Cultural niche construction of repertoire size and learning strategies in songbirds

Vocal Learning and Behaviors in Birds and Human Bilinguals: Parallels, Divergences and Directions for Research

Comparisons between the communication systems of humans and animals are instrumental in contextualizing speech and language into an evolutionary and biological framework and for illuminating mechanisms of human communication. As a complement to previous work that compares developmental vocal learning and use among humans and songbirds, in this article we highlight phenomena associated with vocal learning subsequent to the development of primary vocalizations (i.e., the primary language (L1) in humans and the primary song (S1) in songbirds). By framing avian “second-song” (S2) learning and use within the human second-language (L2) context, we lay the groundwork for a scientifically-rich dialogue between disciplines. We begin by summarizing basic birdsong research, focusing on how songs are learned and on constraints on learning. We then consider commonalities in vocal learning across humans and birds, in particular the timing and neural mechanisms of learning, variability of input, and variability of outcomes. For S2 and L2 learning outcomes, we address the respective roles of age, entrenchment, and social interactions. We proceed to orient current and future birdsong inquiry around foundational features of human bilingualism: L1 effects on the L2, L1 attrition, and L1<–>L2 switching. Throughout, we highlight characteristics that are shared across species as well as the need for caution in interpreting birdsong research. Thus, from multiple instructive perspectives, our interdisciplinary dialogue sheds light on biological and experiential principles of L2 acquisition that are informed by birdsong research, and leverages well-studied characteristics of bilingualism in order to clarify, contextualize, and further explore S2 learning and use in songbirds.

A Call to Expand Avian Vocal Development Research

Birds are our best models to understand vocal learning – a vocal production ability guided by auditory feedback, which includes human language. Among all vocal learners, songbirds have the most diverse life histories, and some aspects of their vocal learning ability are well-known, such as the neural substrates and vocal control centers, through vocal development studies. Currently, species are classified as either vocal learners or non-learners, and a key difference between the two is the development period, extended in learners, but short in non-learners. But this clear dichotomy has been challenged by the vocal learning continuum hypothesis. One way to address this challenge is to examine both learners and canonical non-learners and determine whether their vocal development is dichotomous or falls along a continuum. However, when we examined the existing empirical data we found that surprisingly few species have their vocal development periods documented. Furthermore, we identified multiple biases within previous vocal development studies in birds, including an extremely narrow focus on (1) a few model species, (2) oscines, (3) males, and (4) songs. Consequently, these biases may have led to an incomplete and possibly erroneous conclusions regarding the nature of the relationships between vocal development patterns and vocal learning ability. Diversifying vocal development studies to include a broader range of taxa is urgently needed to advance the field of vocal learning and examine how vocal development patterns might inform our understanding of vocal learning.

An evolutionary model of sensitive periods when the reliability of cues varies across ontogeny

Sensitive periods are widespread in nature, but their evolution is not well understood. Recent mathematical modeling has illuminated the conditions favoring the evolution of sensitive periods early in ontogeny. However, sensitive periods also exist at later stages of ontogeny, such as adolescence. Here, we present a mathematical model that explores the conditions that favor sensitive periods at later developmental stages. In our model, organisms use environmental cues to incrementally construct a phenotype that matches their environment. Unlike in previous models, the reliability of cues varies across ontogeny. We use stochastic dynamic programming to compute optimal policies for a range of evolutionary ecologies and then simulate developmental trajectories to obtain mature phenotypes. We measure changes in plasticity across ontogeny using study paradigms inspired by empirical research: adoption and cross-fostering. Our results show that sensitive periods only evolve later in ontogeny if the reliability of cues increases across ontogeny. The onset, duration, and offset of sensitive periods—and the magnitude of plasticity—depend on the specific parameter settings. If the reliability of cues decreases across ontogeny, sensitive periods are favored only early in ontogeny. These results are robust across different paradigms suggesting that empirical findings might be comparable despite different experimental designs.

