Bird song learning in an eavesdropping context

Chronic intranasal oxytocin increases acoustic eavesdropping and adult neurogenesis

Social information gathering is a complex process influenced by neuroendocrine-modulated neural plasticity. Oxytocin (OXT) is a key regulator of social decision-making processes such as information gathering, as it contextually modulates social salience and can induce long-term structural plasticity, including neurogenesis. Understanding the link between OXT-induced plasticity and communicative awareness is crucial, particularly because OXT is being considered for treatment of social pathologies. We investigated the role of chronic OXT-dependent plasticity in attention to novel social information by manipulating the duration of time following cessation of intranasal treatment to allow for the functional integration of adult-born neurons resulting from OXT treatment. Following a 3-week delay, chronic intranasal OXT (IN-OXT) increased approach behavior of both female and male mice towards aggressive vocal playbacks of two unseen novel conspecifics, while no effect was observed after a 3-day delay. Immature neurons increased in the ventral hippocampus of females and males treated with chronic IN-OXT after the 3-week delay, indicating a potential association between ventral hippocampal neurogenesis and approach/acoustic eavesdropping. The less the mouse approached, the higher the level of neurogenesis. Contrary to expectations, the correlation between ventral hippocampal neurogenesis and approach behavior was not affected by IN-OXT, suggesting that other plasticity mechanisms underlie the long-term effects of chronic OXT on social approach. Furthermore, we found a negative correlation between ventral hippocampal neurogenesis and freezing behavior. Overall, our results demonstrate that chronic IN-OXT-induced long-term plasticity can influence approach to vocal information and we further reinforced the link between neurogenesis and anxiety.

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'.

Follow the leader? Orange-fronted conures eavesdrop on conspecific vocal performance and utilise it in social decisions

Animals regularly use social information to make fitness-relevant decisions. Particularly in social interactions, social information can reduce uncertainty about the relative quality of conspecifics, thus optimising decisions on with whom and how to interact. One important resource for individuals living in social environments is the production of information by signalling conspecifics. Recent research has suggested that some species of parrots engage in affiliative contact call matching and that these interactions may be available to conspecific unintended receivers. However, it remains unclear what information third parties may gain from contact call matching and how it can be utilised during flock decisions. Here, using a combined choice and playback experiment, we investigated the flock fusion choices and vocal behaviour of a social parrot species, the orange-fronted conure (Eupsittula canicularis), to a contact call matching interaction between two individuals of different sexes and with different vocal roles. Our results revealed that orange-fronted conures chose to follow vocal leaders more often than vocal followers during fusions. Furthermore, flocks responded with higher call rates and matched the stimulus calls closer when subsequently choosing a vocal leader. Interestingly, orange-fronted conures also showed higher contact call rates and closer matches when choosing males over females. These results suggest that paying attention to conspecific contact call interactions can provide individuals with social information that can be utilised during fission and fusion events, significantly influencing the social dynamics of orange-fronted conures.

Social factors in bird-song development: Learning to sing with friends and rivals

Laboratory studies have revealed that social factors are key in bird-song learning. Nevertheless, little is known about how or why birds choose the songs they do learn from the many they will hear under natural conditions. We focus on various theories concerning social song learning that have been offered to date, with special attention paid to two axes of social factors. First, does song learning occur via direct interaction of the young bird with song tutors, or via social eavesdropping by the young bird on interacting singers (social modeling of song)? Social modeling, a hypothesis first proposed by Pepperberg (Zeitschrift für Tierpsychologie, 55(2), 139-160, 1981), and direct interaction are not mutually exclusive hypotheses, and the evidence we review suggests both play a role in song learning. Second, does song learning occur via interactions with rivals (territorial competitors) or with friends (mutually tolerant or even cooperative territorial neighbors). These are largely mutually exclusive hypotheses, and can really only be tested in the field. There is little evidence on this contrast to date. We review our recent study on song sparrows, which indicates that both the young bird and his primary tutor may benefit from song learning/tutoring. If this mutual benefit result is confirmed by further studies, we believe that song "tutoring" in these cases may be more than a term of convenience: that it may qualify as true teaching.

Song learning and cognitive ability are not consistently related in a songbird

Learned aspects of song have been hypothesized to signal cognitive ability in songbirds. We tested this hypothesis in hand-reared song sparrows (Melospiza melodia) that were tutored with playback of adult songs during the critical period for song learning. The songs developed by the 19 male subjects were compared to the model songs to produce two measures of song learning: the proportion of notes copied from models and the average spectrogram cross-correlation between copied notes and model notes. Song repertoire size, which reflects song complexity, was also measured. At 1 year of age, subjects were given a battery of five cognitive tests that measured speed of learning in the context of a novel foraging task, color association, color reversal, detour-reaching, and spatial learning. Bivariate correlations between the three song measures and the five cognitive measures revealed no significant associations. As in other studies of avian cognition, different cognitive measures were for the most part not correlated with each other, and this result remained true when 22 hand-reared female song sparrows were added to the analysis. General linear mixed models controlling for effects of neophobia and nest of origin indicated that all three song measures were associated with better performance on color reversal and spatial learning but were associated with worse performance on novel foraging and detour-reaching. Overall, the results do not support the hypothesis that learned aspects of song signal cognitive ability.

