scholarly journals The variability of song variability in wild and domesticated zebra finches Taeniopygia guttata

2018 ◽  
Author(s):  
Allison L. Lansverk ◽  
Sarah E. London ◽  
Simon C. Griffith ◽  
David F. Clayton ◽  
Christopher N. Balakrishnan
Keyword(s):  
Zebra Finch ◽  
Genetic Basis ◽  
Genetic Factors ◽  
Purifying Selection ◽  
Population Level ◽  
Song Learning ◽  
Zebra Finches ◽  
Song Production ◽  
Research Goal ◽  
Cross Fostering

ABSTRACTBirdsong is a classic example of a learned social behavior. Like many traits of interest, however, song production is also influenced by genetic factors and understanding the relative contributions of genetic and environmental influences remains a major research goal. In this study we take advantage of genetic variation among captive zebra finch populations to examine variation in a population-level song trait: song variability. We find that zebra finch populations differ in levels of song variability. Domesticated T. g. castanotis populations displayed higher song diversity than more recently wild-derived populations of both zebra finch subspecies T. g. castanotis and T. g. guttata, the Timor zebra finch. To determine whether these differences could have a genetic basis, we cross-fostered domesticated T. g. castanotis and Timor zebra finches to Bengalese finches Lonchura striata domestica. Following cross-fostering, domesticated T. g. castanotis maintained a higher level of song diversity than T. g. guttata. We suggest that the high song variability of domesticated zebra finches may be a consequence of reduced purifying selection acting on song traits. Intraspecific differences in the mechanisms underlying song variability therefore represent an untapped opportunity for probing the mechanisms of song learning and production.

scholarly journals The variability of song variability in zebra finch ( Taeniopygia guttata ) populations

2019 ◽  
Vol 6 (5) ◽  
pp. 190273
Author(s):  
Allison L. Lansverk ◽  
Katie M. Schroeder ◽  
Sarah E. London ◽  
Simon C. Griffith ◽  
David F. Clayton ◽  
...  
Keyword(s):  
Zebra Finch ◽  
Social Behaviour ◽  
Early Life ◽  
Genetic Basis ◽  
Genetic Factors ◽  
Individual Recognition ◽  
Population Level ◽  
Taeniopygia Guttata ◽  
Major Goal ◽  
The Difference

Birdsong is a classic example of a learned social behaviour. Song behaviour is also influenced by genetic factors, and understanding the relative contributions of genetic and environmental influences remains a major goal. In this study, we take advantage of captive zebra finch populations to examine variation in a population-level song trait: song variability. Song variability is of particular interest in the context of individual recognition and in terms of the neuro-developmental mechanisms that generate song novelty. We find that the Australian zebra finch Taeniopygia guttata castanotis ( TGC ) maintains higher song diversity than the Timor zebra finch T. g. guttata ( TGG ) even after experimentally controlling for early life song exposure, suggesting a genetic basis to this trait. Although wild-derived TGC were intermediate in song variability between domesticated TGC populations and TGG , the difference between domesticated and wild TGC was not statistically significant. The observed variation in song behaviour among zebra finch populations represents a largely untapped opportunity for exploring the mechanisms of social behaviour.

The Effects of Cross-Fostering On Selective Song Learning in Estrildid Finches

Behaviour ◽  
1989 ◽  
Vol 109 (3-4) ◽  
pp. 163-174 ◽  
Author(s):  
N.S. Clayton
Keyword(s):  
Zebra Finch ◽  
Taeniopygia Guttata ◽  
Song Learning ◽  
Zebra Finches ◽  
Bengalese Finch ◽  
Species Specific ◽  
Foster Father ◽  
Cross Fostering ◽  
Specific Learning

AbstractMale zebra finches, Taeniopygia guttata, which have been cross-fostered to Bengalesc finches, Lonchura striata, learn Bengalese finch song elements with as much accuracy as a male learning from his natural father. However, these elements are sung in phrases which are more nearly zebra finch length and lack the repetitiveness typical of the elements in a Bengalese finch phrase. Male Bengalese finches are also capable of learning song from a zebra finch foster-father. Males vary substantially but they tend to produce fewer, more widely spaced zebra finch elements in a Bengalese finch-length phrase. Both species show selective song learning and it is suggested that phrase length and the absence or presence of repeated elements might act as important cues for species-specific learning. Cross-fostered Bengalese finches seem to learn less than cross-fostered zebra finches: possible reasons for this are discussed.

