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1
Cardoso, Gonçalo C., and Jonathan W. Atwell. "Shared songs are of lower performance in the dark-eyed junco." Royal Society Open Science 3, no. 7 (July 2016): 160341. http://dx.doi.org/10.1098/rsos.160341.
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Social learning enables the adjustment of behaviour to complex social and ecological tasks, and underlies cultural traditions. Understanding when animals use social learning versus other forms of behavioural development can help explain the dynamics of animal culture. The dark-eyed junco ( Junco hyemalis ) is a songbird with weak cultural song traditions because, in addition to learning songs socially, male juncos also invent or improvise novel songs. We compared songs shared by multiple males (i.e. socially learned) with songs recorded from only one male in the population (many of which should be novel) to gain insight into the advantages of social learning versus invention or improvisation. Song types shared by multiple males were on average of lower performance, on aspects of vocal performance that have been implicated in agonistic communication in several species. This was not explained by cultural selection among socially learned songs (e.g. selective learning) because, for shared song types, song performance did not predict how many males shared them. We discuss why social learning does not maximize song performance in juncos, and suggest that some songbirds may add novel songs to culturally inherited repertoires as a means to acquire higher-quality signals.
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Kojima, Satoshi, and Allison J. Doupe. "Song Selectivity in the Pallial-Basal Ganglia Song Circuit of Zebra Finches Raised Without Tutor Song Exposure." Journal of Neurophysiology 98, no. 4 (October 2007): 2099–109. http://dx.doi.org/10.1152/jn.00916.2006.
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Acoustic experience critically influences auditory cortical development as well as emergence of highly selective auditory neurons in the songbird sensorimotor circuit. In adult zebra finches, these “song-selective” neurons respond better to the bird's own song (BOS) than to songs of other conspecifics. Birds learn their songs by memorizing a tutor's song and then matching auditory feedback of their voice to the tutor song memory. Song-selective neurons in the pallial-basal ganglia circuit called the anterior forebrain pathway (AFP) reflect the development of BOS. However, during learning, they also respond strongly to tutor song and are compromised in their adult selectivity when birds are prevented from matching BOS to tutor, suggesting that selectivity depends on tutor song learning as well as sensorimotor matching of BOS feedback to the tutor song memory. We examined the contribution of sensory learning of tutor song to song selectivity by recording from AFP neurons in birds reared without exposure to adult conspecifics. We found that AFP neurons in these “isolate” birds had highly tuned responses to isolate BOS. The selectivity was as high, and in the striato-pallidal nucleus Area X, even higher than that in normal birds, due to abnormally weak responsiveness to conspecific song. These results demonstrate that sensory learning of tutor song is not necessary for BOS tuning of AFP neurons. Because isolate birds develop their song via sensorimotor learning, our data further illustrate the importance of individual sensorimotor learning for song selectivity and provide insight into possible functions of song-selective neurons.
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Leitner, Stefan, Johanna Teichel, Andries Ter Maat, and Cornelia Voigt. "Hatching late in the season requires flexibility in the timing of song learning." Biology Letters 11, no. 8 (August 2015): 20150522. http://dx.doi.org/10.1098/rsbl.2015.0522.
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Most songbirds learn their songs from adult tutors, who can be their father or other male conspecifics. However, the variables that control song learning in a natural social context are largely unknown. We investigated whether the time of hatching of male domesticated canaries has an impact on their song development and on the neuroendocrine parameters of the song control system. Average age difference between early- and late-hatched males was 50 days with a maximum of 90 days. Song activity of adult tutor males decreased significantly during the breeding season. While early-hatched males were exposed to tutor songs for on average the first 99 days, late-hatched peers heard adult song only during the first 48 days of life. Remarkably, although hatching late in the season negatively affected body condition, no differences between both groups of males were found in song characteristics either in autumn or in the following spring. Similarly, hatching date had no effect on song nucleus size and circulating testosterone levels. Our data suggest that late-hatched males must have undergone accelerated song development. Furthermore, the limited tutor song exposure did not affect adult song organization and song performance.
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Ria Ningsih, Asih, and Rita Arianti. "PELATIHAN BAHASA INGGRIS MELALUI LAGU ANAK-ANAK PADA SISWA PAUD RAUDHATUL HASANAH UJUNG BATU KABUPATEN ROKAN HULU RIAU." JURNAL MASYARAKAT NEGERI ROKANIA 1, no. 1 (May 2, 2020): 23–28. http://dx.doi.org/10.56313/jmnr.v1i1.4.
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This article describes the advantages and the examples of song to support English language learning process. Children have unique characteristics that could be employed for the supporting factors. One of strategy that teacher should be used to take the students’ attention is song. The use of children’s songs for learning English showed that songs can increase the enthusiasm of children to learn English because learning is fun and does not feel stiff while steps are taken to create learning English is an effective English teachers should consider some aspects, types of songs, number of students, the type of learning activities with the song, and the character of the students.
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Anggraini, Ira, and Gartika Pandu Bhuana. "THE USE OF SONG IN LEARNING PRONUNCIATION." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 280. http://dx.doi.org/10.22460/project.v5i2.p280-283.
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This study aims to determine students' perceptions in learning pronunciation through songs. This was a qualitative research method. The participants of this study were 16 tenth grade students from a the vocational schools in Cimahi. Data were collected through questionnaire. The results showed that the students had a good opinion about the use of songs. They thought that it offered a different learning atmosphere, in which it was more relaxed and enjoyable. Besides, it could improve their pronunciation. This indicates that the teacher can use song in teaching pronunciation. Keywords: Pronunciation, Song
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Kurniastuti, Irine, and Vinsencius Bayu Prayogo. "DEVELOPMENT OF THEMATIC CHILDREN'S SONG AS A FUN LEARNING MEDIA FOR 2nd GRADE ELEMENTARY SCHOOL STUDENTS." IJIET (International Journal of Indonesian Education and Teaching) 6, no. 1 (January 20, 2022): 25–38. http://dx.doi.org/10.24071/ijiet.v6i1.4132.
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Creating a pleasant classroom atmosphere is an important element in starting the learning process. In various studies, listening to songs or singing them has been shown to have a positive effect on a student's mood for participating in the learning process. However, children's songs that are relevant to be used as teaching media are very limited. This study aims to develop new songs that are suitable for thematic learning of the 2nd-grade elementary school (SD) students which also can be used as an online learning medium. The songs developed include 6 themes in the 2nd-grade curriculum. Songs were developed using the ADDIE method. The result of this study is an album containing 6 children's songs according to the 2013 Curriculum theme. The results of expert validation show that the songs have good quality in terms of song titles, song atmosphere, language style, song content, and song characteristics. Based on the test result with students, these songs can be sung easily and give a positive feeling effect.
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ter Haar, Sita M., Wiebke Kaemper, Koen Stam, Clara C. Levelt, and Carel ten Cate. "The interplay of within-species perceptual predispositions and experience during song ontogeny in zebra finches ( Taeniopygia guttata )." Proceedings of the Royal Society B: Biological Sciences 281, no. 1796 (December 7, 2014): 20141860. http://dx.doi.org/10.1098/rspb.2014.1860.
