A role of her own: female cowbirds, Molothrus ater, influence the development and outcome of song learning

Human and nonhuman norms: a dimensional framework

Human communities teem with a variety of social norms. In order to change unjust and harmful social norms, it is crucial to identify the psychological processes that give rise to them. Most researchers take it for granted that social norms are uniquely human. By contrast, we approach this matter from a comparative perspective, leveraging recent research on animal social behaviour. While there is currently only suggestive evidence for norms in nonhuman communities, we argue that human social norms are likely produced by a wide range of mechanisms, many of which we share with nonhuman animals. Approaching this variability from a comparative perspective can help norm researchers expand and reframe the range of hypotheses they test when attempting to understand the causes of socially normative behaviours in humans. First, we diagnose some of the theoretical obstacles to developing a comparative science of social norms, and offer a few basic constructs and distinctions to help norm researchers overcome these obstacles. Then we develop a six-dimensional model of the psychological and social factors that contribute to variability in both human and potential nonhuman norms. This article is part of the theme issue 'Social norm change: drivers and consequences'.

Cognition and reproductive success in cowbirds

Understanding the relationships between cognitive abilities and fitness is integral to an evolutionary study of brain and behavior. However, these relationships are often difficult to measure and detect. Here we draw upon an opportunistic sample of brown-headed cowbird (Molothrus ater) subjects that had two separate research experiences: First, they engaged in a large series of cognitive tests in David Sherry’s Lab in the Advanced Facility for Avian Research (AFAR) at Western University, then subsequently moved to the Field Avian Research Megalab (FARM) at Wilfrid Laurier University where they lived in large breeding flocks in aviaries with other wild-caught cowbirds. Thus, we had extensive measures of cognitive abilities, breeding behavior, and reproductive success for these birds. We report here, for the fist time, the surprisingly strong connections we found among these different measures. Female cowbirds’ spatial cognitive abilities correlated positively with how intensely they were courted by males, and with their overall egg production. Males’ spatial cognition correlated positively with their ability to engage in singing contests (“countersinging”) with other males. In addition, a separate non-spatial cognitive ability correlated positively with the attractiveness of the songs they sung. In sum, these results suggest the cognitive skills assessed in the lab were strongly connected to breeding behavior and reproductive success. Moreover, since certain cognitive abilities related to different aspects of breeding success, it suggests that cognitive modules may have specialized adaptive value, but also that these specialized skills may interact and influence fitness in surprising ways.

Defining the Environment in Organism-Environment Systems

Enactivism and ecological psychology converge on the relevance of the environment in understanding perception and action. On both views, perceiving organisms are not merely passive receivers of environmental stimuli, but rather form a dynamic relationship with their environments in such a way that shapes how they interact with the world. In this paper, I suggest that while enactivism and ecological psychology enjoy a shared specification of the environment as the cognitive domain, on both accounts, the structure of the environment, itself, is unspecified beyond that of contingent relations with the species-typical sensorimotor capacities of perceiving organisms. This lack of specification creates a considerable gap in theory regarding the organization of organisms as coupled with their environments. I argue that this gap can be filled by drawing from resources in developmental systems theory, namely, specifying the environmental state-space as a developmental niche that shapes and is shaped by individual organisms over developmental and, on a population scale, evolutionary time. Defining the environment as an organism’s developmental niche makes it clearer how and why certain contingencies have arisen, in turn, strengthening a joint appeal to both enactivism and ecological psychology as theories asserting complementarity between organisms and their environments.

