singing-associated, both was differentially expressed and has a putative upstream transcriptional regulatory factor containing fixed differences between the 2 species. Although a finer-scale investigation limited to song-specific regions may reveal further species differences, our findings provide insight into regulatory divergence in the brain between closely related species.

ENHANCING VOCABULARY THROUGH ENGLISH SONGS : A SELF-DIRECTED LEARNING EXPERIENCED FOR EFL STUDENTS

This study explores the use of songs in self-directed learning (SDL) to enhance vocabulary acquisition among English as a Foreign Language (EFL) students. While vocabulary acquisition is essential in language learning, there is limited research on how students independently use songs outside the classroom to improve their vocabulary. This qualitative case study examines the experiences of two students from Universitas Muhammadiyah Kendari, focusing on their strategies, challenges, and perceived benefits of using songs for vocabulary development. Purposive sampling was used to select participants who had a strong interest and experience in using songs for language learning, ensuring relevant insights.Data were collected through in-depth interviews, where participants discussed their song selection process, vocabulary learning strategies, and the challenges they faced. Thematic analysis was applied to identify key themes, such as motivation, repetition, self-directed learning strategies, and challenges, including fast-paced lyrics and slang.The findings show that personal motivation plays a key role in song selection, with participants choosing songs that resonate emotionally and have clear lyrics. Repetition was vital for vocabulary retention, while self-directed strategies like looking up unfamiliar words online helped expand vocabulary. However, challenges such as fast-paced lyrics and slang required adaptations, such as slowing down songs or using supplementary resources.This study highlights the potential of songs as a tool in SDL for vocabulary acquisition, suggesting a balanced approach that integrates songs with other language learning methods. It provides practical insights for EFL educators considering the use of songs in language learning

Responses in adult pied flycatcher males depend on playback song similarity to local population.

Song divergence driven by social learning has been proposed to be a key factor driving allopatric speciation in oscine birds. Songbirds often respond more to songs deriving from their local population, suggesting the potential for acoustic divergence across populations to shape both intra- and intersexual interactions. However, many of these studies were conducted on species with simple songs and, as a result, we know comparatively little about the emergence of population differences and song discrimination in species with complex songs. We addressed this question in the pied flycatcher (Ficedula hypoleuca) by calculating the dissimilarity of songs from 2 foreign populations as well as from our study site to the local centroid. We then conducted a paired-design playback experiment where both local and foreign songs were played simultaneously. We found that pied flycatcher males showed significantly stronger responses to those songs that sounded more similar to the local population. This suggests that despite the high complexity of the pied flycatcher song, individuals are still able to discriminate across populations. Our results support the hypothesis that learned song divergence can act as a mechanism for assortative mating and allopatric speciation.

Female calls promote song learning in male juvenile zebra finches

Social interactions promote vocal learning, but the impact of social feedback on this process and its neural circuitry is not well understood. We studied song imitation in juvenile male zebra finches raised either in the presence or absence of adult females. Juveniles learned songs more accurately with a female present, suggesting her presence improves imitation. When female calls correlated with practice, tutees’ songs better resembled the tutor’s, hinting toward the possibility that females provide practice-specific vocalizations. Intracellular recordings of HVC projection neurons revealed that a subset of these neurons in both juveniles and adults is sensitive to female calls during listening, suggesting a consistent neural mechanism for processing important vocalizations, regardless of age. However, call-related neural responses during singing were observed only in juveniles. These findings highlight how vocalizations, beyond those of the tutor, influence the neural circuits for vocal learning and production.