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Vocal acquisition in songbirds and humans shows many similarities, one of which is that both involve a combination of experience and perceptual predispositions. Among languages some speech sounds are shared, while others are not. This could reflect a predisposition in young infants for learning some speech sounds over others, which combines with exposure-based learning. Similarly, in songbirds, some sounds are common across populations, while others are more specific to populations or individuals. We examine whether this is also due to perceptual preferences for certain within-species element types in naive juvenile male birds, and how such preferences interact with exposure to guide subsequent song learning. We show that young zebra finches lacking previous song exposure perceptually prefer songs with more common zebra finch song element types over songs with less common elements. Next, we demonstrate that after subsequent tutoring, birds prefer tutor songs regardless of whether these contain more common or less common elements. In adulthood, birds tutored with more common elements showed a higher song similarity to their tutor song, indicating that the early bias influenced song learning. Our findings help to understand the maintenance of similarities and the presence of differences among birds' songs, their dialects and human languages.
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Garland, Ellen C., Luke Rendell, Luca Lamoni, M. Michael Poole, and Michael J. Noad. "Song hybridization events during revolutionary song change provide insights into cultural transmission in humpback whales." Proceedings of the National Academy of Sciences 114, no. 30 (July 24, 2017): 7822–29. http://dx.doi.org/10.1073/pnas.1621072114.
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Cultural processes occur in a wide variety of animal taxa, from insects to cetaceans. The songs of humpback whales are one of the most striking examples of the transmission of a cultural trait and social learning in any nonhuman animal. To understand how songs are learned, we investigate rare cases of song hybridization, where parts of an existing song are spliced with a new one, likely before an individual totally adopts the new song. Song unit sequences were extracted from over 9,300 phrases recorded during two song revolutions across the South Pacific Ocean, allowing fine-scale analysis of composition and sequencing. In hybrid songs the current and new songs were spliced together in two specific ways: (i) singers placed a single hybrid phrase, in which content from both songs were combined, between the two song types when transitioning from one to the other, and/or (ii) singers spliced complete themes from the revolutionary song into the current song. Sequence analysis indicated that both processes were governed by structural similarity rules. Hybrid phrases or theme substitutions occurred at points in the songs where both songs contained “similar sounds arranged in a similar pattern.” Songs appear to be learned as segments (themes/phrase types), akin to birdsong and human language acquisition, and these can be combined in predictable ways if the underlying structural pattern is similar. These snapshots of song change provide insights into the mechanisms underlying song learning in humpback whales, and comparative perspectives on the evolution of human language and culture.
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Nordby, J. Cully, S. Elizabeth Campbell, and Michael D. Beecher. "Late song learning in song sparrows." Animal Behaviour 61, no. 4 (April 2001): 835–46. http://dx.doi.org/10.1006/anbe.2000.1673.
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Mcloughlin, Michael, Luca Lamoni, Ellen C. Garland, Simon Ingram, Alexis Kirke, Michael J. Noad, Luke Rendell, and Eduardo Miranda. "Using agent-based models to understand the role of individuals in the song evolution of humpback whales (Megaptera novaeangliae)." Music & Science 1 (January 1, 2018): 205920431875702. http://dx.doi.org/10.1177/2059204318757021.
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Male humpback whales produce hierarchically structured songs, primarily during the breeding season. These songs gradually change over the course of the breeding season, and are generally population specific. However, instances have been recorded of more rapid song changes where the song of a population can be replaced by the song of an adjacent population. The mechanisms that drive these changes are not currently understood, and difficulties in tracking individual whales over long migratory routes mean field studies to understand these mechanisms are not feasible. In order to help understand the mechanisms that drive these song changes, we present here a spatially explicit agent-based model inspired by methods used in computer music research. We model the migratory patterns of humpback whales, a simple song learning and production method coupled with sound transmission loss, and how often singing occurs during these migratory cycles. This model is then extended to include learning biases that may be responsible for driving changes in the song, such as a bias towards novel song, production errors, and the coupling of novel song bias and production errors. While none of the methods showed population song replacement, our model shows that shared feeding grounds where conspecifics are able to mix provide key opportunities for cultural transmission, and that production errors facilitated gradually changing songs. Our results point towards other learning biases being necessary in order for population song replacement to occur.
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Greig, Emma I., Benjamin N. Taft, and Stephen Pruett-Jones. "Sons learn songs from their social fathers in a cooperatively breeding bird." Proceedings of the Royal Society B: Biological Sciences 279, no. 1741 (May 16, 2012): 3154–60. http://dx.doi.org/10.1098/rspb.2011.2582.
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Song learning is hypothesized to allow social adaptation to a local song neighbourhood. Maintaining social associations is particularly important in cooperative breeders, yet vocal learning in such species has only been assessed in systems where social association was correlated with relatedness. Thus, benefits of vocal learning as a means of maintaining social associations could not be disentangled from benefits of kin recognition. We assessed genetic and cultural contributions to song in a species where social association was not strongly correlated with kinship: the cooperatively breeding, reproductively promiscuous splendid fairy-wren ( Malurus splendens ). We found that song characters of socially associated father–son pairs were more strongly correlated (and thus songs were more similar) than songs of father–son pairs with a genetic, but no social, association (i.e. cuckolding fathers). Song transmission was, therefore, vertical and cultural, with minimal signatures of kinship. Additionally, song characters were not correlated with several phenotypic indicators of male quality, supporting the idea that there may be a tradeoff between accurate copying of tutors and quality signalling via maximizing song performance, particularly when social and genetic relationships are decoupled. Our results lend support to the hypothesis that song learning facilitates the maintenance of social associations by permitting unrelated individuals to acquire similar signal phenotypes.
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Chen, Yining, Laura E. Matheson, and Jon T. Sakata. "Mechanisms underlying the social enhancement of vocal learning in songbirds." Proceedings of the National Academy of Sciences 113, no. 24 (May 31, 2016): 6641–46. http://dx.doi.org/10.1073/pnas.1522306113.
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Social processes profoundly influence speech and language acquisition. Despite the importance of social influences, little is known about how social interactions modulate vocal learning. Like humans, songbirds learn their vocalizations during development, and they provide an excellent opportunity to reveal mechanisms of social influences on vocal learning. Using yoked experimental designs, we demonstrate that social interactions with adult tutors for as little as 1 d significantly enhanced vocal learning. Social influences on attention to song seemed central to the social enhancement of learning because socially tutored birds were more attentive to the tutor’s songs than passively tutored birds, and because variation in attentiveness and in the social modulation of attention significantly predicted variation in vocal learning. Attention to song was influenced by both the nature and amount of tutor song: Pupils paid more attention to songs that tutors directed at them and to tutors that produced fewer songs. Tutors altered their song structure when directing songs at pupils in a manner that resembled how humans alter their vocalizations when speaking to infants, that was distinct from how tutors changed their songs when singing to females, and that could influence attention and learning. Furthermore, social interactions that rapidly enhanced learning increased the activity of noradrenergic and dopaminergic midbrain neurons. These data highlight striking parallels between humans and songbirds in the social modulation of vocal learning and suggest that social influences on attention and midbrain circuitry could represent shared mechanisms underlying the social modulation of vocal learning.
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Harahap, Addinul Arfansyah, and Nelly Astuti Hasibuan. "Implementation of LCM (Linear Congruent Method) Method in Region Song Game." IJICS (International Journal of Informatics and Computer Science) 4, no. 2 (September 6, 2020): 57. http://dx.doi.org/10.30865/ijics.v4i2.2118.
