scholarly journals Oxytocin receptor antagonism during song tutoring in zebra finches reduces preference for and learning of the tutor's song

2021 ◽  
Author(s):  
Natalie R. Pilgeram ◽  
Nicole M. Baran ◽  
Aditya Bhise ◽  
Matthew T. Davis ◽  
Emily Kim ◽  
...  
Keyword(s):  
Social Interactions ◽  
Vocal Learning ◽  
Oxytocin Receptor ◽  
Developmental Trajectory ◽  
The Other ◽  
Sensitive Period ◽  
Saline Control ◽  
Zebra Finches ◽  
Social Orienting ◽  
Oxytocin Receptors

In species with vocal learning, acquiring species-typical vocalizations relies on early social orienting. In zebra finches (Taeniopygia guttata), for example, learning song requires dynamic social interactions with a "tutor" during an early sensitive period. The oxytocin system plays a central role in social orienting across species, yet it is unknown whether this system participates in the attentional and motivational processes that support vocal learning. Here, we tested whether blocking oxytocin receptors during exposure to tutors would impact learning from those tutors. Juvenile, song-naïve males were each tutored by two unfamiliar adults. During exposure to one tutor, juveniles were treated with oxytocin receptor antagonist (OTA) and during exposure to the other, saline (control). We found that OTA significantly reduced behaviors associated with approach and attention during tutoring sessions. Next, using an operant assay in which exposure to the two songs was balanced, we found that the juveniles preferred the control song over the OTA song. The developmental trajectory of preference for the control song resembled the pattern shown by father-reared birds choosing to hear their father's song. Finally, the adult songs of the tutored birds more closely resembled control song than OTA song. The magnitude of this difference was significantly predicted by the early preference for the control song. Overall, oxytocin antagonism during exposure to a tutor seemed to bias juveniles against that tutor and his song. Our results suggest that oxytocin receptors play a role in socially-guided vocal learning in zebra finches, perhaps by affecting attention and motivation during tutoring.

scholarly journals Expression of oxytocin receptors in the zebra finch brain during vocal development

2019 ◽  
Author(s):  
Matthew T. Davis ◽  
Kathleen E. Grogan ◽  
Donna L. Maney
Keyword(s):  
Vocal Learning ◽  
Social Motivation ◽  
Oxytocin Receptor ◽  
Lateral Septum ◽  
Zebra Finches ◽  
Vocal Development ◽  
Auditory Forebrain ◽  
Oxytocin Receptors ◽  
Song Control System ◽  
Song Control

AbstractJuvenile male zebra finches memorize and learn to sing the song of a male caregiver, or “tutor”, during a complex vocal learning process. Juveniles are highly motivated to interact socially with their tutor, and these interactions are required for effective vocal learning. It is currently unknown what neurological mechanisms underlie attraction to tutors, but social motivation and affiliation in this and other species may be mediated by oxytocin and related nonapeptides. Here, we used qPCR to quantify expression of oxytocin receptor (OTR) mRNA in the lateral septum, auditory forebrain, and regions of the song control system in zebra finches throughout post-hatch development and vocal learning. We found that zebra finches express OTR mRNA in these regions from post-hatch day 5 to adulthood, encompassing the entire period of auditory and sensorimotor learning. We also mapped the binding of 125I-ornithine vasotocin, an oxytocin receptor antagonist that binds to oxytocin receptors in songbird brain, to understand the neuroanatomical distribution of oxytocin-like action during vocal development. This study provides the groundwork for the use of zebra finches as a model for understanding the mechanisms underlying social motivation and its role in vocal development.

scholarly journals Song preferences predict the quality of vocal learning in zebra finches

2021 ◽  
Author(s):  
Carlos A. Rodriguez-Saltos ◽  
Aditya Bhise ◽  
Prasanna Karur ◽  
Ramsha Nabihah Khan ◽  
Sumin Lee ◽  
...  
Keyword(s):  
Reinforcement Schedule ◽  
Social Process ◽  
Vocal Learning ◽  
Song Learning ◽  
Sensitive Period ◽  
Social Reward ◽  
Zebra Finches ◽  
Vocal Development ◽  
Song Preferences

