Jason Chen, University of Utah
Biology
Both human language and birdsong are learned sensorimotor processes that require exposure to adult communication signals in order to be reproduced. The social aspect of the development of these vocal signals is distinctive because interaction is not required for the development of vocal signals in other organisms. Human infants isolated from interaction will not learn to speak normally. The need for interaction is also characteristic of the ontogeny of vocal signals in the zebra finch (Taeniopygia guttata), but only zebra finch males develop vocal signals, in the form of song. Juveniles raised in isolation will develop highly atypical song characterized by prolonged, monotonic syllables and irregular rhythms. When juveniles are tutored by these isolated birds in one-on-one conditions their song drifts towards normally raised birds. It is unclear how tutoring, as a social interaction, influences this observation. We hypothesized that different social experience influences birdsong. We predicted the song of juveniles raised in isolation with an experienced female to be closer to normal song than that of those raised in isolated sibling groups, or those raised in isolation. Current data suggest that the syntax and temporal features of song from juveniles raised in isolation with experienced females is indeed closer to normal song than that of isolated juveniles.