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The Regional Song Game is a game that educates players to hone the ability of knowledge about folk songs in the form of questions given the Regional Song game. With the game Regional Songs, players can expand the ability of players about the knowledge of regional songs. Aside from being a means of entertainment, games can also be an exciting learning medium and do not make players bored, so it becomes a pleasant learning atmosphere. The linear congruent method (LCM) is a random number generator method that is widely used by computer programs. The application of the Linear Congruent Method (LCM) in the Regional Song game is intended to randomize the questions that will be displayed by the Regional Song game. Regional Songs Game is an application designed to provide insights about folk songs for the players. This game aims to reintroduce folk songs to the people lost by the ages.
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Colombelli-Négrel, Diane, and Sonia Kleindorfer. "Prenatal environment affects embryonic response to song." Biology Letters 13, no. 8 (August 2017): 20170302. http://dx.doi.org/10.1098/rsbl.2017.0302.
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Early environmental enrichment improves postnatal cognition in animals and humans. Here, we examined the effects of the prenatal acoustic environment (parental song rate) on prenatal attention in superb fairy-wren ( Malurus cyaneus ) embryos, the only songbird species with evidence of prenatal discrimination of maternal calls and in ovo call learning. Because both adults also sing throughout the incubation phase, we broadcast songs to embryos and measured their heart rate response in relation to parental song rate and tutor identity (familiarity, sex). Embryos from acoustically active families (high parental song rate) had the strongest response to songs. Embryos responded (i) strongest to male songs irrespective of familiarity with the singer, and (ii) strongest if their father had a high song rate during incubation. This is the first evidence for a prenatal physiological response to particular songs (potential tutors) in the egg, in relation to the prenatal acoustic environment, and before the sensitive period for song learning.
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Nowicki, Stephen, and Jared Strote. "Responses To Songs With Altered Tonal Quality By Adult Song Sparrows (Melospiza Melodia)." Behaviour 133, no. 3-4 (1996): 161–72. http://dx.doi.org/10.1163/156853996x00099.
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AbstractPure-tone sounds are a common and distinctive feature of many birdsongs. We used field playback experiments to test whether this tonal quality is perceptually salient to adult male song sparrows in the context of song recognition, by comparing responses to playback of normal songs with responses elicited by songs that had harmonics added. This species was chosen for study based on the recent finding that young song sparrows do not show a preference for songs with pure tones over songs with harmonics when choosing model songs to copy during their sensitive phase for learning. We found adult song sparrows to be significantly more responsive to normal song than to harmonic song, consistent with results from adult birds of other species. We conclude that the perceptual salience of the tonal quality of song changes during ontogeny or is context-dependent.
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Secondi, Jean, Carel Ten Cate, and Merijn De Bakker. "FEMALE RESPONSES TO MALE COOS IN THE COLLARED DOVE STREPTOPELIA DECAOCTO." Behaviour 139, no. 10 (2002): 1287–302. http://dx.doi.org/10.1163/156853902321104163.
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AbstractBirdsong is one of the main models in sexual selection studies. Most investigations focused on oscines in which male song and female preference learning occur. Yet, some non-oscines are well suited for such studies as well. In Columbidae song learning does not occur. However, like in oscines, song is involved in inter- and intra-sexual interactions. Surprisingly, experimental evidence of female song-based preferences are still largely lacking in this group. We conducted playback tests on wild-caught Streptopelia decaocto females. We tested for the sexual function of song by playing decaocto songs versus songs of an unrelated species. We then investigated female responses to trill. Although they do not produce this trait, males react more strongly to artificially trilled decaocto songs, i.e. to conspecific songs in which a trill from a S. roseogrisea song has been inserted, than to normal decaocto songs. We also tested female responses to S. roseogrisea songs. Females flew more often and with a shorter latency during decaocto songs than during wren songs, suggesting that species recognition occurred, but we found no evidence of preference for trilled decaocto songs. The low activity observed during the experiment might have obscured actual preferences. Nevertheless, females consistently reacted more to normal decaocto songs than to trilled decaocto or roseogrisea songs. This contrasts with the strong responses for trilled decaocto songs and the virtual lack of reaction to S. roseogrisea songs observed in males. Thus, female collared doves, as receivers, may have different characteristics from males and impose constraints on the evolution of song.
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Nelson, Douglas, Hitesh Khanna, and Peter Marler. "LEARNING BY INSTRUCTION OR SELECTION: IMPLICATIONS FOR PATTERNS OF GEOGRAPHIC VARIATION IN BIRD SONG." Behaviour 138, no. 9 (2001): 1137–60. http://dx.doi.org/10.1163/156853901753287172.
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AbstractExperience can have both instructive and selective effects on vocal development in song birds. Learning by instruction occurs when one male imitates the song of another. Learning by selection occurs when a male chooses one or more songs to retain in his repertoire based on interaction with other individuals. These models of learning make different predictions about the degree of microgeographic variation in song present in wild populations of birds. If males are instructed by their immediate territory neighbors, then the songs of territory neighbors should be more similar than are the songs of non-neighbors. In contrast, if males select a song for retention that was learned elsewhere in the dialect, the songs of neighbors should be no more similar than are the songs of non-neighbors sampled from the same dialect. We compared the songs of males sampled in two sedentary populations and four migratory populations of four subspecies of the white-crowned sparrow, Zonotrichia leucophrys. In the two sedentary nuttalli populations, males on neighboring territories sang very similar songs, indicating that males are instructed by their territory neighbors after they disperse short distances to their breeding territories. Learning by selection during territory establishment after natal dispersal appears to predominate in the four migratory populations: the songs of territory neighbors were no more similar than were the songs of non-neighbors. We conclude that the sedentary/migratory distinction in the annual cycle determines the form of vocal learning that occurs between territory neighbors.
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Hanifah, Umi. "Fun Arabic Learning through Songs Media." Tanwir Arabiyyah: Arabic As Foreign Language Journal 1, no. 2 (December 10, 2021): 73–82. http://dx.doi.org/10.31869/aflj.v1i2.2873.
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In this study, the authors focused on learning Arabic through songs media. The research method in this study is descriptive using a qualitative approach. Through studies from various sources in the form of books, journals, research reports, and the phenomenon of Arabic learning in Indonesia, the author describes how the concept of songs as a medium of Arabic learning and how the implementation of songs media in Arabic learning as an effort to improve the quality of Arabic learning. The conclusion of this study is that the song is an appropriate medium of Arabic learning in arousing students' interest and motivation to learn. The use of songs media in Arabic learning can create an atmosphere of learning that is relaxed, fun and exciting, so students do not feel bored and fed up in following the learning process in class. The selection of songs that suits students' emotional and intellectual needs and the teacher's skills in practicing the technique of using song media in Arabic learning is the main key to the success of a learning that uses songs as a instructional medium.
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García, Natalia C. "What have we recently learned about song learning and social interactions?" Behavioral Ecology 30, no. 5 (June 19, 2019): 1193–95. http://dx.doi.org/10.1093/beheco/arz098.
