ライフサイエンスコーパス: vocal learning

1 f varying frequencies at different stages of vocal learning.

2 cortico-basal ganglia pathways necessary for vocal learning.

3 tory memories and feedback interact to guide vocal learning.

4 sible to test hypotheses about mechanisms of vocal learning.

5 allow dopaminergic neurons to contribute to vocal learning.

6 ng in the brain, using the songbird model of vocal learning.

7 r function driving exploration necessary for vocal learning.

8 sal ganglia and cortical lesions on songbird vocal learning.

9 roviding one of the few examples of nonhuman vocal learning.

10 idely used for studying the basic biology of vocal learning.

11 in premotor networks during sleep as part of vocal learning.

12 ls is compared to auditory feedback to guide vocal learning.

13 ceding the onset of practice associated with vocal learning.

14 d basal ganglia nucleus that is required for vocal learning.

15 ior forebrain pathway has been implicated in vocal learning.

16 histle development is strongly influenced by vocal learning.

17 latus), a parrot species capable of lifelong vocal learning.

18 rocessing in a neural system specialized for vocal learning.

19 l interactions are likely to be important to vocal learning.

20 is a part of the basal ganglia essential for vocal learning.

21 striatum (lMAN) are critically important for vocal learning.

22 concert with synaptic plasticity to promote vocal learning.

23 ndividual DLM axon arbors over the course of vocal learning.

24 three dimensions at different stages during vocal learning.

25 rall volume of the DLM-->lMAN circuit during vocal learning.

26 pment and emerges during the early stages of vocal learning.

27 lyses of the neural features responsible for vocal learning.

28 d material for studying the basic biology of vocal learning.

29 on in establishing neural connections key to vocal learning.

30 ities, and ability to modify signals through vocal learning.

31 th males and females are capable of lifelong vocal learning.

32 the types of experience that are crucial for vocal learning.

33 primate species, do exhibit socially guided vocal learning.

34 nd that amplitude adjustments do not require vocal learning.

35 trategies for how sexual selection can shape vocal learning.

36 e one of the rare animal taxa with life-long vocal learning.

37 ective pressures, such as hair formation and vocal learning.

38 ng and development, utilizes socially guided vocal learning.

39 uits that enable sexually dimorphic forms of vocal learning.

40 ction of the syllable types acquired through vocal learning.

41 opamine neurons to enable temporally precise vocal learning.

42 fect neural function differently and in turn vocal learning.

43 g-related responses within LMAN-SHELL during vocal learning.

44 to reveal mechanisms of social influences on vocal learning.

45 known about how social interactions modulate vocal learning.

46 euron activity in HVC during early stages of vocal learning.

47 for as little as 1 d significantly enhanced vocal learning.

48 tention significantly predicted variation in vocal learning.

49 chanisms underlying the social modulation of vocal learning.

50 rather than absolute levels, is critical for vocal learning.

51 equate FoxP2 levels are necessary for normal vocal learning.

52 elective advantages leading to the origin of vocal learning.

53 f the mechanisms and evolutionary origins of vocal learning.

54 ons of AIV result in significant deficits in vocal learning.

55 me or similar circuits as those proposed for vocal learning.

56 ex predator and confirm independent gains of vocal learning.

57 tions of vocal calls as birds are engaged in vocal learning.

58 (zebra finches, Taeniopygia guttata) during vocal learning: (1) one in which neurons are selectively

59 ra finch, a songbird capable of more limited vocal learning(21).

60 their oscine sister taxon, does not exhibit vocal learning [9] and is thought to phonate with trache

61 Complex vocal learning, a critical component of human spoken lan

62 We found that the greater the vocal learning abilities of a species, the better their

63 These behaviors include vocal learning abilities, advanced breathing control, se

64 enabled us to both causally test these bats' vocal learning ability and discern learned from innate a

65 favor the hypothesis that superior lifelong vocal learning ability in male budgerigars rests largely

66 ule affects neural connectivity critical for vocal learning across taxonomic classes.

