Direct Social Contacts Override Auditory Information in the Song-Learning Process in Starlings (Sturnus vulgaris).

Poirier, Colline; Henry, Laurence; Mathelier, Maryvonne; Lumineau, Sophie; Cousillas, Hugo; Hausberger, Martine

doi:10.1037/0735-7036.118.2.179

Cited by 55 publications

(96 citation statements)

References 53 publications

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“…Social experience per se can evidently have as much influence on the development of the primary auditory area as the sensory experience in the experiment by Poirier et al (2004). Thus, both the birds raised in pairs or solitarily showed as many abnormalities (lack of neuronal selectivity) as the sensory deprived birds.…”

Section: Resultsmentioning

confidence: 93%

“…Warbling develops progressively from subsong in the course of the bird's first year of life, whereas whistles appear suddenly during the first winter around 9 month of age (AdretHausberger, 1989). Moreover, young birds raised without direct contact with adults will not develop whistles but will produce warbling song (Poirier et al, 2004;Bertin et al, 2007). Finally, neuroethological as well as functional magnetic resonance imaging (fMRI) studies performed on starlings revealed that these two distinct categories of song are not processed in the same way in the brain De Groof et al, 2013).…”

Section: Testing Turn Taking In An Animal Model: the Starlingmentioning

confidence: 99%

“…Because they had no other sensory stimulation, isolated birds paid more attention to the adult song heard through the loudspeaker and hence developed some discontinuous songs (Poirier et al, 2004). It remains to be established if they will use them in an appropriate way.…”

Section: Normal Developmentmentioning

confidence: 99%

“…obs). The developmental course of these two categories of songs is different (Poirier et al, 2004;Bertin et al, 2007). Warbling develops progressively from subsong in the course of the bird's first year of life, whereas whistles appear suddenly during the first winter around 9 month of age (AdretHausberger, 1989).…”

Section: Testing Turn Taking In An Animal Model: the Starlingmentioning

confidence: 99%

“…While separate motifs appear, the intermotif intervals were, as in a normal adult song (e.g., Eens et al, 1989) too short to permit a non-overlapping response from another bird (X = 0.19 ± 0.18 to 0.59 ± 0.25 s) (Figure 8). Varying the type of contact with adults (Poirier et al, 2004) This experiment involved 26 young starlings taken from the nest in April 1998 when 2-5 days old and then hand raised for 2 months. In June 1998, they were placed in one of three situations: eleven (5 males) were placed in groups of 3 or 4 in three aviaries together with wild caught adult males in indoor aviaries; 6 (4 males) were kept in isolation and 6 (4 males) in pairs of inexperienced birds in sound proof chambers fitted with loudspeakers that transmitted the sounds from the aviary room (Figure 9).…”

Section: Normal Developmentmentioning

confidence: 99%

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Turn-Taking in Human Communicative Interaction

Holler

Kendrick

Casillas

et al. 2016

Frontiers Research Topics

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The core use of language is in face-to-face conversation. This is characterized by rapid turn-taking. This turn-taking poses a number central puzzles for the psychology of language. Consider, for example, that in large corpora the gap between turns is on the order of 100 to 300 ms, but the latencies involved in language production require minimally between 600ms (for a single word) or 1500 ms (for as simple sentence). This implies that participants in conversation are predicting the ends of the incoming turn and preparing in advance. But how is this done? What aspects of this prediction are done when? What happens when the prediction is wrong? What stops participants coming in too early? If the system is running on prediction, why is there consistently a mode of 100 to 300 ms in response time? The timing puzzle raises further puzzles: it seems that comprehension must run parallel with the preparation for production, but it has been presumed that there are strict cognitive limitations on more than one central process running at a time. How is this bottleneck overcome? Far from being 'easy' as some psychologists have suggested, conversation may be one of the most demanding cognitive tasks in our everyday lives. Further questions naturally arise: how do children learn to master this demanding task, and what is the developmental trajectory in this domain? Research shows that aspects of turn-taking such as its timing are remarkably stable across languages and cultures, but the word order of languages varies enormously. How then does prediction of the incoming turn work when the verb (often the informational nugget in a clause) is at the end? Conversely, how can production work fast enough in languages that have the verb at the beginning, thereby requiring early planning of the whole clause? What happens when one changes modality, as in sign languages -- with the loss of channel constraints is turn-taking much freer? And what about face-to-face communication amongst hearing individuals -- do gestures, gaze, and other body behaviors facilitate turn-taking? One can also ask the phylogenetic question: how did such a system evolve? There seem to be parallels (analogies) in duetting bird species, and in a variety of monkey species, but there is little evidence of anything like this among the great apes. All this constitutes a neglected set of problems at the heart of the psychology of language and of the language sciences. This research topic welcomes contributions from right across the board, for example from psycholinguists, developmental psychologists, students of dialogue and conversation analysis, linguists interested in the use of language, phoneticians, corpus analysts and comparative ethologists or psychologists. We welcome contributions of all sorts, for example original research papers, opinion pieces, and reviews of work in subfields that may not be fully understood in other subfields