Social learning through associative processes: a computational theory

Social transmission of information is a key phenomenon in the evolution of behaviour and in the establishment of traditions and culture. The diversity of social learning phenomena has engendered a diverse terminology and numerous ideas about underlying learning mechanisms, at the same time that some researchers have called for a unitary analysis of social learning in terms of associative processes. Leveraging previous attempts and a recent computational formulation of associative learning, we analyse the following learning scenarios in some generality: learning responses to social stimuli, including learning to imitate; learning responses to non-social stimuli; learning sequences of actions; learning to avoid danger. We conceptualize social learning as situations in which stimuli that arise from other individuals have an important role in learning. This role is supported by genetic predispositions that either cause responses to social stimuli or enable social stimuli to reinforce specific responses. Simulations were performed using a new learning simulator program. The simulator is publicly available and can be used for further theoretical investigations and to guide empirical research of learning and behaviour. Our explorations show that, when guided by genetic predispositions, associative processes can give rise to a wide variety of social learning phenomena, such as stimulus and local enhancement, contextual imitation and simple production imitation, observational conditioning, and social and response facilitation. In addition, we clarify how associative mechanisms can result in transfer of information and behaviour from experienced to naive individuals.

The social functions of babbling: acoustic and contextual characteristics that facilitate maternal responsiveness

What is the social function of babbling? An important function of prelinguistic vocalizing may be to elicit parental behavior in ways that facilitate the infant's own learning about speech and language. Infants use parental feedback to their babbling to learn new vocal forms, but the microstructure of parental responses to babbling has not been studied. To enable precise manipulation of the proximal infant cues that may influence maternal behavior, we used a playback paradigm to assess mothers' responsiveness to prerecorded audiovisual clips of unfamiliar infants' noncry prelinguistic vocalizations and actions. Acoustic characteristics and directedness of vocalizations were manipulated to test their efficacy in structuring social interactions. We also compared maternal responsiveness in the playback paradigm and in free play with their own infants. Maternal patterns of reactions to babbling were stable across both tasks. In the playback task, we found specific vocal cues, such as the degree of resonance and the transition timing of consonant-vowel syllables, predicted contingent maternal responding. Vocalizations directed at objects also facilitated increased responsiveness. The responses mothers exhibited, such as sensitive speech and vocal imitation, are known to facilitate vocal learning and development. Infants, by influencing the behavior of their caregivers with their babbling, create social interactions that facilitate their own communicative development.

Genetic variation interacts with experience to determine interindividual differences in learned song

Learning reflects the influence of experience on genetically determined circuitry, but little is known about how experience and genetics interact to determine complex learned phenotypes. Here, we used vocal learning in songbirds to study how experience and genetics contribute to interindividual differences in learned song. Previous work has established that such differences in song within a species depend on learning, but in principle some of these differences could also depend on genetic variation. We focused on song tempo, a learned and quantifiable feature that is controlled by central neural circuitry. To identify genetic contributions to tempo we computer-tutored juvenile Bengalese finches (Lonchura striata domestica) from different genetic backgrounds with synthetic songs in which tempo was systematically varied. Computer-tutored birds exhibited unexpectedly strong heritability for song tempo and comparatively weak influence of experience. We then tested whether heritability was fixed and independent of experience by providing a second group of birds with enriched instruction via live social tutoring. Live tutoring resulted in not only a significant increase in the influence of experience on tempo but also a dramatic decrease in the influence of genetics, indicating that enriched instruction could overcome genetic biases evident under computer tutoring. Our results reveal strong heritable genetic contributions to interindividual variation in song tempo but that the degree of heritability depends profoundly on the quality of instruction. They suggest that for more complex learned phenotypes, where it can be difficult to identify and control relevant experiential variables, heritability may similarly be contingent on the specifics of experience.

Song practice as a rewarding form of play in songbirds

In adult songbirds, the primary functions of song are mate attraction and territory defense; yet, many songbirds sing at high rates as juveniles and outside these primary contexts as adults. Singing outside primary contexts is critical for song learning and maintenance, and ultimately necessary for breeding success. However, this type of singing (i.e., song "practice") occurs even in the absence of immediate or obvious extrinsic reinforcement; that is, it does not attract mates or repel competitors. Here we review studies that support the hypothesis that song practice is stimulated and maintained by intrinsic reward mechanisms (i.e., that it is associated with a positive affective state). Additionally, we propose that song practice can be considered a rewarding form of play behavior similar to forms of play observed in multiple young animals as they practice sequences of motor events that are used later in primary adult reproductive contexts. This review highlights research suggesting at least partially overlapping roles for neural reward systems in birdsong and mammalian play and evidence that steroid hormones modify these systems to shift animals from periods of intrinsically rewarded motor exploration (i.e., singing in birds and play in mammals) to the use of similar motor patterns in primary reproductive contexts.