67 t relies on the neural circuitry for complex vocal learning, an ability that requires a tight link be

68 s likely responsible for cannabinoid-altered vocal learning and add to accumulating evidence supporti

69 and hummingbirds are thought to have evolved vocal learning and associated brain structures independe

70 Avian vocal learning and associated neural adaptations are tho

71 Within the neural system that controls vocal learning and behavior in zebra finches, axonal con

72 Hearing loss prevents vocal learning and causes learned vocalizations to deter

73 tion of acoustic diversity to that of oscine vocal learning and complex neural control.

74 ence the neural activity that contributes to vocal learning and contextual changes in song variabilit

75 neighboring populations, and shed light into vocal learning and cultural transmission in bottlenose d

76 a guttata), the most common model species of vocal learning and development, utilizes socially guided

77 ory neurons), are functionally important for vocal learning and human-specific evolution, and are pro

78 e propose that such motor redundancy can aid vocal learning and is common to MEAD sound production ac

79 r understanding of the evolution of auditory-vocal learning and its neural mechanisms.

80 humans for discovery of the neural bases of vocal learning and language.

81 l animal model for studying the evolution of vocal learning and language.

82 ite the central role of auditory feedback in vocal learning and maintenance, where and how auditory f

83 and may reflect an advantageous strategy for vocal learning and maintenance.

84 naptic linkage between sites of auditory and vocal learning and may identify an important substrate f

85 pportunities for linking genetic pathways to vocal learning and motor control circuits, as well as fo

86 from humans but share both the capacity for vocal learning and neural circuitry for vocal control th

87 Vocal learning and neuronal replacement have been studie

88 Birds display advanced behaviors, including vocal learning and problem-solving, yet lack a layered n

89 bserved by circuitry that is specialized for vocal learning and production but that has strong simila

90 seven forebrain regions that are involved in vocal learning and production in songbirds and parrots--

91 ave telencephalic brain regions that control vocal learning and production, including HVC (high vocal

92 mportant to specific features of zebra finch vocal learning and production.

93 ult-like throughout the sensitive period for vocal learning and remain stable despite large-scale fun

94 According to the "vocal learning and rhythmic synchronization" hypothesis

95 Vocal learning and social context-dependent plasticity i

96 ntrol system, a group of nuclei required for vocal learning and song production in songbirds, althoug

97 lutionary preadaptation for the emergence of vocal learning and speech.

98 ns and songbirds in the social modulation of vocal learning and suggest that social influences on att

99 greatest number of branches at the onset of vocal learning and undergo large-scale retraction during

100 We review animal models of vocal learning and vocal communication and specifically

101 in similarities in the brain mechanisms for vocal learning and vocal communication.

102 of the anterior nidopallium) during juvenile vocal learning, and decreases to low levels in adults af

103 ur at the height of the sensitive period for vocal learning, and hence may represent either a morphol

104 ation phenomena including mirror neurons and vocal learning, and mechanisms of hormone-dependent plas

105 g production during the sensitive period for vocal learning, and the overall size of these brain regi

106 ds are among the few animal groups that have vocal learning, and their brains contain a specialized s

107 The zebra finch has been used as a valuable vocal learning animal model for human spoken language.

108 in brain regions associated with zebra finch vocal learning are affected by late-postnatal cannabinoi

109 mination of whether molecular mechanisms for vocal learning are shared between humans and songbirds.

110 riven by a basal ganglia region required for vocal learning, area X.

111 ghly interrelated in this circuit devoted to vocal learning, as is true for brain areas involved in s

112 rties of neurons at 30 d and may function in vocal learning at this stage.

113 ll' regions that are unique to parrots among vocal learning birds [6].

114 rise to not only the song control systems of vocal learning birds, but also the drumming system of wo

115 ene expression specializations in humans and vocal learning birds, including FOXP2, NEUROD6, ZEB2, an

116 ically similar to the pallial song nuclei of vocal learning birds.

117 a marker of positive selection, specific to vocal learning birds.

118 l atrophy and apparent repression of several vocal learning brain regions during development.

