Coordination of presynaptic and postsynaptic maturation in a zebra finch forebrain motor control nucleus during song learning

Where to from here? Perspectives on steroid-induced and naturally-occurring singing in female songbirds

In many species, male and female animals differ in the types and frequency of particular behaviors (e.g. reproductive behavior, parental behavior, etc.). These differences in behavior are quite often related to the neural and hormonal control of said behaviors. In the temperate zone it is commonly stated that male songbirds sing much more frequently and with much greater quality compared to their female counterparts. However, recent evidence has called these claims into question (Odom et al., 2014; Price et al., 2008; Webb et al., 2016). That said, neuroendocrine studies of song behavior have primarily focused on male birds and relatively little work has been done exclusively or comparatively with female songbirds. What we do know, however, is that there is wide variability in the vocal ability and capacity of female songbirds and that there is a developmental link between the hormonal milieu and neuro-social development that facilitate these behavioral phenotypes. Both testosterone and estradiol have been demonstrated to play pivotal roles in behavioral and neural differentiation of male and female song behavior profiles. Here we review a brief history of empirical investigation into steroid regulation of song in female birds, including the pattern of song activation, constraints on the ability of testosterone to induce singing, and the role of the anterior forebrain in supporting song learning. We conclude with a brief analysis of a major gap in the field's knowledge regarding naturally occurring female song and the neuroendocrine underpinnings of a socially salient learned behavior ripe for systematic investigation.

Neuronal Intrinsic Physiology Changes During Development of a Learned Behavior

Juvenile male zebra finches learn their songs over distinct auditory and sensorimotor stages, the former requiring exposure to an adult tutor song pattern. The cortical premotor nucleus HVC (acronym is name) plays a necessary role in both learning stages, as well as the production of adult song. Consistent with neural network models where synaptic plasticity mediates developmental forms of learning, exposure to tutor song drives changes in the turnover, density, and morphology of HVC synapses during vocal development. A network's output, however, is also influenced by the intrinsic properties (e.g., ion channels) of the component neurons, which could change over development. Here, we use patch clamp recordings to show cell-type-specific changes in the intrinsic physiology of HVC projection neurons as a function of vocal development. Developmental changes in HVC neurons that project to the basal ganglia include an increased voltage sag response to hyperpolarizing currents and an increased rebound depolarization following hyperpolarization. Developmental changes in HVC neurons that project to vocal-motor cortex include a decreased resting membrane potential and an increased spike amplitude. HVC interneurons, however, show a relatively stable range of intrinsic features across vocal development. We used mathematical models to deduce possible changes in ionic currents that underlie the physiological changes and to show that the magnitude of the observed changes could alter HVC circuit function. The results demonstrate developmental plasticity in the intrinsic physiology of HVC projection neurons and suggest that intrinsic plasticity may have a role in the process of song learning.

Cortical inter-hemispheric circuits for multimodal vocal learning in songbirds

Vocal learning in songbirds and humans is strongly influenced by social interactions based on sensory inputs from several modalities. Songbird vocal learning is mediated by cortico-basal ganglia circuits that include the SHELL region of lateral magnocellular nucleus of the anterior nidopallium (LMAN), but little is known concerning neural pathways that could integrate multimodal sensory information with SHELL circuitry. In addition, cortical pathways that mediate the precise coordination between hemispheres required for song production have been little studied. In order to identify candidate mechanisms for multimodal sensory integration and bilateral coordination for vocal learning in zebra finches, we investigated the anatomical organization of two regions that receive input from SHELL: the dorsal caudolateral nidopallium (dNCL_SHELL ) and a region within the ventral arcopallium (Av). Anterograde and retrograde tracing experiments revealed a topographically organized inter-hemispheric circuit: SHELL and dNCL_SHELL , as well as adjacent nidopallial areas, send axonal projections to ipsilateral Av; Av in turn projects to contralateral SHELL, dNCL_SHELL , and regions of nidopallium adjacent to each. Av on each side also projects directly to contralateral Av. dNCL_SHELL and Av each integrate inputs from ipsilateral SHELL with inputs from sensory regions in surrounding nidopallium, suggesting that they function to integrate multimodal sensory information with song-related responses within LMAN-SHELL during vocal learning. Av projections share this integrated information from the ipsilateral hemisphere with contralateral sensory and song-learning regions. Our results suggest that the inter-hemispheric pathway through Av may function to integrate multimodal sensory feedback with vocal-learning circuitry and coordinate bilateral vocal behavior.

SK channels modulate the excitability and firing precision of projection neurons in the robust nucleus of the arcopallium in adult male zebra finches

OBJECTIVE

Motor control is encoded by neuronal activity. Small conductance Ca(2+)-activated K(+) channels (SK channels) maintain the regularity and precision of firing by contributing to the afterhyperpolarization (AHP) of the action potential in mammals. However, it is not clear how SK channels regulate the output of the vocal motor system in songbirds. The premotor robust nucleus of the arcopallium (RA) in the zebra finch is responsible for the output of song information. The temporal pattern of spike bursts in RA projection neurons is associated with the timing of the acoustic features of birdsong.