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Abstract Vocal learning in birds is a complex animal behavior with several parallels to vocal learning in humans. Early experiments in the 70s showing that juvenile birds could learn their species’ normal song presented only through loudspeakers led to the general notion that social interactions are unnecessary for song learning. These views were soon challenged, and after decades of research we know that different social factors influence song learning. Here, I discuss recent research that is getting us closer to understanding how. Juvenile birds in the wild are exposed to both direct and indirect interactions with singing adults, which can be relevant to different aspects of the learning process. The exposure to a potential living tutor may trigger or enhance the learning process, but direct interaction with a tutor producing the song type that is finally learned or incorporated to the repertoire is not required. Social interactions that the learner witnesses may be more important in determining which songs are included in the final repertoire of an adult bird. Further research is also required to better understand the role of interactions with females, not by providing a model song to imitate but by exhibiting responses contingent to juveniles practicing their songs.
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Owen, Clare, Luke Rendell, Rochelle Constantine, Michael J. Noad, Jenny Allen, Olive Andrews, Claire Garrigue, et al. "Migratory convergence facilitates cultural transmission of humpback whale song." Royal Society Open Science 6, no. 9 (September 4, 2019): 190337. http://dx.doi.org/10.1098/rsos.190337.
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Cultural transmission of behaviour is important in a wide variety of vertebrate taxa from birds to humans. Vocal traditions and vocal learning provide a strong foundation for studying culture and its transmission in both humans and cetaceans. Male humpback whales ( Megaptera novaeangliae ) perform complex, culturally transmitted song displays that can change both evolutionarily (through accumulations of small changes) or revolutionarily (where a population rapidly adopts a novel song). The degree of coordination and conformity underlying song revolutions makes their study of particular interest. Acoustic contact on migratory routes may provide a mechanism for cultural revolutions of song, yet these areas of contact remain uncertain. Here, we compared songs recorded from the Kermadec Islands, a recently discovered migratory stopover, to multiple South Pacific wintering grounds. Similarities in song themes from the Kermadec Islands and multiple wintering locations (from New Caledonia across to the Cook Islands) suggest a location allowing cultural transmission of song eastward across the South Pacific, active song learning (hybrid songs) and the potential for cultural convergence after acoustic isolation at the wintering grounds. As with the correlations in humans between genes, communication and migration, the migration patterns of humpback whales are written into their songs.
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Yazaki-Sugiyama, Yoko, and Richard Mooney. "Sequential Learning From Multiple Tutors and Serial Retuning of Auditory Neurons in a Brain Area Important to Birdsong Learning." Journal of Neurophysiology 92, no. 5 (November 2004): 2771–88. http://dx.doi.org/10.1152/jn.00467.2004.
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Songbirds hear many vocal models during a juvenile sensitive period, transiently imitating some while retaining imitations of others in their repertoires. Despite subsequent conflicting experiences, early experience can exert lasting effects on neural structure and function, raising the possibility that transiently expressed vocalizations or their relevant models are stored in the adult songbird's brain. One site where learned song representations could be stored is the lateral magnocellular nucleus of the anterior nidopallium (LMAN), which in the adult songbird contains neurons responsive to playback of the bird's own song (BOS) and the tutor song (TS). To test whether LMAN neurons develop and retain responses to transiently learned songs, we exposed zebra finch hatchlings [posthatch day 0 (PHD0)] to a first TS (TS1) for about 30 days, isolated them for about 30 days, then exposed them to a second TS (TS2) for 30 days starting at PHD 60. Behavioral analysis showed that PHD 60 juveniles had started to copy TS1, although this copying was transient, because the adult BOS resembled TS2 and not TS1. We found that LMAN auditory responses paralleled these behavioral changes: LMAN neurons at PHD 60 responded strongly and selectively to both the juvenile BOS and TS1, whereas LMAN neurons in adults responded to the adult BOS and TS2, but not to the transiently learned song or its model. Therefore LMAN auditory responses can be lost or overwritten as the juvenile copies a new song, suggesting that the adult LMAN does not store information about transiently learned songs or their models.
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Sigler Ficken, Millicent, Kathryn M. Rusch, Sandra J. Taylor, and Donald R. Powers. "Blue-Throated Hummingbird Song: A Pinnacle of Nonoscine Vocalizations." Auk 117, no. 1 (January 1, 2000): 120–28. http://dx.doi.org/10.1093/auk/117.1.120.
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Abstract Little is known about the structure and function of hummingbird vocalizations. We studied the vocalizations of Blue-throated Hummingbirds (Lampornis clemenciae) at two sites in southeastern Arizona. Songs were produced by males and females. Male songs consisted of arrays of notes organized in clusters of “song units.” Within sites, all males shared the same song units. Individual differences occurred in some temporal aspects of song, and slight but consistent differences in note structure occurred between the two sites. The organization of units within songs was marked by rigid syntax, and long songs were produced by agglutination of units. Male songs may function in territorial advertisement and mate attraction. Female songs were very different acoustically from those of males and typically were given when females were within a few centimeters of a male. In these situations, the female's song often overlapped temporally with the male's song. Of the hummingbird species studied so far, the Blue-throated Hummingbird has the most complex songs and is the only known species with complex female songs. Blue-throated Hummingbirds show convergence with oscines in vocal complexity, song organization, song function, and possible learning of some song elements.
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Williams, Heather, Kerry Kilander, and Mary Lou Sotanski. "Untutored song, reproductive success and song learning." Animal Behaviour 45, no. 4 (April 1993): 695–705. http://dx.doi.org/10.1006/anbe.1993.1084.
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Mol, Carien, Johan J. Bolhuis, and Sanne Moorman. "Vocal learning in songbirds: the role of syllable order in song recognition." Philosophical Transactions of the Royal Society B: Biological Sciences 376, no. 1836 (September 6, 2021): 20200248. http://dx.doi.org/10.1098/rstb.2020.0248.
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Songbird vocal learning has interesting behavioural and neural parallels with speech acquisition in human infants. Zebra finch males sing one unique song that they imitate from conspecific males, and both sexes learn to recognize their father's song. Although males copy the stereotyped syllable sequence of their father's song, the role of sequential information in recognition remains unclear. Here, we investigated father's song recognition after changing the serial order of syllables (switching the middle syllables, first and last syllables, or playing all syllables in inverse order). Behavioural approach and call responses of adult male and female zebra finches to their father's versus unfamiliar songs in playback tests demonstrated significant recognition of father's song with all syllable-order manipulations. We then measured behavioural responses to normal versus inversed-order father's song. In line with our first results, the subjects did not differentiate between the two. Interestingly, when males' strength of song learning was taken into account, we found a significant correlation between song imitation scores and the approach responses to the father's song. These findings suggest that syllable sequence is not essential for recognition of father's song in zebra finches, but that it does affect responsiveness of males in proportion to the strength of vocal learning. This article is part of the theme issue ‘Vocal learning in animals and humans’.
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Allen, Jenny A., Ellen C. Garland, Rebecca A. Dunlop, and Michael J. Noad. "Cultural revolutions reduce complexity in the songs of humpback whales." Proceedings of the Royal Society B: Biological Sciences 285, no. 1891 (November 21, 2018): 20182088. http://dx.doi.org/10.1098/rspb.2018.2088.