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Section: Resultsmentioning

confidence: 93%

Section: Testing Turn Taking In An Animal Model: the Starlingmentioning

confidence: 99%

Section: Normal Developmentmentioning

confidence: 99%

Section: Testing Turn Taking In An Animal Model: the Starlingmentioning

confidence: 99%

Section: Normal Developmentmentioning

confidence: 99%

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Turn-Taking in Human Communicative Interaction

Holler

Kendrick

Casillas

et al. 2016

Frontiers Research Topics

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State‐dependent hemispheric specialization in the songbird brain

George¹,

Cousillas²,

Richard³

et al. 2005

J of Comparative Neurology

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Lateralization of brain functions is a widespread phenomenon in vertebrates. With the well-known lateralization in the processing of human speech and the parallels that exist between birdsong and language, songbirds are interesting for addressing such questions. In the present study, we investigated the central processing of communicative and artificial sounds in starlings, in an integrative part of the song system: the HVC. Neuronal responses to acoustic stimuli were systematically recorded in both hemispheres while the birds were awake, and then anesthetized, allowing quantitative comparisons of the responses obtained in each situation. The total proportion of responsive sites in the HVC of the left and right hemispheres of all birds revealed a significant predominance of the HVC of the right hemisphere when the birds were awake, whereas a high interindividual variability appeared when the birds were anesthetized. When neuronal responses as a whole were further examined, the responses to each type of stimulus appeared to be nonrandomly distributed over the different situations, and some specialization may appear. The results suggest a complex and state-dependent hemispheric specialization toward behaviorally relevant classes of stimuli. In awake birds, the HVC of the left hemisphere may be more involved in the processing of songs that are used in individual recognition at distance, whereas the HVC of the right hemisphere may deal with long and complex sequences of a song that is involved in short-distance communication, especially between males and females. With birds under anesthesia, this pattern is strongly modified.

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Adult and peer influences on starling song development

Bertin

Hausberger

Henry

et al. 2007

Developmental Psychobiology

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Adult influence on song development was rarely investigated in complex social settings. We investigated the influence of the young/adult ratio on song learning in European starlings. Starling songs are composed of two categories: whistles and warbling. Warbling includes three parts: complex variable motifs, click motifs, and high frequency motifs. Song learning by young birds raised in group (G birds), in group with adults (GT birds) or in pair with one adult (IT birds) were compared. Song tutor choice, song sharing, and song quality varied with social context. The mere presence of adults in a group was not sufficient for young to develop all adult song features. Only IT birds chose adults as tutors. Social contact with only one adult enhanced acquisition of whistles, click motifs, individuality, and reduced the number of high frequency motifs (adult song features). This study suggests that the adult influence is proportional to young/adult ratio.

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Direct Social Contacts Override Auditory Information in the Song-Learning Process in Starlings (Sturnus vulgaris).

Cited by 55 publications

References 53 publications

Turn-Taking in Human Communicative Interaction

Turn-Taking in Human Communicative Interaction

State‐dependent hemispheric specialization in the songbird brain

Adult and peer influences on starling song development

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