In laboratory studies of song development in oscine songbirds, birds of almost all studied species develop normal songs only if exposed to songs of other individuals of their species (Hultsch & Todt, 2004). These studies have generally shown that songbirds imitate songs or song elements to which they are exposed, thereby acquiring songs that are similar to those of the birds that served as models (Soha, 2017). However, many details of the song learning process vary among species (Beecher & Brenowitz, 2005). For example, in some species, song learning continues throughout an individual's life (open-ended learning, e.g., nightingales, Luscinia megarhynchos, Todt & Geberzahn, 2003), but in other species songs crystalize after a limited period of learning, after which song forms remain more or less fixed (age-limited learning, e.g., song sparrows, Melospiza melodia, Nordby, Campbell, & Beecher, 2002). Although laboratory studies of song development have revealed a great deal about the mechanics and neural basis of song learning (Brainard & Doupe, 2002; Mooney, 2009), they cannot by themselves reveal how the learning process plays out in wild birds. The dynamics of song learning in the wild are instead investigated by observing the outcome of song development in free-living birds of known