Regulation of learned vocal behavior by an auditory motor cortical nucleus in juvenile zebra finches

2011 ◽  
Vol 106 (1) ◽  
pp. 291-300 ◽  
Author(s):  
Katja Naie ◽  
Richard H. R. Hahnloser
Keyword(s):  
Zebra Finch ◽  
Brain Area ◽  
Primary Afferents ◽  
Song Learning ◽  
Significant Source ◽  
Vocal Behavior ◽  
Zebra Finches ◽  
Auditory Input ◽  
Cortical Nucleus ◽  
Song Production

In the process of song learning, songbirds such as the zebra finch shape their initial soft and poorly formed vocalizations (subsong) first into variable plastic songs with a discernable recurring motif and then into highly stereotyped adult songs. A premotor brain area critically involved in plastic and adult song production is the cortical nucleus HVC. One of HVC's primary afferents, the nucleus interface of the nidopallium (NIf), provides a significant source of auditory input to HVC. However, the premotor involvement of NIf has not been extensively studied yet. Here we report that brief and reversible pharmacological inactivation of NIf in juvenile birds leads to transient degradation of plastic song toward subsong, as revealed by spectral and temporal song features. No such song degradation is seen following NIf inactivation in adults. However, in both juveniles and adults NIf inactivation leads to a transient decrease in song stereotypy. Our findings reveal a contribution of NIf to song production in juveniles that agrees with its known role in adults in mediating thalamic drive to downstream vocal motor areas during sleep.

scholarly journals Population-Level Representation of a Temporal Sequence Underlying Song Production in the Zebra Finch

Neuron ◽  
2016 ◽  
Vol 90 (4) ◽  
pp. 866-876 ◽  
Author(s):  
Michel A. Picardo ◽  
Josh Merel ◽  
Kalman A. Katlowitz ◽  
Daniela Vallentin ◽  
Daniel E. Okobi ◽  
...  
Keyword(s):  
Zebra Finch ◽  
Population Level ◽  
Temporal Sequence ◽  
Song Production

scholarly journals Determinants of the Efficacy of Natural Selection on Coding and Noncoding Variability in Two Passerine Species

2017 ◽  
Vol 9 (11) ◽  
pp. 2987-3007 ◽  
Author(s):  
Pádraic Corcoran ◽  
Toni I Gossmann ◽  
Henry J Barton ◽  
Jon Slate ◽  
Kai Zeng ◽  
...  
Keyword(s):  
Zebra Finch ◽  
Recombination Rate ◽  
Nucleotide Diversity ◽  
Purifying Selection ◽  
Great Tit ◽  
Untranslated Regions ◽  
Demographic Model ◽  
Zebra Finches ◽  
Effective Population ◽  
Biased Gene Conversion

Abstract Population genetic theory predicts that selection should be more effective when the effective population size (Ne) is larger, and that the efficacy of selection should correlate positively with recombination rate. Here, we analyzed the genomes of ten great tits and ten zebra finches. Nucleotide diversity at 4-fold degenerate sites indicates that zebra finches have a 2.83-fold larger Ne. We obtained clear evidence that purifying selection is more effective in zebra finches. The proportion of substitutions at 0-fold degenerate sites fixed by positive selection (α) is high in both species (great tit 48%; zebra finch 64%) and is significantly higher in zebra finches. When α was estimated on GC-conservative changes (i.e., between A and T and between G and C), the estimates reduced in both species (great tit 22%; zebra finch 53%). A theoretical model presented herein suggests that failing to control for the effects of GC-biased gene conversion (gBGC) is potentially a contributor to the overestimation of α, and that this effect cannot be alleviated by first fitting a demographic model to neutral variants. We present the first estimates in birds for α in the untranslated regions, and found evidence for substantial adaptive changes. Finally, although purifying selection is stronger in high-recombination regions, we obtained mixed evidence for α increasing with recombination rate, especially after accounting for gBGC. These results highlight that it is important to consider the potential confounding effects of gBGC when quantifying selection and that our understanding of what determines the efficacy of selection is incomplete.

