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Song development and its importance in male and female zebra finches ( Taeniopygia guttata) .

Song development and its importance in male and female zebra finches ( Taeniopygia guttata) . Jodie Miller Phuoc Ho. Two distinct sub-species of zebra finch Taeniopygia guttata guttata Taeniopygia gutatta castanotis medium sized finch 10-11 cm long weighing about 12 grams.

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Song development and its importance in male and female zebra finches ( Taeniopygia guttata) .

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  1. Song development and its importance in male and female zebra finches (Taeniopygia guttata). Jodie Miller Phuoc Ho

  2. Two distinct sub-species of zebra finch • Taeniopygia guttata guttata • Taeniopygia gutatta castanotis • medium sized finch • 10-11 cm long • weighing about 12 grams

  3. male and female • head and back are grey • the tail has black and white bars • social creatures • live year round in flocks of 50 and up to 100 or more birds • produce as many as 5 to 7 eggs

  4. The young • undergo a rapid development • reaching nutritional independence at about 35 days • sexually mature at 3 months • Monogamous and sexually dimorphic

  5. Song system of zebra finches and other song birds • two pathways • Efferent pathway • Anterior forebrain pathway

  6. Song learning and production regions • HVC- caudal nucleus of the ventral hyperstriatum • RA- robust nucleus of the archistriatum. • DLM- medial nucleus of the dorsolateral thalamus • lMAN- lateral magnocellualr nucleus of the anterior neostriatum. • Area X- lobus parolfactorius • nXIIts- tracheosyringeal portion of the hypoglossal nucleus

  7. Production of learned song HVC  RA  nXIIts  vocal organ Efferent pathway

  8. Song learning pathway HVC  area X  DLM  lMAN  RA Anterior forebrain pathway

  9. Volume sizes • lMAN, HVC, RA, area X

  10. lMAN • initiation and early development of song learning • males • 10-20 days - increased ~72% • 20-40 days – decrease ~ 48% • > 40 days – no change

  11. Females • Exhibit same patterns • Males lMAN volume twice that of females at 10 days • 30 days - = lMAN volume of males • > 30 days – decrease until adulthood

  12. HVC • Males • Development until adulthood • 10 -30 days – increased ~ 71% • 30 – 40 days – further increased of 47% • 40 - 50 days – growth stop • 50 – 60 days – increased 39% • > 60 days – constant

  13. Females • 10 days – adulthood – no volume growth detected

  14. RA • volume similar during the first 20 days for males and females • Males • 20 - 30 days – increase ~48% • Every 10 days – increase ~ 22% until normal value is reached

  15. Females • 20 – 30 days – decrease 23% • Continue to decrease until normal value is reached in adulthood

  16. Area X • Visible in males • Missing in females • Occurred at two period • 20 days – increased ~ 84% • 40 days – further increased ~ 76%

  17. What does it indicate? • Song learning consists of two phases • Memorizing song (sensory acquisition phase) • Reproducing song (sensorimotor learning phase) • Memorizing phase started first • Lasted up to 40 days • Reproducing phase started later • Lasted up to 60 days • phases partly overlapping

  18. lMAN • There is 10 days delay for females • Related to only memorizing song • Important to differentiate songs • Males early development related to both the memorizing and reproducing song

  19. HVC & RA • Males • HVC increase in two time periods & increase continually in RA • May related to memorizing phase started first • May related to reproducing phase started later

  20. Females • Declined of HVC & RA • Occurred before reproducing phase has started • Only memorizing phase occurred

  21. Song learning process Males -process takes place between 25-90 days of age -plays a crucial role in mate selection, developing the species or population specific vocalization. -exposure of songs can be acquired through social learning between non-relatives but is usually done by the father -must learn before sexual maturation for repertories to be stable

  22. Learning process con’t • Females • Learn preferences for males by the male’s songs. Trait is passed on to the nestlings. • vocalization developed independently from social learning because they do not sing. • Provides a natural control group where perception learning is not influenced by song production learning • Preferred songs like their father’s over an unfamiliar one.

  23. Distance Call structure • Male call • tonal component- made up of pure, sustained harmonic tones • Noise component- harsh, rapidly-modulated quality • Female Call • Only tonal component- longer and lower pitched • Males, not females learn distance calls from father during first 40 days of life

  24. Female Song preferences • Songs heard early in life influence which song advertised by males they will choose to mate with in adulthood • Need adult song exposure in early development to develop normal song preference • Reared with adult males=preferred normal quality songs • Reared without adult males=preferred abnormal quality song • Prefer fathers’ song over unfamiliar ones • Experiments conducted

  25. Stress effects on song structure • Stress of song structure affects the attractiveness of the song. • Stressed males exhibited shorter, simpler songs • Nutrition stress effects • brief period of under-nutrition affects the repertoire size (quantity of what is learned) and also the ability to copy local song material (the quality of what is learned).

  26. Stress effects Con’t • Study conducted on stress effects. • The stressed males exhibited lower numbers of syllables and fewer different syllables in a phrase. Rate and frequency did not differ between two song types • Females showed a significant preference for non-stressed songs • Non-stressed males conducted a complex song. Complexity of a song may indicate that a male is older and therefore having a better territory.

  27. Other effects on song quality • The number of male siblings cause social inhibition of song imitation among each other • Study conducted by Tchernichovski • Found that incomplete imitations are more common among early-hatched than among late-hatched siblings. • Young siblings were more likely to develop song first and imitate entirely their fathers song than the older siblings.

