Seasonal regulation of singing-driven gene expression associated with song plasticity in the canary, an open-ended vocal learner

Songbirds are one of the few animal taxa that possess vocal learning abilities. Different species of songbirds exhibit species-specific learning programs during song acquisition. Songbirds with open-ended vocal learning capacity, such as the canary, modify their songs during adulthood. Nevertheless, the neural molecular mechanisms underlying open-ended vocal learning are not fully understood. We investigated the singing-driven expression of neural activity-dependent genes (Arc, Egr1, c-fos, Nr4a1, Sik1, Dusp6, and Gadd45β) in the canary to examine a potential relationship between the gene expression level and the degree of seasonal vocal plasticity at different ages. The expression of these genes was differently regulated throughout the critical period of vocal learning in the zebra finch, a closed-ended song learner. In the canary, the neural activity-dependent genes were induced by singing in the song nuclei throughout the year. However, in the vocal motor nucleus, the robust nucleus of the arcopallium (RA), all genes were regulated with a higher induction rate by singing in the fall than in the spring. The singing-driven expression of these genes showed a similar induction rate in the fall between the first year juvenile and the second year adult canaries, suggesting a seasonal, not age-dependent, regulation of the neural activity-dependent genes. By measuring seasonal vocal plasticity and singing-driven gene expression, we found that in RA, the induction intensity of the neural activity-dependent genes was correlated with the state of vocal plasticity. These results demonstrate a correlation between vocal plasticity and the singing-driven expression of neural activity-dependent genes in RA through song development, regardless of whether a songbird species possesses an open- or closed-ended vocal learning capacity.

Gamification and Formal Practice: A Pilot Study on Gamification’s Contributions to Kindergarten Students’ Musical Practice

Practice is, and will always be, one of the fundamental ways of attaining musical skills. However, the efficiency of skill acquisition will be dependent on the quality and quantity of musical practice. On the one hand, a learner can be dedicated in their practice, seeking guidance to improve their own weaknesses and strategize their practice time, reminding us of formal practice. On the other hand, a learner can lack dedication or even be amotivated by practicing without effort or goals, reminding us of informal practice. This pilot study explores how gamification can potentially contribute to formal practice and song acquisition, incorporating game elements like reward systems, level gaining, competition, cooperation, storytelling, and goals into a ukulele and song course. This intervention design tested kindergarten teaching students (n = 60) at Queen Maud University College (DMMH) of Early Childhood Education.

Extraordinary variation in a simple song: No geographical patterns in initial phrase variation of the Yellowhammer, a passerine with pronounced dialects

Geographical variation of birdsong is used to study various topics from cultural evolution to mechanisms responsible for reproductive barriers or song acquisition. In species with pronounced dialects, however, patterns of variation in non-dialect parts of the song are usually overlooked. We focused on the individually variable initial phrase of the song of the Yellowhammer (Emberiza citrinella), a common Palearctic passerine which became a model species for dialect research. We used a quantitative method to compare the similarity of initial phrases from the repertoires of 237 males recorded at different spatial scales in a central European country covering all main dialect types. We hypothesized that patterns of initial phrase sharing and/or phrase similarity are affected by dialect boundaries and geographical proximity (i.e. that birds from the same dialect regions use more similar phrases or share them more often). Contrary to our expectations, initial phrase variation seems unrelated to dialects, as we did not find higher similarity either among recordings from the same dialect areas or among those from the same locality. Interestingly, despite the immense variability of phrase types detected (only 16% of 368 detected initial phrase types were shared between at least 2 males), a relatively high proportion of males (45%) was involved in sharing, and males using the same initial phrase were located anywhere from tens of meters to hundreds of kilometers apart. The patterns of variation suggest that precise copying during song learning as well as improvisation play important roles in forming individual repertoires in the Yellowhammer. Our data also confirm previous indications that the repertoires of Yellowhammer males (i.e. the composition of initial phrases) are individually unique and temporally stable. This makes the species a good candidate for individual acoustic monitoring, useful for detailed population or behavioral studies without the need for physical capture and marking of males.

Neighborhood-statistics reveal complex dynamics of song acquisition in the zebra finch

ABSTRACTMotor behaviors are continually shaped by a variety of processes such as environmental influences, development, and learning1,2. The resulting behavioral changes are commonly quantified based on hand-picked features3–10(e.g. syllable pitch11) and assuming discrete classes of behaviors (e.g. distinct syllables)3–5,9,10,12–17. Such methods may generalize poorly across behaviors and species and are necessarily biased. Here we present an account of behavioral change based on nearest-neighbor statistics18–23that avoids such biases and apply it to song development in the juvenile zebra finch3. First, we introduce the concept ofrepertoire dating, whereby each syllable rendition isdatedwith a “pseudo” production-day corresponding to the day when similar renditions were typical in the behavioral repertoire. Differences in pseudo production-day across renditions isolate the components of vocal variability congruent with the long-term changes due to vocal learning and development. This variability is large, as about 10% of renditions have pseudo production-days falling more than 10 days into the future (anticipations) or into the past (regressions) relative to their actual production time. Second, we obtain a holistic, yet low-dimensional, description of vocal change in terms of abehavioral trajectory, which reproduces the pairwise similarities between renditions grouped by production time and pseudo production-day24. The behavioral trajectory reveals multiple, previously unrecognized components of behavioral change operating at distinct time-scales. These components interact differently across the behavioral repertoire—diurnal change in regressions undergoes only weak overnight consolidation4,5, whereas anticipations and typical renditions consolidate fully2,6,25. Our nearest-neighbor methods yield model-free descriptions of how behavior evolves relative to itself, rather than relative to a potentially arbitrary, experimenter-defined, goal3–5,11. Because of their generality, our methods appear well-suited to comparing learning across behaviors and species1,26–32, and between biological and artificial systems.