Social calls provide novel insights into the evolution of vocal learning

Learned song is among the best-studied models of animal communication. In oscine songbirds, where learned song is most prevalent, it is used primarily for intrasexual selection and mate attraction. Learning of a different class of vocal signals, known as contact calls, is found in a diverse array of species, where they are used to mediate social interactions among individuals. We argue that call learning provides a taxonomically rich system for studying testable hypotheses for the evolutionary origins of vocal learning. We describe and critically evaluate four nonmutually exclusive hypotheses for the origin and current function of vocal learning of calls, which propose that call learning (1) improves auditory detection and recognition, (2) signals local knowledge, (3) signals group membership, or (4) allows for the encoding of more complex social information. We propose approaches to testing these four hypotheses but emphasize that all of them share the idea that social living, not sexual selection, is a central driver of vocal learning. Finally, we identify future areas for research on call learning that could provide new perspectives on the origins and mechanisms of vocal learning in both animals and humans.

Linking dispersal and resources in humans : Life history data from Oakham, Massachusetts (1750-1850)

Competition for resources is one of the main evolutionary explanations for dispersal from the natal area. For humans this explanation has received little attention, despite the key role dispersal is thought to play in shaping social systems. I examine the link between dispersal and resources using historical data on people from the small farming town of Oakham, Massachusetts (1750-1850). I reconstruct individual life histories through a variety of records, identifying dispersers, their age at dispersal, and their destinations. I find that sex, father's wealth and social status, and age at father's death were all significantly associated with one or more dispersal variables. Birth order and number of siblings were not significantly associated with any of the dispersal variables. I also use wills and deeds to study transfers of land from fathers to sons. More stayers than dispersers acquired Oakham land from their fathers, but some sons who acquired Oakham land later dispersed. I discuss the causality underlying the relationship between dispersal and resource acquisition, as well as implications for a general understanding of human dispersal.

Social Complexity as a Driver of Communication and Cognition

Cognition and communication both can be essential for effectively navigating the social environment and thus, social dynamics could select for enhanced abilities for communication and superior cognition. Additionally, social experience can influence both the ability to communicate effectively and performance in cognitive tasks within an individual's lifetime, consistent with phenotypic plasticity in these traits. Historically, research in animal cognition and animal communication has often addressed these traits independently, despite potential commonalities in social function and underlying mechanisms of the brain. Integrating research on animal communication and cognition will provide a more comprehensive understanding of how the social environment may shape behavior and specializations of the brain for sociality through both evolutionary and developmental processes. This selective review of research on the impacts of social dynamics on cognition and communication in animals aims to highlight areas for future research at both the ultimate and proximate levels. In particular, additional work on the effects of the social environment on cognitive performance over an individual's lifetime, and comparative studies of specialized abilities for communication, should be pursued.

Evolutionary perspectives on learning: conceptual and methodological issues in the study of adaptive specializations

Inquiry into evolutionary adaptations has flourished since the modern synthesis of evolutionary biology. Comparative methods, genetic techniques, and various experimental and modeling approaches are used to test adaptive hypotheses. In psychology, the concept of adaptation is broadly applied and is central to comparative psychology and cognition. The concept of an adaptive specialization of learning is a proposed account for exceptions to general learning processes, as seen in studies of Pavlovian conditioning of taste aversions, sexual responses, and fear. The evidence generally consists of selective associations forming between biologically relevant conditioned and unconditioned stimuli, with conditioned responses differing in magnitude, persistence, or other measures relative to non-biologically relevant stimuli. Selective associations for biologically relevant stimuli may suggest adaptive specializations of learning, but do not necessarily confirm adaptive hypotheses as conceived of in evolutionary biology. Exceptions to general learning processes do not necessarily default to an adaptive specialization explanation, even if experimental results "make biological sense". This paper examines the degree to which hypotheses of adaptive specializations of learning in sexual and fear response systems have been tested using methodologies developed in evolutionary biology (e.g., comparative methods, quantitative and molecular genetics, survival experiments). A broader aim is to offer perspectives from evolutionary biology for testing adaptive hypotheses in psychological science.