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Much evidence for non-human culture comes from vocally learned displays, such as the vocal dialects and song displays of birds and cetaceans. While many oscine birds use song complexity to assess male fitness, the role of complexity in humpback whale ( Megaptera novaeangliae ) song is uncertain owing to population-wide conformity to one song pattern. Although songs change gradually each year, the eastern Australian population also completely replaces their song every few years in cultural ‘revolutions’. Revolutions involve learning large amounts of novel material introduced from the Western Australian population. We examined two measures of song structure, complexity and entropy, in the eastern Australian population over 13 consecutive years. These measures aimed to identify the role of complexity and information content in the vocal learning processes of humpback whales. Complexity was quantified at two hierarchical levels: the entire sequence of individual sound ‘units’ and the stereotyped arrangements of units which comprise a ‘theme’. Complexity increased as songs evolved over time but decreased when revolutions occurred. No correlation between complexity and entropy estimates suggests that changes to complexity may represent embellishment to the song which could allow males to stand out amidst population-wide conformity. The consistent reduction in complexity during song revolutions suggests a potential limit to the social learning capacity of novel material in humpback whales.
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Kalra, Shikha, Vishruta Yawatkar, Logan S. James, Jon T. Sakata, and Raghav Rajan. "Introductory gestures before songbird vocal displays are shaped by learning and biological predispositions." Proceedings of the Royal Society B: Biological Sciences 288, no. 1943 (January 20, 2021): 20202796. http://dx.doi.org/10.1098/rspb.2020.2796.
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Numerous animal displays begin with introductory gestures. For example, lizards start their head-bobbing displays with introductory push-ups, and many songbirds begin their vocal displays by repeating introductory notes (INs) before producing their learned song. Among songbirds, the acoustic structure and the number of INs produced before song vary considerably between individuals in a species. While similar variation in songs between individuals is a result of learning, whether variations in INs are also due to learning remains poorly understood. Here, using natural and experimental tutoring with male zebra finches, we show that mean IN number and IN acoustic structure are learned from a tutor. Interestingly, IN properties and how well INs were learned, were not correlated with the accuracy of song imitation and only weakly correlated with some features of songs that followed. Finally, birds artificially tutored with songs lacking INs still repeated vocalizations that resembled INs, before their songs, suggesting biological predispositions in IN production. These results demonstrate that INs, just like song elements, are shaped both by learning and biological predispositions. More generally, our results suggest mechanisms for generating variation in introductory gestures between individuals while still maintaining the species-specific structure of complex displays like birdsong.
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Liu, Wan-Chun, and Donald E. Kroodsma. "Song Learning by Chipping Sparrows: When, Where, and From Whom." Condor 108, no. 3 (August 1, 2006): 509–17. http://dx.doi.org/10.1093/condor/108.3.509.
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Abstract Given the difficulty of following free-living, dispersing juvenile songbirds, relatively little is known about when, where, how, and from whom these young birds learn their songs. To explore these issues, we studied the Chipping Sparrow (Spizella passerina), males of which have a single, simple song, but populations of which may contain 20–30 different songs. In our western Massachusetts study sites, we color-banded 324 nestling and 32 fledgling sparrows. Twelve of these banded males returned to our study areas, dispersing a few hundred meters to 1.8 km away from their natal territories. The song of each yearling closely matched only one of his immediate neighbors on the breeding territory, revealing that a yearling sparrow precisely imitates one of his close neighbors after dispersal. Evidence from this field study and a previous laboratory study show that a young male is able to learn songs either during his hatching year or the following spring, perhaps depending on his chances of song exposure or social interaction with territorial neighbors.
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Pamungkas, Joko, and Ad Dieni Maulana Rizka. "Analysis of Educational Values in Macapat Song Learning in Kindergarten." Return : Study of Management, Economic and Bussines 1, no. 02 (October 20, 2022): 43–48. http://dx.doi.org/10.57096/return.v1i02.13.
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Background: Early childhood learning cannot be equated with adults. So education observers continue to develop and innovate in learning for children. The macapat song is one of the innovations and developments of early childhood learning media which has been implemented in ABA Ngabean 2 Kindergarten.
Aim: The purpose of this study was to determine the educational values ??in the learning of the macapat song in TK ABA Ngabean 2. The macapat songs that were implemented in learning were the Potong and Gambuh songs.
Method: This research method uses descriptive qualitative analysis by using data from observations, interviews, and conducting group discussion forums. Value analysis is associated with character education values ??based on Permendikbudristek number 7 of 2022 concerning PAUD content standards.
Findings: The results of this study indicate that the macapat song has educational values ??that are following children's learning competencies according to the ministry of education in Indonesia
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Sakata, Jon T., and Michael S. Brainard. "Social Context Rapidly Modulates the Influence of Auditory Feedback on Avian Vocal Motor Control." Journal of Neurophysiology 102, no. 4 (October 2009): 2485–97. http://dx.doi.org/10.1152/jn.00340.2009.
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Sensory feedback is important for the learning and control of a variety of behaviors. Vocal motor production in songbirds is a powerful model system to study sensory influences on behavior because the learning, maintenance, and control of song are critically dependent on auditory feedback. Based on previous behavioral and neural experiments, it has been hypothesized that songs produced in isolation [undirected (UD) song] represent a form of vocal practice, whereas songs produced to females during courtship interactions [female-directed (FD) song] represent a form of vocal performance. According to this “practice versus performance” framework, auditory feedback should be more influential when birds engage in vocal practice than when they engage in vocal performance. To directly test this hypothesis, we used a computerized system to perturb auditory feedback at precise locations during the songs of Bengalese finches and compared the degree to which feedback perturbations caused song interruptions as well as changes to the sequencing and timing of syllables between interleaved renditions of UD and FD song. We found that feedback perturbation caused fewer song interruptions and smaller changes to syllable timing during FD song than during UD song. These data show that changes in the social context in which song is produced rapidly modulate the influence of auditory feedback on song control in a manner consistent with the practice versus performance framework. More generally, they indicate that, for song, as for other motor skills including human speech, the influence of sensory feedback on activity within vocal premotor circuitry can be dynamically modulated.
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Goodale, Eben, and Jeffrey Podos. "Persistence of song types in Darwin's finches, Geospiza fortis , over four decades." Biology Letters 6, no. 5 (April 14, 2010): 589–92. http://dx.doi.org/10.1098/rsbl.2010.0165.
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Learned bird songs evolve via cultural evolution, with song patterns transmitted across generations by imitative learning. In Darwin's finches of the Galápagos Islands, males learn songs from their fathers, and song types can be maintained across multiple generations. However, little is known about the time frame over which specific song types are preserved, in the face of copy errors and corresponding modifications to song structure. Here we investigate cultural evolution in songs of male Geospiza fortis , at Academy Bay, Santa Cruz Island, comparing songs recorded in 1961 by R. Bowman (20 individuals) to those recorded in 1999 by J. Podos (16 individuals). For each individual, we characterized four timing and six frequency parameters, and assessed inter-individual variation in song structure using multivariate analysis. Several 1961 song types persisted into 1999, some with remarkable fidelity. Variation among song types was extensive during both years, and we detected no changes in 10 vocal parameters across the sampling period. These results illustrate temporal continuity in a culturally acquired trait, and raise questions about mechanisms that promote stability in song structure.
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Yusuf, Amanda Nabila. "THE USED OF A MEDIUM OF LEARNING SONG FOREIGN LANGUAGE IN LEARNING SPEAK STRANGER IN ELEMENTARY SCHOOL." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 5 (September 23, 2020): 904. http://dx.doi.org/10.33578/pjr.v4i5.7995.