In songbirds, learning to sing is a highly social process that likely involves social reward. Here, we hypothesized that the degree to which a juvenile songbird learns a song depends on the degree to which it finds that song rewarding to hear during vocal development. We tested this hypothesis by measuring song preferences in young birds during song learning and then analyzing their adult songs. Song preferences were measured in an operant key-pressing assay. Juvenile male zebra finches (Taeniopygia guttata) had access to two keys, each of which was associated with a higher likelihood of playing the song of their father or that of another familiar adult ("neighbor"). To minimize the effects of exposure on learning, we implemented a reinforcement schedule that allowed us to detect preferences while balancing exposure to each song. On average, the juveniles significantly preferred the father's song early during song learning, before they were themselves singing. At around post-hatch day 60, their preference shifted to the neighbor's song. At the end of the song learning period, we recorded the juveniles' songs and compared them to the father's and the neighbor's song. All of the birds copied father's song. The accuracy with which the father's song was imitated was positively correlated with the peak strength of the preference for the father's song during the sensitive period. Our results show that preference for a social stimulus, in this case a vocalization, predicted social learning during development.

scholarly journals Can Dogs’ Origins and Interactions with Humans Affect Their Accomplishments? A Study on the Responses of Shelter and Companion Dogs during Vocal Cue Training

Animals ◽  
2021 ◽  
Vol 11 (5) ◽  
pp. 1360
Author(s):  
Maria Luiza A. Fonseca ◽  
Angélica S. Vasconcellos
Keyword(s):  
Social Interactions ◽  
Social Deprivation ◽  
Behavioral Responses ◽  
The Other ◽  
Influential Factor ◽  
Vocal Cues ◽  
Companion Dogs ◽  
Shelter Dogs ◽  
Tone Of Voice ◽  
Neutral Tone

The inclusion of life history as a possible influential factor is pivotal in studies on behavior, welfare, and cognition. Shelter dogs have usually experienced a life involving poor social interactions with humans. Thus, we aimed to investigate the behavioral responses of shelter dogs (SDs) and companion dogs (CDs) during the training of two vocal cues (“sit”, “paw”), as well as the possible associations between their responses and the behaviors of trainers. We studied 15 SDs and 15 CDs in up to eight five-minute training sessions. Dogs’ and trainers’ behaviors were recorded and analyzed (through GLM, GLMM, correlation and Mann–Whitney tests). Shelter dogs responded to more cues per session, with shorter latencies and fewer repetitions of cues. Moreover, SDs spent more time wagging their tails. Dogs’ sex and trainers’ behaviors were also associated with differences in dogs’ responses. The use of a reproachful tone of voice was associated with a greater number of cues responded to, shorter latencies, and fewer repetitions of cues. However, this type voice/discourse was also linked to a greater exhibition of non-training behaviors (e.g., exploring the room or jumping on the trainer), and to dogs spending less time next to the trainer and wagging their tails. On the other hand, the use of a neutral tone of voice and laughter, besides being linked to performance, was also associated with longer durations of tail wagging. Furthermore, the duration of the trainers’ orientation to dogs was correlated with the orientation of the dogs to the trainers. Our data suggest that, even when having experienced social deprivation from humans, SDs’ capacities to learn vocal cues were preserved, possibly due to ontogenic homeostasis processes. Shelter dogs’ greater interest in the sessions may be also credited to their socially-deprived routine. Our outcomes also point to an association between friendly interactions during training and dog performance and excitement, which suggests that such interactions may have the potential to improve SD welfare.

Why the other‐race effect matters: Poor recognition of other‐race faces impacts everyday social interactions

2021 ◽  
Author(s):  
Elinor McKone ◽  
Amy Dawel ◽  
Rachel A. Robbins ◽  
Yiyun Shou ◽  
Nan Chen ◽  
...  
Keyword(s):  
Social Interactions ◽  
The Other ◽  
Race Effect

scholarly journals Adding colour-realistic video images to audio playbacks increases stimulus engagement but does not enhance vocal learning in zebra finches

2021 ◽  
Author(s):  
Judith M. Varkevisser ◽  
Ralph Simon ◽  
Ezequiel Mendoza ◽  
Martin How ◽  
Idse van Hijlkema ◽  
...  
Keyword(s):  
Visual Cues ◽  
Sound Production ◽  
Visual Stimuli ◽  
Vocal Learning ◽  
Song Learning ◽  
Frame Rate ◽  
Zebra Finches ◽  
Video Content ◽  
Biologically Relevant ◽  
Video Images

