Learning strategies and the social brain: Missing elements in the link between developmental stress, song and cognition?

Large-brained birds display lower extra-pair paternity

Extra-pair paternity (EPP) benefits to improve the reproductive success via extra-pair fertilizations without the costs of parental care in males and through improved offspring quality with additional food and parental care in females among species of birds. Variations in the EPP appear to link to behavioral and ecological factors and sexual selection. According to the "relationship intelligence hypothesis", the cognitive abilities of the birds play an important role in maintaining long-term relationships. Here, we undertook the first comparative test of the relationships between extra-pair paternity and brain size, testis size, and life histories among 315 species of birds using phylogenetically controlled comparative analyses and path analysis. After controlling for the effects of shared ancestry and body mass, the frequency of EPP was negatively correlated with relative brain size, but positively with testis size across species of birds. However, the frequency of EPP was not linked to life-history traits (e.g. incubation period, fledging period, clutch size, egg mass, and longevity). Our findings suggest that large-brained birds associated with enhanced cognitive abilities are more inclined to maintain long-term stable relationships with their mates and to mutualism with them than to increase the frequency of EPP.

The multi-dimensional nature of vocal learning

How learning affects vocalizations is a key question in the study of animal communication and human language. Parallel efforts in birds and humans have taught us much about how vocal learning works on a behavioural and neurobiological level. Subsequent efforts have revealed a variety of cases among mammals in which experience also has a major influence on vocal repertoires. Janik and Slater (Anim. Behav.60, 1-11. (doi:10.1006/anbe.2000.1410)) introduced the distinction between vocal usage and production learning, providing a general framework to categorize how different types of learning influence vocalizations. This idea was built on by Petkov and Jarvis (Front. Evol. Neurosci.4, 12. (doi:10.3389/fnevo.2012.00012)) to emphasize a more continuous distribution between limited and more complex vocal production learners. Yet, with more studies providing empirical data, the limits of the initial frameworks become apparent. We build on these frameworks to refine the categorization of vocal learning in light of advances made since their publication and widespread agreement that vocal learning is not a binary trait. We propose a novel classification system, based on the definitions by Janik and Slater, that deconstructs vocal learning into key dimensions to aid in understanding the mechanisms involved in this complex behaviour. We consider how vocalizations can change without learning, and a usage learning framework that considers context specificity and timing. We identify dimensions of vocal production learning, including the copying of auditory models (convergence/divergence on model sounds, accuracy of copying), the degree of change (type and breadth of learning) and timing (when learning takes place, the length of time it takes and how long it is retained). We consider grey areas of classification and current mechanistic understanding of these behaviours. Our framework identifies research needs and will help to inform neurobiological and evolutionary studies endeavouring to uncover the multi-dimensional nature of vocal learning. This article is part of the theme issue 'Vocal learning in animals and humans'.