Early acquisition of song in the zebra finch, Taeniopygia guttata
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Cited by (136)
Multimodality during live tutoring is relevant for vocal learning in zebra finches
2022, Animal BehaviourSong learning and plasticity in songbirds
2021, Current Opinion in NeurobiologyCitation Excerpt :Species-level differences in the duration of the sensitive period for song learning and plasticity have led to distinctions between ‘closed-ended’ or ‘age-limited’ learning and ‘open-ended’ learning, but this proposed dichotomy simplifies a more complex behavioral spectrum. In fully age-limited species, learning takes place only during the critical period early in life, and songs are stable after this time window [151–153], sometimes becoming more stereotyped over time [154–156]. Intermediate species appear to delay song crystallization until some time in adulthood [157–159]; for example, chipping sparrows have been observed to have a second sensitive period immediately following their first migration, after which the song crystallizes [160,161].
Experience selectively alters functional connectivity within a neural network to predict learned behavior in juvenile songbirds
2020, NeuroImageCitation Excerpt :In contrast, the CP “close,” after which a zebra finch male can no longer memorize additional songs, depends on the process of tutor song memorization, which is thought to reflect tutor experience-dependent remodeling of the underlying neural circuitry to shift the balance from plasticity to stability. Accordingly, if a juvenile zebra finch is isolated from tutor experience during the CP (“Isolates”), learning potential remains high (Eales, 1987, 1985; Jones et al., 1992, 1996; Morrison and Nottebohm, 1993) after the typical closure of the CP at P65 (Böhner, 1990; Braaten, 2010; Clayton, 1987; Eales, 1987, 1985; Morrison and Nottebohm, 1993; Roper and Zann, 2006; Slater et al., 1991). This insight presents the unique opportunity to disambiguate the neural effects of experience-dependent plasticity from the programmed outcomes associated with maturational age (Fee and Scharff, 2010; London, 2017).
Developmental song learning as a model to understand neural mechanisms that limit and promote the ability to learn
2019, Behavioural ProcessesCitation Excerpt :It is possible that the ability to learn is diminished by the same processes required for tutor song memorization, but it is also possible that these mechanisms are divergent. For example, juveniles require very little tutor experience to faithfully copy the tutor’s song but we do not yet know if that level of experience is sufficient to close the CP (Deshpande et al., 2014; London and Clayton, 2008; Tchernichovski et al., 1999; Ahmadiantehrani and London, 2017a, 2017b; Böhner, 1990). Further, while existing evidence suggests a direct effect of tutor song experience on regulating plasticity in higher-order auditory processing areas, their projections could transmit those experience-dependent influences to HVC, and additional downstream AFP areas integral to controlling plasticity during song acquisition.
Song practice as a rewarding form of play in songbirds
2019, Behavioural ProcessesCitation Excerpt :At this stage song becomes stereotyped or “crystallized” (Marler, 1991; Williams, 2004). Some species do this once during a critical period in which they learn the songs that they will sing throughout their adult lives (e.g., zebra finches; (Bohner, 1990; Marler, 1987; Beecher and Brenowitz, 2005)). Other species return to periods of vocal-motor exploration outside the breeding season as adults when they re-sequence song elements for use during the next breeding period (e.g., canaries; (Beecher and Brenowitz, 2005; Nottebohm et al., 1986)).
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Present address: Institut für Verhaltensbiologie, Freie Universität Berlin, Haderslebener Str. 9, D-1000 Berlin 41, West Germany.