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In support of an effective and efficient learning process, teachers need to determine how to strategize in appropriate learning. One of the strategies used in foreign language learning is to use learning media, but most teachers do conventional learning without using any learning media. Song is one of the appropriate learning media in language learning especially foreign languages. The purpose of this paper is to show the benefits of using learning media for foreign language songs in foreign language learning at elementary school so the teacher can switch to using effective learning media. The results obtained from the study of this article is that the use of songs on strengthening foreign language skills is recommended because it can help students master 2 of 4 skills, namely listening and speaking. Learners are also more motivated by the use of Song Media in learning because songs create a learning environment that is not boring. Although search websites about songs in learning are declining, but until now it is still sought and quite attractive to the public.
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Dwija Iswara, Prana, Sandie Gunara, and Julia. "Students’ acceptance of song lyrics containing national characters." SHS Web of Conferences 42 (2018): 00096. http://dx.doi.org/10.1051/shsconf/20184200096.
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This paper aims at analyzing the acceptance of elementary school students of song lyrics containing national characters. The study was employed using research and development method, and this paper is the result of the interview related to the learning of nine song lyrics containing national characters. The results showed that all students had no difficulty in learning the vocabulary in the lyrics. However, the students were generally passive when asked about the meaning of the lyrics, hence the ability of students in singing the songs does not represent their understanding of the content of the lyrics. The implication of this research is that students always love songs and can sing songs, but it does not guarantee that students really understand the contents of the song.
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Derégnaucourt, Sébastien. "Birdsong learning in the laboratory, with especial reference to the song of the Zebra Finch (Taeniopygia guttata)." Interaction Studies 12, no. 2 (July 21, 2011): 324–50. http://dx.doi.org/10.1075/is.12.2.07der.
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Vocal imitation in songbirds exhibits interesting parallels to infant speech development and is currently the model system of choice for exploring the behavioural, molecular and electrophysiological substrates of vocal learning. Among songbirds, the Zebra Finch (Taeniopygia guttata) is currently used as the ‘flying mouse’ of birdsong research. Only males sing and they develop their song primarily during a short sensitive period in early life. They learn their speciesspecific song patterns by memorizing and imitating the songs of conspecifics, mainly adults. Since Immelmann's pioneering work, thousands of zebra finches have been raised in strictly controlled auditory environments to examine how their experience affected their songs. In this article, I review the different experimental procedures that have been used in the laboratory to study the social influences on song learning in the Zebra Finch. Poor song learning was observed using passive playback of taped songs, whereas self-eliciting exposure using operant tutoring techniques induced significant learning, but with a high interindividual variability. The success of the training paradigm is often measured by the quality of imitation of the songs to which the young bird is exposed. Using empirical evidence from the field and the laboratory, I will also discuss this issue, by summarizing possible advantages and disadvantages of producing a perfect imitation. So far, the best method to get a close copy of a song model in the Zebra Finch is to place a single young bird with an adult male. This situation, which is rather unnatural, does not meet the criteria for precise control necessary in experimental conditions. Optimizing the methods used to train a zebra finch to learn a song, in order to be able to predict the imitation success, will improve our understanding of the dynamics of vocal production learning. It would also consolidate this species as a research model of relevance to human speech development and disorders. Keywords: Zebra Finch; birdsong; learning; development; memory; social influences
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Mundinger, Paul C., and David C. Lahti. "Quantitative integration of genetic factors in the learning and production of canary song." Proceedings of the Royal Society B: Biological Sciences 281, no. 1781 (April 22, 2014): 20132631. http://dx.doi.org/10.1098/rspb.2013.2631.
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Learned bird song is influenced by inherited predispositions. The canary is a model system for the interaction of genes and learning on behaviour, especially because some strains have undergone artificial selection for song. In this study, roller canaries (bred for low-pitched songs) and border canaries (whose song is higher pitched, similar to the wild-type) were interbred and backcrossed to produce 58 males that sorted into seven genetically distinct groups. All males were tutored with the same set of songs, which included both low- and high-pitched syllables. Individuals were consistent within genetic groups but differed between groups in the proportion of low- versus high-pitched syllables they learned and sang. Both sex-linked and autosomal factors affected song learning and song production, in an additive manner. Dominant Z-chromosome factors facilitated high-pitched syllable learning and production, whereas the sex-linked alleles associated with the switch to low-pitched syllables under artificial selection were largely recessive. With respect to autosomal effects, the most surprising result is that males in the same genetic group had almost identical repertoires. This result challenges two common preconceptions: that genetic changes at different loci lead to distinct phenotypic changes, and that genetic predispositions affect learning in simple and general ways. Rather, different combinations of genetic changes can be associated with the same phenotypic effect; and predispositions can be remarkably specific, such as a tendency to learn and sing one song element rather than another.
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Bell, B. A., M. L. Phan, A. Meillère, J. K. Evans, S. Leitner, D. S. Vicario, and K. L. Buchanan. "Influence of early-life nutritional stress on songbird memory formation." Proceedings of the Royal Society B: Biological Sciences 285, no. 1887 (September 26, 2018): 20181270. http://dx.doi.org/10.1098/rspb.2018.1270.
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In birds, vocal learning enables the production of sexually selected complex songs, dialects and song copy matching. But stressful conditions during development have been shown to affect song production and complexity, mediated by changes in neural development. However, to date, no studies have tested whether early-life stress affects the neural processes underlying vocal learning, in contrast to song production. Here, we hypothesized that developmental stress alters auditory memory formation and neural processing of song stimuli. We experimentally stressed male nestling zebra finches and, in two separate experiments, tested their neural responses to song playbacks as adults, using either immediate early gene (IEG) expression or electrophysiological response. Once adult, nutritionally stressed males exhibited a reduced response to tutor song playback, as demonstrated by reduced expressions of two IEGs ( Arc and ZENK ) and reduced neuronal response, in both the caudomedial nidopallium (NCM) and mesopallium (CMM). Furthermore, nutritionally stressed males also showed impaired neuronal memory for novel songs heard in adulthood. These findings demonstrate, for the first time, that developmental conditions affect auditory memories that subserve vocal learning. Although the fitness consequences of such memory impairments remain to be determined, this study highlights the lasting impact early-life experiences can have on cognitive abilities.
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Diez, Adriana, and Scott A. MacDougall-Shackleton. "Zebra finches go wild! Experimental cultural evolution of birdsong." Behaviour 157, no. 3-4 (March 20, 2020): 231–65. http://dx.doi.org/10.1163/1568539x-00003588.
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Abstract Vocal learning in songbirds is guided by experience and experience-independent factors. Previously, lineages of zebra finches founded by isolate-reared tutors showed cultural evolution to wild-type song. This suggests that experience-independent biases affect song development even in the absence of wild-type song. We hypothesized that cultural evolution of song depends on both experience-independent biases and tutor songs available. We predicted that songs more distant from wild-type would take longer to culturally evolve toward wild-type features. We bred zebra finches in three groups of lineages in which offspring of each generation served as tutors for the next. Lineages were founded with males singing wild-type song, isolate song, or heterospecific song. The two experimental lineages exhibited rapid cultural evolution of song with many temporal and spectral features converging to wild-type within two generations. However the rate of change differed depending on song features measured, and took longer for lineages founded with heterospecific song.