Functional and evolutionary parallels between birdsong and human musicality

Here, we compare birdsong and human musicality using insights from songbird neuroethology and evolution. For example, neural recordings during songbird duetting and other coordinated vocal behaviors could inform mechanistic hypotheses regarding human brain function during music-making. Furthermore, considering songbird evolution as a model system suggests that selection favoring certain culturally transmitted behaviors can indirectly select for associated underlying neural functions.

The Role of the Learner in the Cultural Evolution of Vocalizations

As a uniquely human behavior, language is crucial to our understanding of ourselves and of the world around us. Despite centuries of research into how languages have historically developed and how people learn them, fully understanding the origin and evolution of language remains an ongoing challenge. In parallel, researchers have studied the divergence of birdsong in vocal-learning songbirds to uncover broader patterns of cultural evolution. One approach to studying cultural change over time, adapted from biology, focuses on the transmission of socially learned traits, including language, in a population. By studying how learning and the distribution of cultural traits interact at the population level, we can better understand the processes that underlie cultural evolution. Here, we take a two-fold approach to understanding the cultural evolution of vocalizations, with a focus on the role of the learner in cultural transmission. First, we explore previous research on the evolution of social learning, focusing on recent progress regarding the origin and ongoing cultural evolution of both language and birdsong. We then use a spatially explicit population model to investigate the coevolution of culture and learning preferences, with the assumption that selection acts directly on cultural phenotypes and indirectly on learning preferences. Our results suggest that the spatial distribution of learned behaviors can cause unexpected evolutionary patterns of learning. We find that, intuitively, selection for rare cultural phenotypes can indirectly favor a novelty-biased learning strategy. In contrast, selection for common cultural phenotypes leads to cultural homogeneity; we find that there is no selective pressure on learning strategy without cultural variation. Thus, counterintuitively, selection for common cultural traits does not consistently favor conformity bias, and novelty bias can stably persist in this cultural context. We propose that the evolutionary dynamics of learning preferences and cultural biases can depend on the existing variation of learned behaviors, and that this interaction could be important to understanding the origin and evolution of cultural systems such as language and birdsong. Selection acting on learned behaviors may indirectly impose counterintuitive selective pressures on learning strategies, and understanding the cultural landscape is crucial to understanding how patterns of learning might change over time.

Song learning and plasticity in songbirds

Birdsong provides a fascinating system to study both behavioral and neural plasticity. Oscine songbirds learn to sing, exhibiting behavioral plasticity both during and after the song-learning process. As a bird learns, its song progresses from a plastic and highly variable vocalization into a more stereotyped, crystallized song. However, even after crystallization, song plasticity can occur: some species' songs become more stereotyped over time, whereas other species can incorporate new song elements. Alongside the changes in song, songbirds' brains are also plastic. Both song and neural connections change with the seasons in many species, and new neurons can be added to the song system throughout life. In this review, we highlight important research on behavioral and neural plasticity at multiple timescales, from song development in juveniles to lifelong modifications of learned song.

Cultural Evolution in Animals

In recent decades, a burgeoning literature has documented the cultural transmission of behavior through social learning in numerous vertebrate and invertebrate species. One meaning of “cultural evolution in animals” refers to these discoveries, and I present an overview of key findings. I then address the other meaning of the term focused on cultural changes within a lineage. Such changes in humans, described as “cumulative cultural evolution,” have been spectacular, but relatively little attention has yet been paid to the topic in nonhuman animals, other than asserting that the process is unique to humans. A variety of evidence including both controlled experiments and field observations has begun to challenge this view, and in some behavioral domains, notably birdsong, cultural evolution has been studied for many years. In this review, I dissect concepts of cultural evolution and cumulative culture and appraise the accumulating evidence bearing on their nature and significance for evolutionary biology at large.