METHODS

The firing properties of RA projection neurons were analyzed using patch clamp whole-cell and cell-attached recording techniques.

RESULTS

SK channel blockade by apamin decreased the AHP amplitude and increased the evoked firing rate in RA projection neurons. It also caused reductions in the regularity and precision of firing. RA projection neurons displayed regular spontaneous action potentials, while apamin caused irregular spontaneous firing but had no effect on the firing rate. In the absence of synaptic inputs, RA projection neurons still had spontaneous firing, and apamin had an evident effect on the firing rate, but caused no significant change in the firing regularity, compared with apamin application in the presence of synaptic inputs.

CONCLUSION

SK channels contribute to the maintenance of firing regularity in RA projection neurons which requires synaptic activity, and consequently ensures the precision of song encoding.

The gain modulation by N-methyl-D-aspartate in the projection neurons of robust nucleus of the arcopallium in adult zebra finches

The song of zebra finch is stable in life after it was learned successfully. Vocal plasticity is thought to be a motor exploration that can support continuous learning and optimization of performance. The activity of RA, an important pre-motor nucleus in songbird's brain, influences the song directly. This variability in adult birdsong is associated with the activity of NMDA receptors in LMAN-RA synapses, but the detailed mechanism is unclear. The control of gain refers to modulation of a neuron's responsiveness to input and is critically important for normal sensory, cognitive, and motor functions. Here, we observed the change of gain in RA projection neurons after exogenous NMDA was applied to activate NMDA receptors using the whole-cell current clamp recording. We found that NMDA substantially increased the slope (gain) of the firing rate-current relationship in RA projection neurons. The AMPA receptor-dependent excitability played a crucial role in the modulation of gain by NMDA. These results suggested that NMDA receptors may regulate the dynamics of RA projection neurons by input-output gain.

Exploring the zebra finch Taeniopygia guttata as a novel animal model for the speech-language deficit of fragile X syndrome

Fragile X syndrome (FXS) is the most common cause of inherited intellectual disability and presents with markedly atypical speech-language, likely due to impaired vocal learning. Although current models have been useful for studies of some aspects of FXS, zebra finch is the only tractable lab model for vocal learning. The neural circuits for vocal learning in the zebra finch have clear relationships to the pathways in the human brain that may be affected in FXS. Further, finch vocal learning may be quantified using software designed specifically for this purpose. Knockdown of the zebra finch FMR1 gene may ultimately enable novel tests of therapies that are modality-specific, using drugs or even social strategies, to ameliorate deficits in vocal development and function. In this chapter, we describe the utility of the zebra finch model and present a hypothesis for the role of FMRP in the developing neural circuitry for vocalization.

Electrophysiological properties of neurons in the robust nucleus of the arcopallium of adult male zebra finches

Nucleus robust arcopallium (RA) of the songbird is a distinct forebrain region that is essential for song production. To explore the electrophysiological properties, whole cell recordings were made from adult zebra finch RA neurons in slice preparations. Based on the electrophysiological properties, neurons in RA were classified into two distinct classes. Type I neurons were spontaneously active. They had larger input resistance, longer time constant, larger time-peak of an afterhyperpolarization (AHP), and broader action potentials than those of the other class. A slow, time-dependent inward rectification was induced by hyperpolarizing current pulses in this type of neuron, and was blocked by external CsCl (2mM). Type II neurons had a more negative resting membrane potential than that of type I neurons. They were characterized by a steeper slope of the recovery from the peak of the AHP and frequency-current relationships, a higher firing threshold, and irregular spiking in response to depolarizing current injection.

The relationship of neurogenesis and growth of brain regions to song learning

Song learning, maintenance and production require coordinated activity across multiple auditory, sensory-motor, and neuromuscular structures. Telencephalic components of the sensory-motor circuitry are unique to avian species that engage in song learning. The song system shows protracted development that begins prior to hatching but continues well into adulthood. The staggered developmental timetable for construction of the song system provides clues of subsystems involved in specific stages of song learning and maintenance. Progressive events, including neurogenesis and song system growth, as well as regressive events such as apoptosis and synapse elimination, occur during periods of song learning and the transitions between variable and stereotyped song during both development and adulthood. There is clear evidence that gonadal steroids influence the development of song attributes and shape the underlying neural circuitry. Some aspects of song system development are influenced by sensory, motor and social experience, while other aspects of neural development appear to be experience-independent. Although there are species differences in the extent to which song learning continues into adulthood, growing evidence suggests that despite differences in learning trajectories, adult refinement of song motor control and song maintenance can require remarkable behavioral and neural flexibility reminiscent of sensory-motor learning.