119 eedback not only is a necessary component of vocal learning but also guides the control of the spectr

120 f the songbird basal ganglia greatly impairs vocal learning but has no detectable effect on vocal per

121 auditory system are theorized to facilitate vocal learning, but the identity and function of such ne

122 variety of clues to those interested in the vocal learning capabilities of non-human animals.

123 ent studies, however, suggest a continuum in vocal learning capacity across taxa.

124 retectal-cerebellar pathways and specialized vocal learning circuitry in avian sensory and motor proc

125 o integrate multimodal sensory feedback with vocal-learning circuitry and coordinate bilateral vocal

126 ehaviors, in part because they have discrete vocal learning circuits that have parallels with those t

127 l insights into molecular features unique to vocal learning circuits, and lend support for the motor

128 ttern and auditory feedback are essential to vocal learning, closed-loop pathways could serve as comp

129 are continuous between species, and that the vocal learning component is the most specialized and rar

130 have the necessary circuitry to recapitulate vocal learning deficits.

131 nergic inputs are necessary for non-auditory vocal learning, demonstrating that this pathway is criti

132 domestica) greatly reduced the magnitude of vocal learning driven by disruptive auditory feedback in

133 e idea that the evolution of socially guided vocal learning during early infancy in humans and marmos

134 dback is likely to play an important role in vocal learning during sensorimotor integration in juveni

135 experimental evidence for production-related vocal learning during the development of a nonhuman prim

136 otor cortex regulatory elements in mammalian vocal learning evolution.

137 They also indicate that, whether or not vocal learning evolved independently, some of the gene r

138 he sexual selection hypothesis proposes that vocal learning evolves to allow expansion of vocal reper

139 mation-sharing hypothesis also proposes that vocal learning evolves to allow expansion of vocal reper

140 ful of species for which strong evidence for vocal learning exists.

141 ase in overall volume during early stages of vocal learning followed by an equally substantial decrea

142 Nevertheless, popular theories of vocal learning frequently overlook the role of ongoing s

143 To understand the evolutionary basis of vocal learning gene specializations and convergence, we

144 are poorly understood, and it is unknown how vocal learning generalizes across an animal's entire rep

145 Vocal learning has evolved in only a few groups of mamma

146 Over the past century, the study of vocal learning has progressed at the intersection of eco

147 , and maybe bats may also be vocal learners, vocal learning has yet to be well established for a labo

148 In humans, investigations of early vocal learning have focused mainly on perceptual skills

149 ed that they "provide the first evidence for vocal learning in a referential call in non-humans".

150 n auditory perception, vocal production, and vocal learning in a vertebrate.

151 (cutaneous electrical stimulation) can drive vocal learning in adult songbirds.

152 tion is usually considered the mechanism for vocal learning in both taxa, the findings introduce soci

153 and colleagues regarding our recent paper on vocal learning in chimpanzee food grunts [1].

154 avioural substrates that are associated with vocal learning in closely related oscine songbirds.

155 Data are presented on social and vocal learning in cowbirds (Molothrus ater) housed in la

156 function to enhance attention, bonding, and vocal learning in dolphin calves, as it does in human ch

157 zed that the evolution of human and marmoset vocal learning in early infancy is facilitated by their

158 These results provide evidence of vocal learning in fin whales and reveal patterns of song

159 basal ganglia pathway that is necessary for vocal learning in juvenile songbirds.

160 candidate mechanism for reinforcement-based vocal learning in juveniles and song maintenance in adul

161 r-term auditory memory that is used to guide vocal learning in male songbirds.

162 ioral and structural mechanisms that support vocal learning in mammals and the evolutionary forces sh

163 netic basis due to the confounding effect of vocal learning in model systems.

164 e most lexical information [5], evidence for vocal learning in other animals tends to focus on the mo

165 nglia and their cortical targets, similar to vocal learning in some songbirds.