Correlated evolution between repertoire size and song plasticity predicts that sexual selection on song promotes open-ended learning

Some oscine songbird species modify their songs throughout their lives ('adult song plasticity' or 'open-ended learning'), while others crystallize their songs around sexual maturity. It remains unknown whether the strength of sexual selection on song characteristics, such as repertoire size, affects adult song plasticity, or whether adult song plasticity affects song evolution. Here, we compiled data about song plasticity, song characteristics, and mating system and then examined evolutionary interactions between these traits. Across 67 species, we found that lineages with adult song plasticity show directional evolution toward increased syllable and song repertoires, while several other song characteristics evolved faster, but in a non-directional manner. Song plasticity appears to drive bi-directional transitions between monogamous and polygynous social mating systems. Notably, our analysis of correlated evolution suggests that extreme syllable and song repertoire sizes drive the evolution of adult song plasticity or stability, providing novel evidence that sexual selection may indirectly influence open- versus closed-ended learning.

Species-level repertoire size predicts a correlation between individual song elaboration and reproductive success

Birdsong has long been considered a sexually selected trait that relays honest information about male quality, and laboratory studies generally suggest that female songbirds prefer larger repertoires. However, analysis of field studies across species surprisingly revealed a weak correlation between song elaboration and reproductive success, and it remains unknown why only certain species show this correlation in nature. Taken together, these studies suggest that females in numerous species can detect and prefer larger repertoires in a laboratory setting, but larger individual repertoires correlate with reproductive success only in a subset of these species. This prompts the question: Do the species that show a stronger correlation between reproductive success and larger individual repertoires in nature have anything in common? In this study, we test whether between-species differences in two song-related variables-species average syllable repertoire size and adult song stability over time-can be used to predict the importance of individual song elaboration in reproductive success within a species. Our cross-species meta-analysis of field studies revealed that species with larger average syllable repertoire sizes exhibited a stronger correlation between individual elaboration and reproductive success than species with smaller syllable repertoires. Song stability versus plasticity in adulthood provided little predictive power on its own, suggesting that the putative correlation between repertoire size and age in open-ended learners does not explain the association between song elaboration and reproductive success.

Song variation of the South Eastern Indian Ocean pygmy blue whale population in the Perth Canyon, Western Australia

Sea noise collected over 2003 to 2017 from the Perth Canyon, Western Australia was analysed for variation in the South Eastern Indian Ocean pygmy blue whale song structure. The primary song-types were: P3, a three unit phrase (I, II and III) repeated with an inter-song interval (ISI) of 170-194 s; P2, a phrase consisting of only units II & III repeated every 84-96 s; and P1 with a phrase consisting of only unit II repeated every 45-49 s. The different ISI values were approximate multiples of each other within a season. When comparing data from each season, across seasons, the ISI value for each song increased significantly through time (all fits had p << 0.001), at 0.30 s/Year (95%CI 0.217-0.383), 0.8 s/Year (95%CI 0.655-1.025) and 1.73 s/Year (95%CI 1.264-2.196) for the P1, P2 and P3 songs respectively. The proportions of each song-type averaged at 21.5, 24.2 and 56% for P1, P2 and P3 occurrence respectively and these ratios could vary by up to ± 8% (95% CI) amongst years. On some occasions animals changed the P3 ISI to be significantly shorter (120-160 s) or longer (220-280 s). Hybrid song patterns occurred where animals combined multiple phrase types into a repeated song. In recent years whales introduced further complexity by splitting song units. This variability of song-type and proportions implies abundance measure for this whale sub population based on song detection needs to factor in trends in song variability to make data comparable between seasons. Further, such variability in song production by a sub population of pygmy blue whales raises questions as to the stability of the song types that are used to delineate populations. The high level of song variability may be driven by an increasing number of background whale callers creating 'noise' and so forcing animals to alter song in order to 'stand out' amongst the crowd.

The evolution of sexual imprinting through reinforcement

Reinforcement is the process whereby assortative mating evolves due to selection against costly hybridization. Sexual imprinting could evolve as a mechanism of reinforcement, decreasing hybridization, or it could potentially increase hybridization in genetically purebred offspring of heterospecific social pairs. We use deterministic population genetic simulations to explore conditions under which sexual imprinting can evolve through reinforcement. We demonstrate that a sexual imprinting component of female preference can evolve as a one-allele assortative mating mechanism by reducing the risk of hybridization, and is generally effective at causing trait divergence. However, imprinting often evolves to be a component rather than the sole determinant of female preference. The evolution of imprinting has the unexpected side effect of homogenizing existing innate preference, because the imprinted preference neutralizes any innate preference. We also find that the weight of the imprinting component may evolve to a lower value when migration and divergent selection are strong and the cost of hybridization is low; these conditions render hybridization adaptive for immigrant females because they can acquire locally adaptive genes by mating with local males. Together, these results suggest that sexual imprinting can itself evolve as part of the speciation process, and in doing so has the capacity to promote or retard divergence through complex interactions.