AbstractBird song and human speech are learned early in life and for both cases engagement with live social tutors generally leads to better learning outcomes than passive audio-only exposure. Real-world tutor–tutee relations are normally not uni- but multimodal and observations suggest that visual cues related to sound production might enhance vocal learning. We tested this hypothesis by pairing appropriate, colour-realistic, high frame-rate videos of a singing adult male zebra finch tutor with song playbacks and presenting these stimuli to juvenile zebra finches (Taeniopygia guttata). Juveniles exposed to song playbacks combined with video presentation of a singing bird approached the stimulus more often and spent more time close to it than juveniles exposed to audio playback only or audio playback combined with pixelated and time-reversed videos. However, higher engagement with the realistic audio–visual stimuli was not predictive of better song learning. Thus, although multimodality increased stimulus engagement and biologically relevant video content was more salient than colour and movement equivalent videos, the higher engagement with the realistic audio–visual stimuli did not lead to enhanced vocal learning. Whether the lack of three-dimensionality of a video tutor and/or the lack of meaningful social interaction make them less suitable for facilitating song learning than audio–visual exposure to a live tutor remains to be tested.

The influence of concealing academic achievement on the self-esteem of adolescents with low achievement

2009 ◽  
Vol 37 (6) ◽  
pp. 805-810
Author(s):  
Baoshan Zhang ◽  
Jun-Yan Zhao ◽  
Guoliang Yu
Keyword(s):  
Academic Achievement ◽  
Social Interaction ◽  
Social Interactions ◽  
Self Esteem ◽  
Low Achievers ◽  
The Self ◽  
The Other ◽  
Other Hand ◽  
Positive Performance

An examination was carried out of the influences of concealing academic achievement on self-esteem in an academically relevant social interaction based on the assumption that concealing socially devalued characteristics should influence individuals' self-esteem during social interactions. An interview paradigm called for school-aged adolescents who either were or were not low (academic) achievers to play the role of students who were or were not low achievers while answering academically relevant questions. The data suggest that the performance self-esteem of low achievers who played the role of good students was more positive than that of low achievers who played the role of low achievers. On the other hand, participants who played the role of good students had more positive performance self-esteem than did participants who played the role of low achievers.

Vocal Learning of Japanese and Rhesus Monkeys

Behaviour ◽  
1989 ◽  
Vol 109 (3-4) ◽  
pp. 191-199 ◽  
Author(s):  
Nobuo Masataka ◽  
Kazuo Fujita
Keyword(s):  
Rhesus Monkeys ◽  
Japanese Monkey ◽  
Species Difference ◽  
Vocal Learning ◽  
The Other ◽  
Playback Experiments ◽  
Biological Mothers ◽  
Japanese Monkeys ◽  
The Cross ◽  
Species Specific

AbstractForaging vocalizations given by Japanese and rhesus momkeys reared by their biological mothers differed from each other in a single parameter. Calls made by a Japanese monkey fostered by a rhesus female were dissimilar to those of conspecifics reared by their biological mothers, but similar to those of rhesus monkeys reared by their biological mothers, and the vocalizations given by rhesus monkeys fostered by Japanese monkey mothers were dissimilar to those of conspecifics reared by their biological mothers, but similar to those of Japanese monkeys reared by their biological mothers. Playback experiments revealed that both Japanese and rhesus monkeys distinguished between the calls of Japanese monkeys reared by their biological mothers and of the cross-fostered rhesus monkeys on one hand, and the vocalizations of rhesus monkeys reared by their biological mothers and of the cross-fostered Japanese monkey on the other hand. Thus, production of species-specific vocalizations was learned by each species, and it was the learned species-difference which the monkeys themselves discriminated.

scholarly journals Inhibition protects acquired song segments during vocal learning in zebra finches

Science ◽  
2016 ◽  
Vol 351 (6270) ◽  
pp. 267-271 ◽  
Author(s):  
D. Vallentin ◽  
G. Kosche ◽  
D. Lipkind ◽  
M. A. Long
Keyword(s):  
Vocal Learning ◽  
Zebra Finches
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