Learning to pronounce first words in three languages: an investigation of caregiver and infant behavior using a computational model of an infant

Words are made up of speech sounds. Almost all accounts of child speech development assume that children learn the pronunciation of first language (L1) speech sounds by imitation, most claiming that the child performs some kind of auditory matching to the elements of ambient speech. However, there is evidence to support an alternative account and we investigate the non-imitative child behavior and well-attested caregiver behavior that this account posits using Elija, a computational model of an infant. Through unsupervised active learning, Elija began by discovering motor patterns, which produced sounds. In separate interaction experiments, native speakers of English, French and German then played the role of his caregiver. In their first interactions with Elija, they were allowed to respond to his sounds if they felt this was natural. We analyzed the interactions through phonemic transcriptions of the caregivers' utterances and found that they interpreted his output within the framework of their native languages. Their form of response was almost always a reformulation of Elija's utterance into well-formed sounds of L1. Elija retained those motor patterns to which a caregiver responded and formed associations between his motor pattern and the response it provoked. Thus in a second phase of interaction, he was able to parse input utterances in terms of the caregiver responses he had heard previously, and respond using his associated motor patterns. This capacity enabled the caregivers to teach Elija to pronounce some simple words in their native languages, by his serial imitation of the words' component speech sounds. Overall, our results demonstrate that the natural responses and behaviors of human subjects to infant-like vocalizations can take a computational model from a biologically plausible initial state through to word pronunciation. This provides support for an alternative to current auditory matching hypotheses for how children learn to pronounce.

Effects of familiar contingencies on infants' vocal behavior in new communicative contexts

Recently, there has been a growing interest in understanding the mechanisms underlying vocal learning in songbirds and human infants. Research has demonstrated how contingent social feedback from social partners to immature vocalizations can play a role during vocal learning in both brown-headed cowbirds and prelinguistic infants. Contingencies in social interactions, particularly familiar contingencies, are important in developing preferences for social partners and shaping social exchanges Bigelow and Birch [1999]. Infant Behavior & Development 22:367-382]; however, little is known about how familiar contingencies that individuals experience during communicative exchanges play a role in new contexts. The current study examined differences in caregiver response patterns to infant vocal behavior and assessed how familiar contingencies influenced infant vocal behavior in novel communicative exchanges with caregivers. Infants were systematically exposed to high and low social feedback schedules during a play session. Results revealed the frequency of caregiver responsiveness to which infants were accustomed to affected infant vocal production during novel communicative situations. Infants with high responding caregivers vocalized with more mature vocalizations and used their vocalizations differently than infants with low responding caregivers during the high, but not low, response period. Specifically, infants with high responding caregivers directed more of their vocalizations at their caregiver and looked more at their caregiver after vocalizing, an indication of anticipating contingent responding. These results suggest that infants with high responding caregivers learned the association between vocalizing and contingent responses during the novel communicative interaction. This study demonstrates the need to understand how infants who experience a variety of contingencies in everyday interactions with caregivers carry over to other interactive situations.

How to learn about teaching: An evolutionary framework for the study of teaching behavior in humans and other animals

The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that disputes about the nature and prevalence of teaching across human societies and nonhuman animals are based on a number of deep-rooted theoretical differences between fields, as well as on important differences in how teaching is defined. To reconcile these disparate bodies of research, I review the three major approaches to the study of teaching – mentalistic, culture-based, and functionalist – and outline the research questions about teaching that each addresses. I then argue for a new, integrated framework that differentiates between teaching types according to the specific adaptive problems that each type solves, and apply this framework to restructure current empirical evidence on teaching in humans and nonhuman animals. This integrative framework generates novel insights, with broad implications for the study of the evolution of teaching, including the roles of cognitive constraints and cooperative dilemmas in how and when teaching evolves. Finally, I propose an explanation for why some types of teaching are uniquely human, and discuss new directions for research motivated by this framework.