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Potvin, Dominique A., Michael T. Curcio, John P. Swaddle, and Scott A. MacDougall-Shackleton. "Experimental exposure to urban and pink noise affects brain development and song learning in zebra finches (Taenopygia guttata)." PeerJ 4 (August 16, 2016): e2287. http://dx.doi.org/10.7717/peerj.2287.
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Recently, numerous studies have observed changes in bird vocalizations—especially song—in urban habitats. These changes are often interpreted as adaptive, since they increase the active space of the signal in its environment. However, the proximate mechanisms driving cross-generational changes in song are still unknown. We performed a captive experiment to identify whether noise experienced during development affects song learning and the development of song-control brain regions. Zebra finches (Taeniopygia guttata) were bred while exposed, or not exposed, to recorded traffic urban noise (Study 1) or pink noise (Study 2). We recorded the songs of male offspring and compared these to fathers’ songs. We also measured baseline corticosterone and measured the size of song-control brain regions when the males reached adulthood (Study 1 only). While male zebra finches tended to copy syllables accurately from tutors regardless of noise environment, syntax (the ordering of syllables within songs) was incorrectly copied affected by juveniles exposed to noise. Noise did not affect baseline corticosterone, but did affect the size of brain regions associated with song learning: these regions were smaller in males that had been had been exposed to recorded traffic urban noise in early development. These findings provide a possible mechanism by which noise affects behaviour, leading to potential population differences between wild animals occupying noisier urban environments compared with those in quieter habitats.
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Opaev, A. S. "How long are the vocal sequences a passerine bird can memorize? Common song sequences of Radde’s warbler males (Phylloscopus schwarzi) (Passeriformes, Aves)." Povolzhskiy Journal of Ecology, no. 3 (November 13, 2022): 361–69. http://dx.doi.org/10.35885/1684-7318-2022-3-361-369.
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In most passerine species, an individual bird sings multiple song types to be combined into non-random song sequences. Because of this non-randomness, stereotype sequences of several or even dozens of song types appear in the vocalization of some species. Passerine birds acquire songs through some learning process while imitating other individuals. Song sharing is well known in songbirds and is a consequence of the song learning. Apparently, above the song type level, transitions between song types may be also shared. However, we still do not know exactly, how long are those song sequencies a bird can memorize? We analyze song sequence sharing in Radde’s warbler. Each song of this species consists of a dozen of short notes and lasts 1 s. In many males, the identity of the next song type in a sequence can be predicted on the basis of the previous song type (linear syntax). We found that males can share (i.e. memorize) song sequences from no more than 5 song types. Individual repertoires included up to 40 song types. Therefore, the ability of memorizing song sequences are rather limited in Radde’s warbler, as shared song sequences were rather short in comparison with the total size of the repertoire.
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Putra, Purniadi Adi. "Implementasi Pendidikan Karakter: Integrasi Lagu Melayu Sambas dalam Pembelajaran pada MIN Kabupaten Sambas." Sosial Budaya 16, no. 2 (December 22, 2019): 83. http://dx.doi.org/10.24014/sb.v16i2.6942.
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The lack of understanding and knowledge of children about the song and the type of song itself will have an impact on the character crisis, this is due to many who memorize the western-style romance songs compared to their own folk songs. The aim of learning Sambas Malay regional songs in the madrasa introduces directly to students and preserving Sambas Malay local culture especially at the elementary level children will sustain in the process of maintaining regional culture to stay alive, transfer and develop by means of learning processes contained in subjects and extracurricular regional art has implications for student character education. This study uses descriptive qualitative methods. The focus of this research is art teachers, students and madrasah principals with data sources from the MIN Sambas District of the Sambas Malay ethnic group. The results of this study are to strengthen the values of Sambas Malay character as a basic foundation in maintaining local wisdom, song art education as the basis of education in shaping the soul and personality of noble character (akhlakul karimah), the meaning of Sambas tandak song has religious value, bellale song ' having social values in collaboration, Sambas river songs flooded with environmental values, mak jage's rock songs having the value of peaceful love characters, and Allo 'Galing songs having social values and cooperation.
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Sari, Intan Permata, Elva Elvinna Asahra, and Yana Yana. "IMPROVING STUDENTS’ VOCABULARY MASTERY USING ENGLISH SONG." PROJECT (Professional Journal of English Education) 2, no. 3 (May 21, 2019): 410. http://dx.doi.org/10.22460/project.v2i3.p410-415.
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This research is a Classroom Research Action. The research aims to improve the tenth grade students of SMK Wirasaba Karawang in mastering vocabulary using English songs. Songs can be trusted to help remember vocabulary and used the songs are interested in learning English. Memorizing song can be used to develop English vocabulary mastery so that the purpose of learning English as a communication tool can be achieved optimally. It can be seen from the students’ score on vocabulary test which increased from three vocabulary tests given in the Cycle I and Cycle II. In the students’ achievement Cycle I was 67.33 and Cycle II was 83.7. It can be concluded that songs have a significant impact on improving students’ vocabulary mastery. Keywords: English song, vocabulary mastery, CAR
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Dasari, Kruthi, Nagaratna Parameshwar Hegde, and Sireesha Vikkurty. "Genre of Song Identification Using Deep Learning." ECS Transactions 107, no. 1 (April 24, 2022): 13653–61. http://dx.doi.org/10.1149/10701.13653ecst.
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Music genre identification is crucial for the classification and recommendation of songs in music applications. Manually labelling songs takes up a significant amount of time. In this paper, we propose a deep learning model to automate the process of genre identification. The process mainly involves three steps: preprocessing the dataset to get a simplified version of each song, building a deep neural network, and training and using it to predict the genre of songs. Input to the model is Mel-frequency Cepstral Coefficient (MFCC) values of the audio files from the GTZAN dataset that consists of 10 different genres. After training, the model produced a result of 60% accuracy. Observing the actual and predicted values, the model seemed to exhibit overfitting. To overcome this, we used dropouts and regularization in the model, followed by early stopping, which gave a final accuracy of 67.5%.
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Whitney, Carl L., and Joan Miller. "Song learning in the wood thrush." Canadian Journal of Zoology 65, no. 4 (April 1, 1987): 1038–42. http://dx.doi.org/10.1139/z87-165.
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A typical wood thrush (Hylocichla mustelina) song has three phrases. The first (A) is a series of low pitched sounds, the second (B) consists of loud flutelike notes, and the third (C) is usually a trill. Males have repertoires of two to eight different B phrases, which they use in different songs. In a previous study, males reared in isolation of adult song developed songs that were normal except for the structure of the B phrases. We tutored young males (at age 20–80 days) with recorded B phrases. The phrases were of four previously defined structural types, with four variants of each type, giving a total of 16 phrases. The variants of each type differed only in frequency (Hz). The objectives of the experiment were to determine (i) if wood thrushes copy the structure of B phrases that they hear as juveniles, and (ii) if they copy selectively in such a way as to develop repertoires of highly contrasting phrases. Results were obtained for five males. The B phrase repertoires developed by four subjects consisted entirely of phrases (N = 17) copied from the tutor tape. The repertoire of the fifth subject was of phrases (N = 4) that appeared not to be copied. The males that copied from the tutor tape showed no tendency to develop repertoires of highly contrasting B phrases. Three of the four males developed multiple versions of one or more phrase types, while ignoring other types, and in some cases these versions were very similar in frequency and other details of structure.