THE IMPLEMENTATION OF SONG ENGLISH TO IMPROVE STUDENTTS SPEAKING SKILL

This research aims to evaluate the implementation of using English songs as a learning tool in improving students' speaking skills. Speaking skills are an important aspect of foreign language learning, and innovative approaches such as the use of songs can be an interesting and effective way to achieve this goal.This research methodology involved students from various educational levels involved in learning sessions that include English songs. Data was colleted through a questionnaire which included students' level of confidence in speaking English, and their ability to understand pronunciation and accent. The research results show that the use of English songs has a positive effect on students' speaking skills. Most respondents reported that they felt more confident in speaking English after engaging in song learning. They also noted improved understanding of pronunciation and accent. However, this research also identified several challenges faced by students, such as difficulties in understanding songs lyrics and applying the vocabulary they learned from songs into everyday conversations.The result of this study provide additional support of the use English song as an effective learning tool in improving students' speaking skills. Therefore, this research implies the need to develop more efficient learning strategies and more appropriate teaching materials involving songs in the context of English learning in various educational institutions.Keyword: speaking skill, english song, song lyrics, song learning, vocabulary

Benefits of Learning Vocal Music with a Systematic Strategy

Abstract: There are many possible approaches to learning a song, some of which may involve multi-tasking across musical elements, despite research showing that multi-tasking is ineffective. This study compared singer-chosen song learning strategies with a systematic approach. The results showed that the systematic approach resulted in statistically significant improvement in accuracy across words, rhythms, and notes. Further, singers who demonstrated vocal quality changes with their personal approach, showed no evidence of vocal deterioration with the systematic approach. These findings suggest that a systematic approach to vocal music learning enhances both accuracy and efficiency, critical components of vocal performance.

Disinhibition enables vocal repertoire expansion after a critical period

The efficiency of motor skill acquisition is age-dependent, making it increasingly challenging to learn complex manoeuvres later in life. Zebra finches, for instance, acquire a complex vocal motor programme during a developmental critical period after which the learned song is essentially impervious to modification. Although inhibitory interneurons are implicated in critical period closure, it is unclear whether manipulating them can reopen heightened motor plasticity windows. Using pharmacology and a cell-type specific optogenetic approach, we manipulated inhibitory neuron activity in a premotor area of adult zebra finches beyond their critical period. When exposed to auditory stimulation in the form of novel songs, manipulated birds added new vocal syllables to their stable song sequence. By lifting inhibition in a premotor area during sensory experience, we reintroduced vocal plasticity, promoting an expansion of the syllable repertoire without compromising pre-existing song production. Our findings provide insights into motor skill learning capacities, offer potential for motor recovery after injury, and suggest avenues for treating neurodevelopmental disorders involving inhibitory dysfunctions.

Resilience of A Learned Motor Behavior After Chronic Disruption of Inhibitory Circuits.

Maintaining motor behaviors throughout life is crucial for an individual's survival and reproductive success. The neuronal mechanisms that preserve behavior are poorly understood. To address this question, we focused on the zebra finch, a bird that produces a highly stereotypical song after learning it as a juvenile. Using cell-specific viral vectors, we chronically silenced inhibitory neurons in the pre-motor song nucleus called the high vocal center (HVC), which caused drastic song degradation. However, after producing severely degraded vocalizations for around 2 months, the song rapidly improved, and animals could sing songs that highly resembled the original. In adult birds, single-cell RNA sequencing of HVC revealed that silencing interneurons elevated markers for microglia and increased expression of the Major Histocompatibility Complex I (MHC I), mirroring changes observed in juveniles during song learning. Interestingly, adults could restore their songs despite lesioning the lateral magnocellular nucleus of the anterior neostriatum (LMAN), a brain nucleus crucial for juvenile song learning. This suggests that while molecular mechanisms may overlap, adults utilize different neuronal mechanisms for song recovery. Chronic and acute electrophysiological recordings within HVC and its downstream target, the robust nucleus of the archistriatum (RA), revealed that neuronal activity in the circuit permanently altered with higher spontaneous firing in RA and lower in HVC compared to control even after the song had fully recovered. Together, our findings show that a complex learned behavior can recover despite extended periods of perturbed behavior and permanently altered neuronal dynamics. These results show that loss of inhibitory tone can be compensated for by recovery mechanisms partly local to the perturbed nucleus and do not require circuits necessary for learning.