Integrative studies of cultural evolution: crossing disciplinary boundaries to produce new insights

Culture evolves according to dynamics on multiple temporal scales, from individuals' minute-by-minute behaviour to millennia of cultural accumulation that give rise to population-level differences. These dynamics act on a range of entities-including behavioural sequences, ideas and artefacts as well as individuals, populations and whole species-and involve mechanisms at multiple levels, from neurons in brains to inter-population interactions. Studying such complex phenomena requires an integration of perspectives from a diverse array of fields, as well as bridging gaps between traditionally disparate areas of study. In this article, which also serves as an introduction to the current special issue, we highlight some specific respects in which the study of cultural evolution has benefited and should continue to benefit from an integrative approach. We showcase a number of pioneering studies of cultural evolution that bring together numerous disciplines. These studies illustrate the value of perspectives from different fields for understanding cultural evolution, such as cognitive science and neuroanatomy, behavioural ecology, population dynamics, and evolutionary genetics. They also underscore the importance of understanding cultural processes when interpreting research about human genetics, neuroscience, behaviour and evolution.This article is part of the theme issue 'Bridging cultural gaps: interdisciplinary studies in human cultural evolution'.

Cultural evolutionary theory: How culture evolves and why it matters

Human cultural traits-behaviors, ideas, and technologies that can be learned from other individuals-can exhibit complex patterns of transmission and evolution, and researchers have developed theoretical models, both verbal and mathematical, to facilitate our understanding of these patterns. Many of the first quantitative models of cultural evolution were modified from existing concepts in theoretical population genetics because cultural evolution has many parallels with, as well as clear differences from, genetic evolution. Furthermore, cultural and genetic evolution can interact with one another and influence both transmission and selection. This interaction requires theoretical treatments of gene-culture coevolution and dual inheritance, in addition to purely cultural evolution. In addition, cultural evolutionary theory is a natural component of studies in demography, human ecology, and many other disciplines. Here, we review the core concepts in cultural evolutionary theory as they pertain to the extension of biology through culture, focusing on cultural evolutionary applications in population genetics, ecology, and demography. For each of these disciplines, we review the theoretical literature and highlight relevant empirical studies. We also discuss the societal implications of the study of cultural evolution and of the interactions of humans with one another and with their environment.

The evolution of cognitive mechanisms in response to cultural innovations

When humans and other animals make cultural innovations, they also change their environment, thereby imposing new selective pressures that can modify their biological traits. For example, there is evidence that dairy farming by humans favored alleles for adult lactose tolerance. Similarly, the invention of cooking possibly affected the evolution of jaw and tooth morphology. However, when it comes to cognitive traits and learning mechanisms, it is much more difficult to determine whether and how their evolution was affected by culture or by their use in cultural transmission. Here we argue that, excluding very recent cultural innovations, the assumption that culture shaped the evolution of cognition is both more parsimonious and more productive than assuming the opposite. In considering how culture shapes cognition, we suggest that a process-level model of cognitive evolution is necessary and offer such a model. The model employs relatively simple coevolving mechanisms of learning and data acquisition that jointly construct a complex network of a type previously shown to be capable of supporting a range of cognitive abilities. The evolution of cognition, and thus the effect of culture on cognitive evolution, is captured through small modifications of these coevolving learning and data-acquisition mechanisms, whose coordinated action is critical for building an effective network. We use the model to show how these mechanisms are likely to evolve in response to cultural phenomena, such as language and tool-making, which are associated with major changes in data patterns and with new computational and statistical challenges.