166 we take advantage of the tractable nature of vocal learning in songbirds (Lonchura striata domestica)

167 Vocal learning in songbirds and humans is strongly influ

168 Auditory experience is critical for vocal learning in songbirds as in humans.

169 Although mechanisms underlying vocal learning in songbirds have focused primarily on au

170 The neural substrate of vocal learning in songbirds is an accessible system for

171 Vocal learning in songbirds is thought to have evolved t

172 Vocal learning in songbirds provides an excellent model

173 Similar to motor skill learning in mammals, vocal learning in songbirds requires a set of interconne

174 Here, we used vocal learning in songbirds to study how experience and

175 ast, in a homologous circuit specialized for vocal learning in songbirds, evidence suggests that pall

176 Vocal learning in songbirds, like speech acquisition in

177 d motor-skill learning in mice, and disrupts vocal learning in songbirds.

178 d spiking in a circuit that is essential for vocal learning in songbirds.

179 tion of networks for vocal communication and vocal learning in songbirds.

180 concerning the neural signals that subserve vocal learning in songbirds: advanced signal processing

181 However, the study of vocal learning in species with analogous brain circuits

182 Here, we demonstrate vocal learning in the acoustic structure of referential

183 the neurotransmitter dopamine in regulating vocal learning in the Bengalese finch, a songbird with a

184 In their study "Vocal Learning in the Functionally Referential Food Grun

185 While understanding the origins of vocal learning in the primate brain may help shed light

186 thalamocortical pathway critical to auditory vocal learning in this novel form of vocal plasticity.

187 he sexual dimorphism of neural circuitry and vocal learning in this species.

188 y integration and bilateral coordination for vocal learning in zebra finches, we investigated the ana

189 Vocal learning, in which animals modify their vocalizati

190 Vocal learning is a behavioral trait in which the social

191 Vocal learning is a key property of spoken language, whi

192 Here, we further suggest that vocal learning is a multi-component behavioral phenotype

193 bsence of movement and that the evolution of vocal learning is accompanied by strengthening of forebr

194 It is possible that auditory-vocal learning is associated with hemispheric dominance

195 Yet, despite the complexity of this trait, vocal learning is frequently described as a binary trait

196 othesis using a simple model showing that if vocal learning is influenced by the timing of brain grow

197 Songbird vocal learning is mediated by cortico-basal ganglia circ

198 ns, yet its neural correlate and relation to vocal learning is not well understood.

199 Vocal learning is thought to have evolved in 3 orders of

200 For example, a goal of vocal learning is to imitate vocal-communication signals

201 gbirds and humans share social mechanisms of vocal learning is unknown.

202 hough the importance of auditory feedback to vocal learning is well established, whether and how feed

203 Vocal production learning ("vocal learning") is a convergently evolved trait in vert

204 hat Area X, a songbird nucleus essential for vocal learning, is a basal ganglia structure, with mamma

205 Learning, particularly vocal learning, is often a social process.

206 In both groups, the capacity for late vocal learning may be decreased by the act of learning i

207 itory and somatosensory information to guide vocal learning may reflect a general principle for the n

208 within this projection during the period of vocal learning may signify the production of increasingl

209 Although it has been demonstrated as a vocal learning mechanism in human infants [3-6], learnin

210 s make the songbird a unique system in which vocal learning mechanisms can be studied at the neurobio

211 figuration of brain and behaviour from which vocal learning might have evolved.

212 faster brain growth overlaps with important vocal learning milestones.

213 rned vocalizations - the most widely studied vocal learning model species.

214 We propose an initial set of vocal learning modules supported by behavioral and neuro

215 aracterization of primordial germ cells in a vocal learning Neoaves species, the zebra finch.

216 Vocal learning occurs in few animal taxa; similarities i

217 In most songbirds, vocal learning occurs through two experience-dependent p

218 of natural behaviours, such as developmental vocal learning, occurs through dopamine-based reinforcem

219 nter (HVC) of juvenile zebra finches permits vocal learning or is the consequence of it.

220 s, and lend support for the motor theory for vocal learning origin.