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Searcy, William A., Jill Soha, Susan Peters, and Stephen Nowicki. "Variation in vocal production learning across songbirds." Philosophical Transactions of the Royal Society B: Biological Sciences 376, no. 1836 (September 6, 2021): 20200257. http://dx.doi.org/10.1098/rstb.2020.0257.
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Songbirds as a whole are considered to be vocal production learners, meaning that they modify the structure of their vocalizations as a result of experience with the vocalizations of others. The more than 4000 species of songbirds, however, vary greatly in crucial features of song development. Variable features include: (i) the normality of the songs of early-deafened birds, reflecting the importance of innate motor programmes in song development; (ii) the normality of the songs of isolation-reared birds, reflecting the combined importance of innate auditory templates and motor programmes; (iii) the degree of selectivity in choice of external models; (iv) the accuracy of copying from external models; and (v) whether or not learning from external models continues into adulthood. We suggest that because of this variability, some songbird species, specifically those that are able to develop songs in the normal range without exposure to external models, can be classified as limited vocal learners. Those species that require exposure to external models to develop songs in the normal range can be considered complex vocal learners. This article is part of the theme issue ‘Vocal learning in animals and humans’.
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Nordby, J. C. "Ecological correlates of song learning in song sparrows." Behavioral Ecology 10, no. 3 (May 1, 1999): 287–97. http://dx.doi.org/10.1093/beheco/10.3.287.
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MacDonald, Ian F., Bethany Kempster, Liana Zanette, and Scott A. MacDougall-Shackleton. "Early nutritional stress impairs development of a song-control brain region in both male and female juvenile song sparrows ( Melospiza melodia ) at the onset of song learning." Proceedings of the Royal Society B: Biological Sciences 273, no. 1600 (August 15, 2006): 2559–64. http://dx.doi.org/10.1098/rspb.2006.3547.
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Birdsong is a sexually selected trait and is often viewed as an indicator of male quality. The developmental stress hypothesis proposes a model by which song could be an indicator; the time during early development, when birds learn complex songs and/or local variants of song, is of rapid development and nutritional stress. Birds that cope best with this stress may better learn to produce the most effective songs. The developmental stress hypothesis predicts that early food restriction should impair development of song-control brain regions at the onset of song learning. We examined the effect of food restriction on song-control brain regions in fledgling (both sexes, 23–26 days old) song sparrows ( Melospiza melodia ). Food restriction selectively reduced HVC volume in both sexes. In addition, sex differences were evident in all three song-control regions. This study lends further support to a growing body of literature documenting a variety of behavioural, physiological and neural detriments in several songbird species resulting from early developmental stress.
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Yuliasari, Ria, and Rika Virtianti. "Simile Expressions in ‘Everything at Once’ Song Lyrics by Lenka." Pujangga 8, no. 2 (December 17, 2022): 149. http://dx.doi.org/10.47313/pujangga.v8i2.1755.
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<p>In this digital era 4.0, more and more people are realizing the importance of learning foreign languages, especially English. They learn through any source they can access digitally and one of the media used is through music and songs. But actually learning English through songs has its own challenges because song lyrics are often different from spoken language, one of which is the use of language style. This research aims at analyzing simile expressions found in the song lyrics of ‘Everything at Once’ by Lenka. The method used in this research is descriptive qualitative to analyze the types of simile expressions found in the song lyrics. The analysis of the types of simile expressions is carried out using theory of Zhang and Fromilhague. The result of analysis shows that ‘Everything at Once’ song has 38 simile expressions and they all belong to the type of closed and explicit simile.</p><p><strong> </strong></p><p><strong>Keywords: simile, song, lyrics.</strong></p>
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Eda-Fujiwara, Hiroko, and Johan Bolhuis. "Bird brains and songs: neural mechanisms of birdsong perception and memory." Animal Biology 53, no. 2 (2003): 129–45. http://dx.doi.org/10.1163/157075603769700331.
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Abstract The males of songbirds and parrots learn their songs from a tutor. Until recently it was thought that in songbirds, brain nuclei in the so-called 'song system' were involved in song learning, in addition to their role in song perception and production. Experiments involving measurement of the expression of immediate early genes (IEG) showed that exposure to song leads to activation of cells in brain regions outside the song system, notably the caudomedial neostriatum (NCM) and the caudomedial hyperstriatum ventrale (CMHV), suggesting that these regions are involved in auditory perception. In addition, neuronal activation in the NCM correlates with the number of song elements that a male has learned from its tutor, suggesting that NCM may be (part of) the neural substrate for stored tutor song. Songbird females do not usually sing, but nevertheless they can learn the characteristics of tutor song, and they can develop a perceptual preference for tutor song over novel song. When exposed to male song, female songbirds and parrots show increased IEG expression in NCM and CMHV that is related to song complexity. In addition, the IEG response in the NCM (and perhaps in the CMHV) of female songbirds may also be related to song learning.
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Gita, Ananda Indah, N. K. Wedhanti, and L. G. Rahayu Budiarta. "Song for Teaching English Vocabularies in the Fourth Grade Students." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 2 (July 22, 2021): 164. http://dx.doi.org/10.23887/jpbi.v9i2.35850.
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There are some problems when the teacher teaches vocabulary. Many students have difficulty learning English. Several factors make some words difficult for students, such as pronunciation, spelling, length, complexity, meaning, range. This has an impact on the students' English ability, which is low. The purpose of this study is to analyze the activities of teaching English vocabulary to fourth-grade students. This type of research is qualitative using a qualitative descriptive method. The subjects of this study were teachers and 29 students of class IV. The methods used to collect data are observation, interviews, and questionnaires. The instruments used to collect data are observation sheets and questionnaires. The technique used to analyze the data is descriptive qualitative and quantitative analysis. The results of this study are the teaching of vocabulary used by the teacher in this study, namely alphabet songs, objects, songs of the day, songs of the month The most frequently used songs are alphabet songs. The teacher applies the alphabet song at the beginning or end of the lesson. The most enjoyable teaching song is the Alphabet song. Students are critical in learning English when the teacher implements this song. Therefore, the teacher's role is critical in choosing songs that can be used to teach them according to students' needs and preferences.
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Tjaturrini, Dyah, Kumala Dewi Wundari, and Maherta Enggar Pramudya. "Belajar Bahasa Mandarin melalui Lagu." Jurnal Pengabdian Masyarakat (abdira) 2, no. 1 (January 4, 2022): 82–87. http://dx.doi.org/10.31004/abdira.v2i1.85.
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Song has a universal appeal that connects all cultures and languages. Besides the potential to make learning interesting and fun, songs as authentic materials are very versatile and can be developed into various learning activities. The purpose of this service activity is to improve speaking and listening skills in Mandarin and master vocabulary more easily. The methods we use in this activity are demonstrations and training. The results of this service activity can be concluded 2 things; Mandarin song applications can improve four competencies in learning foreign languages and can increase children's motivation in learning foreign languages. In addition, it is hoped that the use of songs as a learning medium can provide new references as a way to increase children's learning motivation used in teaching and learning activities (KBM).
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Margoliash, Daniel. "Song learning and sleep." Nature Neuroscience 8, no. 5 (May 2005): 546–48. http://dx.doi.org/10.1038/nn0505-546.
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