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.

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.

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 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 Stabilization of Sexual Preferences By Sexual Experience in Male Zebra Finches Taeniopygia Guttata Castanotis

Behaviour ◽  
1991 ◽  
Vol 118 (1-2) ◽  
pp. 144-154 ◽  
Author(s):  
Nicky Clayton ◽  
Hans-Joachim Bischof
Keyword(s):  
Zebra Finch ◽  
Sexual Partner ◽  
Foster Parents ◽  
Taeniopygia Guttata ◽  
Sensitive Period ◽  
Second Step ◽  
Zebra Finches ◽  
Sexual Preferences ◽  
Bengalese Finch ◽  
Choice Tests

AbstractMale zebra finches, Taeniopygia guttata castanotis, were normally-raised by zebra finches or were cross-fostered to Bengalese finch, Lonchura striata, foster-parents until 40 days of age. Following isolation until day 100, half the birds in each group were housed with a zebra finch female for seven days, isolated for three days and then housed with a Bengalese finch female for seven days. The other birds were exposed to females in the reverse order. Subsequent double-choice tests showed that all the normally-raised birds preferred zebra finch females whereas the preferences of cross-fostered males depended on the order of exposure to the two females: those exposed first to a Bengalese finch female preferred Bengalese finch females whereas of those exposed first to a zebra finch female, some preferred zebra finches, some preferred Bengalese finches and some showed no marked preference for either female. In order to examine the question of why the latter group showed such marked individual variation in their sexual preferences, a further group of males were cross-fostered to Bengalese finches and exposed to a zebra finch female and then to a Bengalese finch female and their behaviours were observed from day 21 until day 40 and for the two, seven-day periods with the females. The results show that, when comparing brothers within clutches, the one that begs and is fed more by by its foster-parents develops a stronger preference for Bengalese finch females and that the more song phrases a male directs to the zebra finch female during the first seven-day period, the stronger the sexual preference for zebra finch females in the double-choice tests. Hence, our results confirm and extend those of IMMELMANN et al. (1991) and KRUIJT & MEEUWISSEN (1991) that sexual imprinting may be a two step process. As a first step, information about the parents is learnt during a sensitive period early in life. In a second step, this information has to be tested for its validity for the selection of a sexual partner during first courtship encounters. It is this second step where the previously stored information is stabilized in memory. Giving conflicting information during the first and the second step, one can show that interactions between the young male and its parents as well as with its first sexual partner influence the final preference it shows in subsequent double choice tests.

scholarly journals The interplay of within-species perceptual predispositions and experience during song ontogeny in zebra finches ( Taeniopygia guttata )

2014 ◽  
Vol 281 (1796) ◽  
pp. 20141860 ◽  
Author(s):  
Sita M. ter Haar ◽  
Wiebke Kaemper ◽  
Koen Stam ◽  
Clara C. Levelt ◽  
Carel ten Cate
Keyword(s):  
Zebra Finch ◽  
Taeniopygia Guttata ◽  
Song Learning ◽  
Zebra Finches ◽  
Speech Sounds ◽  
Common Elements ◽  
Juvenile Male ◽  
Young Infants ◽  
Perceptual Preferences ◽  
Zebra Finch Song

Vocal acquisition in songbirds and humans shows many similarities, one of which is that both involve a combination of experience and perceptual predispositions. Among languages some speech sounds are shared, while others are not. This could reflect a predisposition in young infants for learning some speech sounds over others, which combines with exposure-based learning. Similarly, in songbirds, some sounds are common across populations, while others are more specific to populations or individuals. We examine whether this is also due to perceptual preferences for certain within-species element types in naive juvenile male birds, and how such preferences interact with exposure to guide subsequent song learning. We show that young zebra finches lacking previous song exposure perceptually prefer songs with more common zebra finch song element types over songs with less common elements. Next, we demonstrate that after subsequent tutoring, birds prefer tutor songs regardless of whether these contain more common or less common elements. In adulthood, birds tutored with more common elements showed a higher song similarity to their tutor song, indicating that the early bias influenced song learning. Our findings help to understand the maintenance of similarities and the presence of differences among birds' songs, their dialects and human languages.

scholarly journals Is neurogenesis in two songbird species related to their song sequence variability?