Social brains in context: lesions targeted to the song control system in female cowbirds affect their social network

Social experiences can organize physiological, neural, and reproductive function, but there are few experimental preparations that allow one to study the effect individuals have in structuring their social environment. We examined the connections between mechanisms underlying individual behavior and social dynamics in flocks of brown-headed cowbirds (Molothrus ater). We conducted targeted inactivations of the neural song control system in female subjects. Playback tests revealed that the lesions affected females' song preferences: lesioned females were no longer selective for high quality conspecific song. Instead, they reacted to all cowbird songs vigorously. When lesioned females were introduced into mixed-sex captive flocks, they were less likely to form strong pair-bonds, and they no longer showed preferences for dominant males. This in turn created a cascade of effects through the groups. Social network analyses showed that the introduction of the lesioned females created instabilities in the social structure: males in the groups changed their dominance status and their courtship patterns, and even the competitive behavior of other female group-mates was affected. These results reveal that inactivation of the song control system in female cowbirds not only affects individual behavior, but also exerts widespread effects on the stability of the entire social system.

Social performance reveals unexpected vocal competency in young songbirds

Vocal ontogeny in songbirds provides a good model for understanding how complex motor behavior, including speech, is learned. For birdsong, as for other motor learning, it has generally been assumed that a subject's motor output at any point during learning represents what the subject has learned to produce by that time. Here, we show, however, that juvenile zebra finches partway through song learning, singing immature song, are capable of producing song with much more mature properties, depending on the behavioral context. In these birds, we were able to elicit courtship (female-directed) song, which young birds normally sing infrequently, and to compare it with the alone or "undirected" song (Undir) predominantly produced during learning as well as with the same bird's subsequent adult song. We found that the juvenile courtship song was much less variable than the immature Undir and as stereotyped as the adult song produced after a further month of practice. More strikingly, the juvenile courtship song was also acoustically much more similar than Undir to the adult song. This finding demonstrates that the Undir that juvenile birds usually produce underestimates the extent of learning and that song structure is learned faster than previously thought. Moreover, the rapid improvement in song quality in response to external social cues supports the idea that courtship singing is a state of motor "performance," in which the bird selects the best variants of the song learned during singing alone, and suggests that such performance states can reveal unappreciated progression of learning.

Twitter evolution: converging mechanisms in birdsong and human speech

Vocal imitation in human infants and in some orders of birds relies on auditory-guided motor learning during a sensitive period of development. It proceeds from 'babbling' (in humans) and 'subsong' (in birds) through distinct phases towards the full-fledged communication system. Language development and birdsong learning have parallels at the behavioural, neural and genetic levels. Different orders of birds have evolved networks of brain regions for song learning and production that have a surprisingly similar gross anatomy, with analogies to human cortical regions and basal ganglia. Comparisons between different songbird species and humans point towards both general and species-specific principles of vocal learning and have identified common neural and molecular substrates, including the forkhead box P2 (FOXP2) gene.

Acoustic mate copying: female cowbirds attend to other females' vocalizations to modify their song preferences

We conducted a tutoring experiment to determine whether female brown-headed cowbirds (Molothrus ater) would attend to vocalizations of other females and use those cues to influence their own preferences for male courtship songs. We collected recordings of male songs that were unfamiliar to the subject females and paired half of the songs with female chatter vocalizations-vocalizations that females give in response to songs sung by males that are courting the females effectively. Thus, chatter immediately following a song provided a cue indicating that the song was sung by a male who was of high-enough quality to court a female successfully. Using a cross-over design, we tutored two groups of females with song-chatter pairings prior to the breeding season. In the breeding season, we placed the tutored females into sound-attenuating chambers and played them the same songs without the chatter. Females produced significantly more copulation solicitation displays in response to the songs that they had heard paired with chatter than to songs that had not been paired with chatter. This experiment is the first demonstration that females can modify their song preferences by attending to the vocal behaviour of other females.

