A memory-driven auditory program ensures selective and precise vocal imitation in zebra finches

• Published in: Communications biology 2021-09, Vol.4 (1), p.1065-1065, Article 1065
• Main Authors: Liu, Wan-chun, Landstrom, Michelle, Schutt, Gillian, Inserra, Mia, Fernandez, Francesca
• Format: Article
• Language: English
• Subjects: 38; 631/378/2629/2631; 631/378/3919; 64; Acoustic Stimulation; Animals; Approach behavior; Auditory discrimination learning; Biology; Biomedical and Life Sciences; Female; Finches - physiology; Forebrain; Gene expression; Hearing; Imitative Behavior; Imprinting; Information processing; Juveniles; Learning; Life Sciences; Listening; Male; Memory; Minors; Sensorimotor integration; Sensory integration; Song; Songbirds - physiology; Vocalization behavior; Vocalization, Animal
• ISSN: 2399-3642; 2399-3642
• DOI: 10.1038/s42003-021-02601-4

In the vocal learning model, the juvenile first memorizes a model sound, and the imprinted memory gradually converts into vocal-motor output during the sensorimotor integration. However, early acquired memory may not precisely represent the fine structures of a model sound. How do juveniles ensure precise model imitation? Here we show that juvenile songbirds develop an auditory learning program by actively and attentively engaging with tutor’s singing during the sensorimotor phase. The listening/approaching behavior requires previously acquired model memory and the individual variability of approaching behavior correlates with the precision of tutor song imitation. Moreover, it is modulated by dopamine and associated with forebrain regions for sensory processing. Overall, precise vocal learning may involve two steps of auditory processing: a passive imprinting of model memory occurs during the early sensory period; the previously acquired memory then guides an active and selective engagement of the re-exposed model to fine tune model imitation. Wan-Chun Liu et al. demonstrate that the sensory phase of vocal learning in zebra finches is split across two stages: (1) passive listening and formation of a memory, and (2) active listening and behavioral engagement of juveniles with adult tutors. Furthermore, they show that approach behavior is correlated with song imitation quality, and immediate early gene expression in the caudal medial nidopallium linked to auditory behavior.