Do Contingencies with Tutor Behaviour Influence Song Learning in Zebra Finches?

Behaviour ◽  
1998 ◽  
Vol 135 (5) ◽  
pp. 599-614 ◽  
Author(s):  
Bart Houx ◽  
Carel Ten Cate
Keyword(s):  
Social Interaction ◽  
Zebra Finch ◽  
Learning Process ◽  
Social Behaviour ◽  
Taeniopygia Guttata ◽  
Song Learning ◽  
Zebra Finches ◽  
Sensitive Phase ◽  
Different Types ◽  
Juvenile Males

AbstractSocial interaction with a song tutor is often found to be important for the song learning process in songbirds, but the mechanism is still unclear. The main aim of this study is to find indications for contingencies between singing and interactive behaviours, between and within tutors and tutees, which might influence the song learning process of zebra finches (Taeniopygia guttata). To this end we observed the interactions of eleven juvenile zebra finch males with their fathers (the tutors) and their mothers during the sensitive phase for song learning, and examined four different types of possible contingencies. The evidence for these contingencies was not very strong: (1) We found some weak indications that a tutee can anticipate tutor song by preceding tutor behaviour. There were no indications that (2) tutor song is contingent upon subsequent behaviour of the tutor, that (3) juvenile males can control singing of their tutor by preceding operant social behaviour, or that (4) social behaviour of the tutor reinforces singing of the tutee. We found some indications that the juvenile males attend actively to the tutor song. Furthermore, we found that the juvenile males maintained more mutual interactions with their father than with their mother. In general, we did not find any clear relationship between aspects of social interaction and song copying in zebra finches.

The Role of Aggression in Song Tutor Choice in the Zebra Finch: Cause or Effect?

Behaviour ◽  
1996 ◽  
Vol 133 (1-2) ◽  
pp. 103-115 ◽  
Author(s):  
A.E. Jones ◽  
P.J.B. Slater
Keyword(s):  
Zebra Finch ◽  
Significant Relationship ◽  
Young Male ◽  
Taeniopygia Guttata ◽  
Song Learning ◽  
Zebra Finches ◽  
Relative Level ◽  
Young Bird ◽  
Sensitive Phase

AbstractYoung male zebra finches (Taeniopygia guttata) normally copy their song from one tutor when given a choice of two. Interaction is known to be a key feature of the learning process and this study examines the way in which one particular type of social behaviour, aggression, may affect tutor choice. Female raised zebra finches were given a choice of two song tutors, which had been pre-selected for differing levels of aggression, during the sensitive phase for song learning. A young bird was significantly more likely to learn from the tutor that was more aggressive to him, as found earlier by Clayton (1987). In addition, behavioural observations suggest that aggression towards the young bird was the cause rather than an effect of tutor choice. There was no significant relationship between the relative level of tutor aggression and the amount of his song copied. Changes in the level of aggression over the tutoring period are also discussed.

scholarly journals A subcortical circuit linking the cerebellum to the basal ganglia engaged in vocal learning

2017 ◽  
Author(s):  
Ludivine Pidoux ◽  
Pascale Leblanc ◽  
Arthur Leblois
Keyword(s):  
Basal Ganglia ◽  
Vocal Learning ◽  
Song Learning ◽  
Sensorimotor Learning ◽  
Zebra Finches ◽  
Subcortical Structures ◽  
Song Production ◽  
Cerebellar Lesions ◽  
Avian Song