2019 ◽  
Vol 286 (1895) ◽  
pp. 20182872 ◽  
Author(s):  
Justina Polomova ◽  
Kristina Lukacova ◽  
Boris Bilcik ◽  
Lubica Kubikova
Keyword(s):  
Zebra Finch ◽  
Subventricular Zone ◽  
Taeniopygia Guttata ◽  
Song Learning ◽  
Sequence Variability ◽  
Bengalese Finch ◽  
Song System ◽  
Proper Name ◽  
Vocal Variability ◽  
Song Sequence

Neurogenesis takes part in the adult songbird brain and new neurons are integrated into the forebrain including defined areas involved in the control of song learning and production. It has been suggested that the new neurons in the song system might enable vocal variability. Here, we examined the basal levels of neurogenesis in two songbird species, zebra finch ( Taeniopygia guttata ) and Bengalese finch ( Lonchura striata var. domestica ), which do not learn new song elements as adults but differ in the level of song sequence variability. We found that Bengalese finches had less linear and stereotyped song sequence and a higher number of newborn cells in the neurogenic subventricular zone (SVZ) as well as the number of newly born neurons incorporated into the vocal nucleus HVC (used as a proper name) in comparison to zebra finches. Importantly, this vocal sequence variability in Bengalese finches correlated with the number of new neurons in the vocal nucleus HVC and more plastic song was associated with higher neuronal incorporation. In summary, our data support the hypothesis that newly generated neurons facilitate behavioural variability.

Song Learning in Cross-Fostered Zebra Finches: a Re-Examination of the Sensitive Phase

Behaviour ◽  
1987 ◽  
Vol 102 (1-2) ◽  
pp. 67-81 ◽  
Author(s):  
N.S. Clayton
Keyword(s):  
Taeniopygia Guttata ◽  
Song Learning ◽  
Zebra Finches ◽  
Young Bird ◽  
Sensitive Phase ◽  
Foster Father

AbstractMale zebra finches, Taeniopygia guttata, which have been normally-raised or cross-fostered to Bengalese finches, Lonchura striata, learn from a song tutor with whom they arc housed during the sensitive phase, between 35 to 70 days of age. If the tutor is a different species from the father or foster-father however, then the tendency to learn during this time is much less and some males will produce song heard before 35 days. None of the birds in this study learnt after 70 days, although some lost song elements or added improvised ones. These results suggests that specific types of experience influence when a young bird learns its song. It seems that exposure to "poor" song during the sensitive phase stimulates the bird to remember song heard previously and blocks further learning after this time. These results are compared with those obtained in imprinting studies.

scholarly journals Song discrimination learning in zebra finches induces highly divergent responses to novel songs

2006 ◽  
Vol 274 (1607) ◽  
pp. 295-301 ◽  
Author(s):  
Machteld N Verzijden ◽  
Eric Etman ◽  
Caroline van Heijningen ◽  
Marianne van der Linden ◽  
Carel ten Cate
Keyword(s):  
Discrimination Learning ◽  
Peak Shift ◽  
Taeniopygia Guttata ◽  
One Dimension ◽  
Signal Evolution ◽  
Zebra Finches ◽  
Communication Signals ◽  
Song Discrimination ◽  
Species Specific ◽  
Element Sequence

Perceptual biases can shape the evolution of signal form. Understanding the origin and direction of such biases is therefore crucial for understanding signal evolution. Many animals learn about species-specific signals. Discrimination learning using simple stimuli varying in one dimension (e.g. amplitude, wavelength) can result in perceptual biases with preferences for specific novel stimuli, depending on the stimulus dimensions. We examine how this translates to discrimination learning involving complex communication signals; birdsongs. Zebra finches ( Taeniopygia guttata ) were trained to discriminate between two artificial songs, using a Go/No-Go procedure. The training songs in experiment 1 differed in the number of repeats of a particular element. The songs in experiment 2 differed in the position of an odd element in a series of repeated elements. We examined generalization patterns by presenting novel songs with more or fewer repeated elements (experiment 1), or with the odd element earlier or later in the repeated element sequence (experiment 2). Control birds were trained with only one song. The generalization curves obtained from (i) control birds, (ii) experimental birds in experiment 1, and (iii) experimental birds in experiment 2 showed large and systematic differences from each other. Birds in experiment 1, but not 2, responded more strongly to specific novel songs than to training songs, showing ‘peak shift’. The outcome indicates that learning about communication signals may give rise to perceptual biases that may drive signal evolution.

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