Memory-dependent adjustment of vocal response latencies in a territorial songbird

Vocal interactions in songbirds can be used as a model system to investigate the interplay of intrinsic singing programmes (e.g. influences from vocal memories) and external variables (e.g. social factors). When characterizing vocal interactions between territorial rivals two aspects are important: (1) the timing of songs in relation to the conspecific's singing and (2) the use of a song pattern that matches the rival's song. Responses in both domains can be used to address a territorial rival. This study is the first to investigate the relation of the timing of vocal responses to (1) the vocal memory of a responding subject and (2) the selection of the song pattern that the subject uses as a response. To this end, we conducted interactive playback experiments with adult nightingales (Luscinia megarhynchos) that had been hand-reared and tutored in the laboratory. We analysed the subjects' vocal response latencies towards broadcast playback stimuli that they either had in their own vocal repertoire (songs shared with playback) or that they had not heard before (unknown songs). Likewise, we compared vocal response latencies between responses that matched the stimulus song and those that did not. Our findings showed that the latency of singing in response to the playback was shorter for shared versus unknown song stimuli when subjects overlapped the playback stimuli with their own song. Moreover birds tended to overlap faster when vocally matching the stimulus song rather than when replying with a non-matching song type. We conclude that memory of song patterns influenced response latencies and discuss possible mechanisms.

Immediate and long-term effects of testosterone on song plasticity and learning in juvenile song sparrows

Steroid sex hormones play critical roles in the development of brain regions used for vocal learning. It has been suggested that puberty-induced increases in circulating testosterone (T) levels crystallize a bird's repertoire and inhibit future song learning. Previous studies show that early administration of T crystallizes song repertoires but have not addressed whether new songs can be learned after this premature crystallization. We brought 8 juvenile song sparrows (Melospiza melodia) into the laboratory in the late summer and implanted half of them with subcutaneous T pellets for a two week period in October. Birds treated with T tripled their singing rates and crystallized normal songs in 2 weeks. After T removal, subjects were tutored by 4 new adults. Birds previously treated with T tended toward learning fewer new songs post T, consistent with the hypothesis that T helps to close the song learning phase. However, one T-treated bird proceeded to learn several new songs in the spring, despite singing perfectly crystallized songs in the fall. His small crystallized fall repertoire and initial lag behind other subjects in song development suggest that this individual may have had limited early song learning experience. We conclude that an exposure to testosterone sufficient for crystallization of a normal song repertoire does not necessarily prevent future song learning and suggest that early social experiences might override the effects of hormones in closing song learning.

Production, usage, and comprehension in animal vocalizations

In this review, we place equal emphasis on production, usage, and comprehension because these components of communication may exhibit different developmental trajectories and be affected by different neural mechanisms. In the animal kingdom generally, learned, flexible vocal production is rare, appearing in only a few orders of birds and few species of mammals. Compared with humans, the majority of species produce a limited repertoire of calls that show little modification during development. Call usage is also highly constrained. Unlike humans, most animals use specific call types only in a limited range of contexts. In marked contrast to production and usage, animals' comprehension of vocalizations, as measured by their responses, are highly flexible, modifiable as a result of experience, and show the most parallels with human language. The differences among vocal production, usage, and comprehension create an oddly asymmetric system of communication in which a small repertoire of relatively fixed calls, each linked to a particular context, can nonetheless give rise to an open-ended, highly modifiable, and cognitively rich set of meanings. Recent studies of baboons and eavesdropping songbirds provide two examples.

Juvenile sparrows preferentially eavesdrop on adult song interactions

Recent research has demonstrated that bird song learning is influenced by social factors, but so far has been unable to isolate the particular social variables central to the learning process. Here we test the hypothesis that eavesdropping on singing interactions of adults is a key social event in song learning by birds. In a field experiment, we compared the response of juvenile male song sparrows (Melospiza melodia) to simulated adult counter-singing versus simulated solo singing. We used radio telemetry to follow the movements of each focal bird and assess his response to each playback trial. Juveniles approached the playback speakers when exposed to simulated interactive singing of two song sparrows, but not when exposed to simulated solo singing of a single song sparrow, which in fact they treated similar to heterospecific singing. Although the young birds approached simulated counter-singing, neither did they approach closely, nor did they vocalize themselves, suggesting that the primary function of approach was to permit eavesdropping on these singing interactions. These results indicate that during the prime song-learning phase, juvenile song sparrows are attracted to singing interactions between adults but not to singing by a single bird and suggest that singing interactions may be particularly powerful song-tutoring events.

Social information trumps vegetation structure in breeding-site selection by a migrant songbird

To maximize fitness, organisms must assess and select suitable habitat. Early research studying birds suggested that organisms consider primarily vegetation structural cues in their habitat choices. We show that experimental exposure to singing in the post-breeding period provides a social cue that is used for habitat selection the following year by a migrant songbird, the black-throated blue warbler (Dendroica caerulescens). Our experimental social cues coerced individuals to adopt territories in areas of very poor habitat quality where individuals typically do not occur. This indicates that social information can override typical associations with vegetation structure. We demonstrate that a strong settlement response was elicited because post-breeding song at a site is highly correlated with reproductive success. These results constitute a previously undocumented, but highly parsimonious mechanism for the inadvertent transfer of reproductive (public) information from successful breeders to dispersers. We hypothesize that post-breeding song is a pervasive and reliable cue for species that communicate vocally, inhabit temporally autocorrelated environments, produce young asynchronously and/or abandon territories after reproductive failure.