221 rns in the acoustic output of budgerigars, a vocal learning parrot species, that match universal phon

222 avian basal forebrain was investigated in a vocal learning parrot, the budgerigar (Melopsittacus und

223 The distribution of iron in the brain of a vocal learning parrot, the budgerigar (Melopsittacus und

224 Discretizing the vocal learning phenotype into its constituent modules wo

225 n order to disentangle the complexity of the vocal learning phenotype.

226 red genetic and cognitive mechanisms between vocal learning, problem-solving, and bigger brains in so

227 ution of the basal forebrain and its role in vocal learning processes.

228 One theory of vocal learning proposes that early auditory experience g

229 In many songbirds, vocal learning-related cellular plasticity was thought t

230 Many forms of learning, including songbird vocal learning, rely on the brain's ability to use pre-m

231 ate vocal behavior, the neural substrates of vocal learning remain unclear.

232 However, atrophy can be prevented, and vocal learning retained in females when given early phar

233 motor learning regions abutting the complex vocal-learning 'shell' regions that are unique to parrot

234 ebra finch (Poephila guttata), a close ended vocal learning songbird in which TH staining in vocal nu

235 e four key song nuclei of the zebra finch, a vocal learning songbird.

236 It is representative of vocal learning songbirds specifically, which comprise ha

237 This hypothesis predicts that only vocal learning species (such as humans and some birds, c

238 hronization to a beat, but that only certain vocal learning species are intrinsically motivated to do

239 dies of rhythmic processing and suggest that vocal learning species are promising animal models for k

240 We used populations of a vocal learning species as a natural experiment to test w

241 he evolutionary adaptations that distinguish vocal learning species from their close vocal nonlearnin

242 Vocal learning species must form and extensively hone as

243 auditory-motor pathways, we hypothesize that vocal learning species share our perceptual facility for

244 To date, only certain vocal learning species show this behaviour spontaneously

245 ze that Cntnap2 has overlapping functions in vocal learning species, and expect to find protein expre

246 nsively studied in any nonmammal or nonhuman vocal learning species.

247 nes act to inhibit vocal plasticity in adult vocal learning species.

248 uggesting that results may generalize across vocal learning species.

249 ting PGC-mediated germ-line transgenics of a vocal learning species.

250 brain gene expression convergence related to vocal learning, speech, and song.

251 We investigated this phenomenon by analyzing vocal learning statistics in 160 tutor-pupil pairs from

252 gbird species and a major model organism for vocal learning studies.

253 Here we show that a non-vocal-learning suboscine, the eastern phoebe, expresses

254 y evolved similarities in brain pathways for vocal learning that are essential for song and speech an

255 Vocal learning, the ability to imitate sounds from consp

256 Songbirds have a circuit specialized for vocal learning, the anterior forebrain pathway (AFP), fo

257 action of these song pathways is critical to vocal learning, the preserved correlation of activity ma

258 ng whether the best-studied animal model for vocal learning, the zebra finch, can recognize a fundame

259 mans and our most ubiquitous animal model of vocal learning: the crucial role of social feedback to i

260 , they have also developed the rare trait of vocal learning, this being the ability to acquire vocali

261 different FoxPs control different aspects of vocal learning through combinatorial gene expression or

262 es in companion parrots to determine whether vocal learning varied by (1) species, (2) sex, (3) age,

263 n an important model system for the study of vocal learning, vocal production, and behavior.

264 have underscored that even in the absence of vocal learning, vocalization remains flexible in the fac

265 Our results suggest that evolution of vocal learning was accompanied by differential expressio

266 n genomic elements associated with mammalian vocal learning, we integrated genomic, anatomical, and n

267 reatments given to adults that had completed vocal learning were not effective.

268 h disorders due to their shared capacity for vocal learning, which relies on similar cortico-basal ga

269 vealed 50 enhancers robustly associated with vocal learning whose activity tended to be lower in voca

270 songbirds have similar critical periods for vocal learning, with a much greater ability to learn ear

271 ion requires neuronal systems configured for vocal learning, with adaptable sensorimotor maps that co