AbstractSpeech is a complex sensorimotor skill, and vocal learning involves both the basal ganglia and the cerebellum. These subcortical structures interact indirectly through their respective loops with thalamo-cortical and brainstem networks, and directly via subcortical pathways, but the role of their interaction during sensorimotor learning remains undetermined. While songbirds and their song-dedicated basal ganglia-thalamo-cortical circuitry offer a unique opportunity to study subcortical circuits involved in vocal learning, the cerebellar contribution to avian song learning remains unknown. We demonstrate that the cerebellum provides a strong input to the song-related basal ganglia nucleus in zebra finches. Cerebellar signals are transmitted to the basal ganglia via a disynaptic connection through the thalamus and then conveyed to their cortical target and to the premotor nucleus controlling song production. Finally, cerebellar lesions impair juvenile song learning, opening new opportunities to investigate how subcortical interactions between the cerebellum and basal ganglia contribute to sensorimotor learning.

scholarly journals Auditory processing in the zebra finch midbrain: single unit responses and effect of rearing experience

PeerJ ◽  
2020 ◽  
Vol 8 ◽  
pp. e9363
Author(s):  
Priscilla Logerot ◽  
Paul F. Smith ◽  
Martin Wild ◽  
M. Fabiana Kubke
Keyword(s):  
Auditory System ◽  
Zebra Finch ◽  
Auditory Processing ◽  
A Priori ◽  
Auditory Brainstem ◽  
Zebra Finches ◽  
Auditory Midbrain ◽  
Virtual Absence ◽  
The Difference ◽  
Cross Fostering

In birds the auditory system plays a key role in providing the sensory input used to discriminate between conspecific and heterospecific vocal signals. In those species that are known to learn their vocalizations, for example, songbirds, it is generally considered that this ability arises and is manifest in the forebrain, although there is no a priori reason why brainstem components of the auditory system could not also play an important part. To test this assumption, we used groups of normal reared and cross-fostered zebra finches that had previously been shown in behavioural experiments to reduce their preference for conspecific songs subsequent to cross fostering experience with Bengalese finches, a related species with a distinctly different song. The question we asked, therefore, is whether this experiential change also changes the bias in favour of conspecific song displayed by auditory midbrain units of normally raised zebra finches. By recording the responses of single units in MLd to a variety of zebra finch and Bengalese finch songs in both normally reared and cross-fostered zebra finches, we provide a positive answer to this question. That is, the difference in response to conspecific and heterospecific songs seen in normal reared zebra finches is reduced following cross-fostering. In birds the virtual absence of mammalian-like cortical projections upon auditory brainstem nuclei argues against the interpretation that MLd units change, as observed in the present experiments, as a result of top-down influences on sensory processing. Instead, it appears that MLd units can be influenced significantly by sensory inputs arising directly from a change in auditory experience during development.

Song Tutor Choice in Zebra Finches and Bengalese Finches: the Relative Importance of Visual and Vocal Cues

Behaviour ◽  
1988 ◽  
Vol 104 (3-4) ◽  
pp. 281-299 ◽  
Author(s):  
N.S. Clay-Ton
Keyword(s):  
Zebra Finch ◽  
Taeniopygia Guttata ◽  
Song Learning ◽  
The Other ◽  
Zebra Finches ◽  
Relative Importance ◽  
Bengalese Finch ◽  
Vocal Cues ◽  
Species Specific ◽  
Zebra Finch Song

AbstractThis paper examined the relative importance of visual and vocal cues for song tutor choice. In the first study zebra finches, Taeniopygia guttata, and Bengalese finches, Lonchura striata, were housed with two song tutors at independence, a zebra finch singing Bengalese finch song and a Bengalese finch singing zebra finch song. All the males tended to learn from the conspecific song tutor, irrespective of whether they had been raised by a pair of conspecifics, the female alone or cross-fostered to a pair of the other species. In the second study zebra finches were housed at independence with two conspecific song tutors, one with a normal song and one which sang Bengalese finch song elements. There was no tendency to learn zebra finch elements which suggests that species-specific elements are not important for song tutor choice in zebra finches. Other vocal differences between the tutors such as length of the song phrase and species-specific call notes might bias learning in favour of the conspecific. Visual differences between the two species, both in appearance and behaviour, seem to be important. Parental cues before independence appear to be relatively uninfluential. However, siblings may be important, both the species and number per clutch: this is a factor which has been overlooked in previous studies of song learning.

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