Socially acquired host-specific mimicry and the evolution of host races in Horsfield's bronze-cuckoo Chalcites basalis

Coevolution between parasites and their hosts typically leads to increasing specialization on host species by the parasite. Where multiple hosts are parasitized, specialization on each host can result in genetic divergence within the parasite population to create host races, and, ultimately, new species. We investigate how host-specific traits arise in Horsfield's bronze-cuckoo Chalcites basalis nestlings. Newly hatched cuckoos evict host young from the nest, yet in the absence of a model they accurately mimic the different begging calls of a primary host (superb fairy-wren, Malurus cyaneus) and a secondary host (buff-rumped thornbill, Acanthiza reguloides). Using cross-fostering experiments, we show that begging calls are modified after parasitism, through experience. Further, we demonstrate the mechanism by which mimetic calls are acquired. All cuckoo nestlings initially produced the call of their primary host. When cross-fostered as eggs to a secondary host, calls increased in variability and were rapidly modified to resemble those of the secondary host through shaping by host parents. We suggest that plasticity in the development of host-specific traits after parasitism is likely to reduce selection for host race formation.

Lesions to the medial preoptic nucleus differentially affect singing and nest box-directed behaviors within and outside of the breeding season in European starlings (Sturnus vulgaris)

Little is known about how the brain regulates context-appropriate communication. European starlings produce song in various social contexts. During the breeding season, males with nest sites sing high levels of sexually motivated song in response to a female. Outside of this context, song rates are not affected by female presence. The medial preoptic nucleus (POM) regulates male sexual behavior, and studies in songbirds implicate the POM in sexually motivated song. Recent data suggest that the role of the POM might extend to song produced in other contexts as well. To examine this possibility, effects of bilateral electrolytic lesions of the POM on singing and other behaviors in adult male starlings within sexually relevant and nonsexual contexts were studied. Lesions to the POM exclusively reduced song and nest box-directed behaviors within highly sexually relevant contexts. Unexpectedly, POM lesions increased song in a nonsexual context, suggesting an inhibitory role for the POM in this context. These data suggest that the POM interacts with the song control system so that song occurs in an appropriate social context in response to appropriate stimuli.

Developmental origins of sociality in brown-headed cowbirds (Molothrus ater)

Five variables were studied relating to the emergence of sociality in hand-reared cowbirds (Molothrus ater): proximity, sex assortment, reactions to adults, head-down displays, and vocalizations. The authors were especially interested in female sociality because adult female birds influence male courtship, song content, and use through proximity, attention, and displays. The authors found that young female birds failed to show same-sex affiliation typical of the species at any point in the study. Brief introduction of adults did not affect social patterns. Adults used more head-down displays than juveniles, who used more displays with familiar peers. Directed and undirected singing emerged concurrently; directed singing was positively correlated with earlier hatching. This is the first demonstration of the need for early learning in the development of female sociality.

A pacific culture among wild baboons: its emergence and transmission

Reports exist of transmission of culture in nonhuman primates. We examine this in a troop of savanna baboons studied since 1978. During the mid-1980s, half of the males died from tuberculosis; because of circumstances of the outbreak, it was more aggressive males who died, leaving a cohort of atypically unaggressive survivors. A decade later, these behavioral patterns persisted. Males leave their natal troops at adolescence; by the mid-1990s, no males remained who had resided in the troop a decade before. Thus, critically, the troop's unique culture was being adopted by new males joining the troop. We describe (a) features of this culture in the behavior of males, including high rates of grooming and affiliation with females and a "relaxed" dominance hierarchy; (b) physiological measures suggesting less stress among low-ranking males; (c) models explaining transmission of this culture; and (d) data testing these models, centered around treatment of transfer males by resident females.