  28. White noise effect • Used chronic exposure to loud white noise • Long-term exposure to continuous wn resulted in disruption of songs similar to that observed after deafening • Recovery of pre-WN song patterns were limited after restoration of hearing. • Suggested that an adult form of learning existed

  29. References: • Akutagawa, A. & Koniski, M. 1994. Two separate areas of the brain differentially guide the development of a song control nucleus in the zebra finch. Proc. Nalt. Acad. Sci. USA, 91: 12413-12417. • Bottjer, S. W., Glaessner, S. L. & Arnold, A. P. 1985. Ontogeny of brain nuclei controlling song learning and behavior in zebra finches. The Journal of Neuroscience, 5: 1556-1562. • Clayton, N.S. 1990. Assortative mating in zebra finch subspecies, Taeniopygia guttata guttata and Taeniopygia guttata casranotis. Phil. Trans. R. Soc. Lond. B,330: 351-370. • Collins, S. A. 1999. Is female preference for male repertoires due to sensory bias? Proc. R. Soc. Lond. B.,266: 2309-2314. • Cynx, J. & Nottebohm, F. 1992. Role of gender, season, and familiarity in discrimination of conspecific song by zebra finches (Taeniopygia guttata). Proc. Natl. Acad. Sci. USA, 89: 1368-1371. • Lauay, C., Gerlach, N. M., Regan, E. A. & Devoogd, T. J. 2004. Female zebra finches reguire early song exposure to prefer high-quality song as adults. Animals Behaviour, 267: 2553–2558. • Lundmark, C. 2003. Sexual selection of complex songs. BioScience, 53. • Murray, N. D., Runciman, D. & Zann, R. A. 2005. Geographic and temporal variation of the males zebra finch distance call. Journal of Ethology, 111: 367-379. • Nixdorf-Bergweiler, B. E. 1996. Divergent and parallel development in volume sizes of Telencephalic song nuclei in male and female zebra finches. The Journal of Comparative Neurology, 375: 445-456. • Nowicki, S., Searcy, W. A., Peters, A. 2003. Brain development, song learning and mate choice in birds: a review and experimental test of the "nutritional stress hypothesis”. J. Comp. Physiol. 188: 1003-1014. • Riebel, K. 2000. Early exposure leads to repeatable preferences for male song in female zebra finches. Proc. R. Soc. Lond. B, 267: 2553-2558. • Riebel, K. 2003. Developmental influences on auditory perception in female zebra finches-is there a sensitive phase for song preference learning? Animal Biology, 53: 73-87. • Riebel, K., Smallegange, I. M., Terpstra, N. J. & Bolhuis, J. J. 2002. Sexual equality in zebra finch song preference: evidence for dissociation between song recognition and production learning. The Royal Society, 269: 729-733. • Runciman, D., Zann, R. A. & Murray, N. D. 2005. Geographic and temporal variation of the male zebra finch distance call. Ethology, 111: 367-379. • Spencer, K. A., Buchanan, K. L., Goldsmith, A. R., & Catchpole, K. L. 2003. Songs as an honest signal of developmental stress in the zebra finch (Taeniopygia guttata). Hormones and Behavior, 44: 132-139. • Spencer, K. A., Wimpenny, J. H., Buchanan, K. L., Lovell, P. G., Goldsmith, A. R. & Catchpole, K. L. 2005. Developmental stress affects the attractiveness of male song and female choice in the zebra finch (Taeniopygia guttata). Behav. Ecol. Sociobiol.,58: 423-428. • Tchernichovski, O. & Nottebohm, F. 1998. Social inhibition of song imitation among sibling male zebra finches. Proc. Natl. Acad. Sci. USA, 95: 8951-8956. • Vleck, C. M. & Priedkalns, J. 1985. Reproduction in zebra finches: hormone levels and effect of dehydration. The Condor, 87: 37-46. • Zann, R. A., Morton, S. R., Jones, K. R. & Burley, N. T.1995. The Timing of Breeding by Zebra Finches in Relation to Rainfall in Central Australia. Emu Austral Ornitholog,95: 208-222.

  30. Bibliography: • Collins, S. A. 1999. Is female preference for male repertoires due to sensory bias? Proc. R. Soc. Lond. B.,266: 2309-2314. • Cynx, J. 2001. Effects of humidity on reproductive behavior in male and female zebra finches (Taeniopygia guttata). Journal of Comparative Psycholog, 115: 196-200. • Cynx. J. 1993. Conspecific song perception in zebra finches (Taeniopygia guttata). Journal of Comparative Psychology, 107: 395-402. • Houx, B. B., Cate, C. T., & Feuth, E. 2000. Variation in zebra finch song copying: an examination of the relationship with tutor song quality and pupil behavior. Behaviour, 137: 1377-1389. • Liu, W., Gardner, T. J. & Nottebohm, F. 2004. Juvenile zebra finches can use multiple strategies to learn the same song. PNAS, 52: 18177-18182 • Riebel, K. & Smallegange, I. M. 2003. Does zebra finch (Taeniopygia guttata) preference for the (familiar) father’s songs generalize to the songs of unfamiliar brothers? Journal of Comparative Psychology, 117: 61-66. • Slabbekoorn, H. & Smith, T. B. 2002. Bird song, ecology and speciation. Proc. R. Soc. Lond. B, 357: 493-503. • Solis, M. M., Brainard, M. S., Hessler, N. A., & Doupe, A. J. 2000. Song selectivity and sensorimotor signals in vocal learning and production. PNAS, 97: 11836-11842. • Williams, H. 2001. Choreography of song, dance and beak movement in the zebra finch (Taeniopygia guttata). The Journal of Experimental Biology, 204: 3497-3506.

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