Vocal learning: Beyond the continuum

Martins, Pedro Tiago; Boeckx, Cédric

doi:10.1371/journal.pbio.3000672

Cited by 56 publications

(48 citation statements)

References 88 publications

(130 reference statements)

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“…We contend that vocal learning may be based on a variety of different mechanisms, including vocal convergence, 'learning from success', a form of usage learning that comprises the use of specific call variants because they are more likely to yield the desired response, as well as the spontaneous imitation of a recently formed auditory template [42]. Instead of conceiving vocal learning capacities as a continuum [43], we agree with other authors that vocal learning may be supported by a variety of different mechanisms [44]. Future royalsocietypublishing.org/journal/rspb Proc.…”

Section: Discussionsupporting

confidence: 86%

Vocal convergence in a multi-level primate society: insights into the evolution of vocal learning

et al. 2020

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The extent to which nonhuman primate vocalizations are amenable to modification through experience is relevant for understanding the substrate from which human speech evolved. We examined the vocal behaviour of Guinea baboons, Papio papio , ranging in the Niokolo Koba National Park in Senegal. Guinea baboons live in a multi-level society, with units nested within parties nested within gangs. We investigated whether the acoustic structure of grunts of 27 male baboons of two gangs varied with party/gang membership and genetic relatedness. Males in this species are philopatric, resulting in increased male relatedness within gangs and parties. Grunts of males that were members of the same social levels were more similar than those of males in different social levels ( N = 351 dyads for comparison within and between gangs, and N = 169 dyads within and between parties), but the effect sizes were small. Yet, acoustic similarity did not correlate with genetic relatedness, suggesting that higher amounts of social interactions rather than genetic relatedness promote the observed vocal convergence. We consider this convergence a result of sensory–motor integration and suggest this to be an implicit form of vocal learning shared with humans, in contrast to the goal-directed and intentional explicit form of vocal learning unique to human speech acquisition.

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Section: Discussionsupporting

confidence: 86%

Vocal convergence in a multi-level primate society: insights into the evolution of vocal learning

et al. 2020

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“…We contend that vocal learning may be based on a variety of different mechanisms, including vocal convergence, ‘learning from success’, a form of usage learning that comprises the use of specific call variants because they are more likely to yield the desired response, as well as the spontaneous imitation of a recently formed auditory template [42]. Instead of conceiving vocal learning capacities as a continuum [43], we agree with other authors that vocal learning may be supported by a variety of different mechanisms [44]. Future studies should aim to distinguish between these mechanisms, and also consider the effect size of vocal plasticity.…”

Section: Discussionsupporting

confidence: 84%

Vocal convergence in a multi-level primate society: insights into the evolution of vocal learning

Fischer

Wegdell

Trede

et al. 2020

Preprint

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23The extent to which nonhuman primate vocalizations are amenable to modification 24 through experience is relevant for understanding the substrate from which human 25 speech evolved. One road to investigate the flexibility in vocal production has been to 26 study differences in vocal behaviour between different social groups. We examined the 27 vocal behaviour of Guinea baboons, Papio papio, ranging in the Niokolo Koba National 28 Park in Senegal. Guinea baboons live in a multi-level society, with parties nested within 29 gangs. We investigated whether the acoustic structure of grunts of 30 male baboons of 30 five gangs differed in relation to social level and genetic relatedness. Males in this 31 species are philopatric, resulting in increased male relatedness within gangs and 32 parties. Grunts from members of the same gang were more similar to each other than 33 across gangs (N = 435 dyads), but for parties within gangs we found no evidence for 34 higher similarity (N = 169 dyads). Acoustic similarity did not correlate with genetic 35 relatedness. Our study provides evidence for acoustic convergence in male Guinea 36 baboon grunts; the observed nonlinear relationship between social level and acoustic 37 similarity may reflect the limits of the extent to which vocal accommodation is possible, 38 or even advantageous. 39 40 KEY WORDS: baboon, Papio papio, primate communication, relatedness, vocal 41 learning 42 43 BACKGROUND 44

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“…In this paper, we have aimed to build on the strong foundations of Janik & Slater [2,3], Petkov & Jarvis [4], Tyack [5] and others (e.g. [6][7][8][9][10]) to define a framework for understanding vocal learning across species. We contrasted non-learned vocal variation with vocal usage and vocal production learning.…”

Section: Discussionmentioning

confidence: 99%

The multi-dimensional nature of vocal learning

Vernes

Kriengwatana

Beeck

et al. 2021

Phil. Trans. R. Soc. B

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How learning affects vocalizations is a key question in the study of animal communication and human language. Parallel efforts in birds and humans have taught us much about how vocal learning works on a behavioural and neurobiological level. Subsequent efforts have revealed a variety of cases among mammals in which experience also has a major influence on vocal repertoires. Janik and Slater ( Anim. Behav. 60 , 1–11. ( doi:10.1006/anbe.2000.1410 )) introduced the distinction between vocal usage and production learning, providing a general framework to categorize how different types of learning influence vocalizations. This idea was built on by Petkov and Jarvis ( Front. Evol. Neurosci. 4 , 12. ( doi:10.3389/fnevo.2012.00012 )) to emphasize a more continuous distribution between limited and more complex vocal production learners. Yet, with more studies providing empirical data, the limits of the initial frameworks become apparent. We build on these frameworks to refine the categorization of vocal learning in light of advances made since their publication and widespread agreement that vocal learning is not a binary trait. We propose a novel classification system, based on the definitions by Janik and Slater, that deconstructs vocal learning into key dimensions to aid in understanding the mechanisms involved in this complex behaviour. We consider how vocalizations can change without learning, and a usage learning framework that considers context specificity and timing. We identify dimensions of vocal production learning, including the copying of auditory models (convergence/divergence on model sounds, accuracy of copying), the degree of change (type and breadth of learning) and timing (when learning takes place, the length of time it takes and how long it is retained). We consider grey areas of classification and current mechanistic understanding of these behaviours. Our framework identifies research needs and will help to inform neurobiological and evolutionary studies endeavouring to uncover the multi-dimensional nature of vocal learning. This article is part of the theme issue ‘Vocal learning in animals and humans’.

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Vocal learning: Beyond the continuum

Cited by 56 publications

References 88 publications

Vocal convergence in a multi-level primate society: insights into the evolution of vocal learning

Vocal convergence in a multi-level primate society: insights into the evolution of vocal learning

Vocal convergence in a multi-level primate society: insights into the evolution of vocal learning

The multi-dimensional nature of vocal learning

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