Social transmission of courtship behavior and mating preferences in brown-headed cowbirds,Molothrus ater

Studies of the social learning of courtship behaviors and mating preferences of brown-headed cowbirds (Molothrus ater) are reviewed. Earlier work has suggested that cowbirds from behaviorally distinct populations mate preferentially with others from the same population. Studies are described which indicate that patterns of courtship behavior that differ by population can be socially transmitted across generations are described. Social background affects male songs, female preferences for males as mates, and courtship interactions between females and males. Thus, social traditions influence mating decisions and may, ultimately, impact reproductive success in this species. Recent work on possible social mechanisms involved in the ontogeny of courtship behavior is described. The implications of these findings are discussed, and future research directions are suggested.

Social interaction shapes babbling: testing parallels between birdsong and speech

Birdsong is considered a model of human speech development at behavioral and neural levels. Few direct tests of the proposed analogs exist, however. Here we test a mechanism of phonological development in human infants that is based on social shaping, a selective learning process first documented in songbirds. By manipulating mothers' reactions to their 8-month-old infants' vocalizations, we demonstrate that phonological features of babbling are sensitive to nonimitative social stimulation. Contingent, but not noncontingent, maternal behavior facilitates more complex and mature vocal behavior. Changes in vocalizations persist after the manipulation. The data show that human infants use social feedback, facilitating immediate transitions in vocal behavior. Social interaction creates rapid shifts to developmentally more advanced sounds. These transitions mirror the normal development of speech, supporting the predictions of the avian social shaping model. These data provide strong support for a parallel in function between vocal precursors of songbirds and infants. Because imitation is usually considered the mechanism for vocal learning in both taxa, the findings introduce social shaping as a general process underlying the development of speech and song.

Does zebra finch (Taeniopygia guttata) preference for the (familiar) father's song generalize to the songs of unfamiliar brothers?

Several studies have demonstrated that zebra finches (Taeniopygia guttata) prefer their fathers' songs over unfamiliar songs. Songs of tutors (i.e., fathers) and tutees (i.e., sons) resemble each other as a result of cultural transmission. Subjects (N = 18) with a previously established preference for the father's song could choose between the song of an unfamiliar brother or a random unfamiliar song in an operant task. Most subjects showed a significant preference for either category of song, but overall, the songs of unfamiliar brothers were not preferred, although they were more similar to the father's song than were the unfamiliar songs. This suggests that subjects did not generalize their learned preference for a song of a particular tutor to the songs of his tutees.

The presumption of sociality: social learning in diverse contexts in brown-headed cowbirds (Molothrus ater)

Data are presented on social and vocal learning in cowbirds (Molothrus ater) housed in large aviaries and given more degrees of freedom than in conventional experimental studies. The studies show that social and vocal outcomes are facultative responses to social contexts. Several findings are reviewed: First, cowbirds quickly self-organize into groups by age and sex; second, opportunities to interact across age and sex do exist and affect courtship competence; third, female cowbirds organize themselves differently in the presence and absence of male competition; and fourth, young, naive cowbirds show rapid and differential sensitivity to group dynamics. Taken as a whole, the data show that social Umwelten are dynamic, developmental ecologies.

Sexual equality in zebra finch song preference: evidence for a dissociation between song recognition and production learning

Song in oscine birds is a culturally inherited mating signal and sexually dimorphic. From differences in song production learning, sex differences in song recognition learning have been inferred but rarely put to a stringent test. In zebra finches, Taeniopygia guttata, females never sing and the species has one of the greatest neuroanatomical differences in song-related brain nuclei reported for songbirds. Preference tests with sibling groups for which exposure to song had been identical during the sensitive phase for song learning in males, revealed equally strong influence of the tutor's song (here the father) on males' and females' adult song preferences. Both sexes significantly preferred the father's over unfamiliar song when having free control over exposure to playbacks via an operant task. The sibling comparisons suggest that this preference developed independently of the song's absolute quality: variation between siblings was as great as between nests. The results show that early exposure has an equally strong influence on males' and females' song preferences despite the sexual asymmetry in song production learning. This suggests that the trajectory for song recognition learning is independent of the one for song production learning.