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Vocal Learning in Songbirds and Humans: a Retrospective in Honor of Peter Marler Jill A

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Vocal Learning in Songbirds and Humans: a Retrospective in Honor of Peter Marler Jill A ethologyinternational journal of behavioural biology Ethology INVITED PERSPECTIVES AND REVIEWS Vocal Learning in Songbirds and Humans: A Retrospective in Honor of Peter Marler Jill A. Soha & Susan Peters Biology, Duke University, Durham, NC, USA Correspondence Abstract Jill A. Soha, Department of Biology, Box 90338, Duke University, Durham, NC 27708, Peter Marler made a number of significant contributions to the field of USA. ethology, particularly in the area of animal communication. His research E-mail: [email protected] on birdsong learning gave rise to a thriving subfield. An important tenet of this growing subfield is that parallels between birdsong and human Received: March 3, 2015 speech make songbirds valuable as models in comparative and transla- Initial acceptance: May 14, 2015 tional research, particularly in the case of vocal learning and develop- Final acceptance: June 23, 2015 ment. Decades ago, Marler pointed out several phenomena common to (S. Foster) the processes of vocal development in songbirds and humans—including a dependence on early acoustic experience, sensitive periods, predisposi- doi: 10.1111/eth.12415 tions, auditory feedback, intrinsic reinforcement, and a progression Keywords: vocal learning, bird song, through distinct developmental stages—and he advocated for the value of human speech comparative study in this domain. We review Marler’s original compar- isons between birdsong and speech ontogeny and summarize subsequent progress in research into these and other parallels. We also revisit Marler’s arguments in support of the comparative study of vocal development in the context of its widely recognized value today. were still somewhat frustrated. Although I was Introduction involved in many of the experiments on song devel- Birdsong and human speech are both learned behav- opment, Thorpe made it clear that vocal learning was iors, and the processes of learning that underlie their his domain’ (Marler 1985, p. 323). ontogenies share many features. Peter Marler Despite that intellectual territoriality, those early described these ontogenetic similarities almost a half experiments (in chaffinches, Fringilla coelebs) were fol- century ago (Marler 1970a). Marler was especially lowed by Marler’s own work in juncos (Junco hye- well placed to make these early comparisons of vocal malis), song sparrows (Melospiza melodia), and—most development in songbirds and humans for two rea- extensively (before 1970)—white-crowned sparrows sons. First, of course, was his extensive birdsong (Zonotrichia leucophrys). Marler was thus able to research experience. At Cambridge University in the observe, first-hand, similarities and differences among 1950s, working in the laboratory of William Thorpe species in the process of song development. For exam- (Thorpe 1954, 1958), Marler was exposed to some of ple, he noted that both white-crowned sparrows and the earliest experiments on song ontogeny. Given chaffinches selectively learn conspecific song when Marler’s status in the field of ethology today as ‘the tutored with recordings of songs from multiple species father of birdsong research,’ it is perhaps surprising and that although their timing may differ, both have that he was not a coauthor on those original studies. sensitive periods during which song acquisition most In a later autobiographical chapter, Marler explained readily occurs (Thorpe 1958; Marler 1970a). Such that although his interest in song development and comparisons across species revealed generalizations his ‘growing conviction that birdsongs must be that invited comparison with human speech develop- learned’ (Marler 1985, p. 319) led him to work with ment. Thorpe, who gladly took him on as a student, ‘para- Second, in addition to his experience with birdsong doxically, my ambitions to work on song learning research, Marler had a wide-ranging intellectual Ethology 121 (2015) 933–945 © 2015 Blackwell Verlag GmbH 933 Vocal Learning in Songbirds and Humans J. A. Soha & S. Peters curiosity. He greatly valued his interactions with was particularly relevant given the journal in which colleagues in other fields such as psychology and the monograph was published. anthropology; such interactions are a major theme of Marler presented his insights into the parallels his autobiographical chapter (Marler 1985). In the between song learning and speech development in a early 1960s, as a faculty member in the zoology section titled ‘Bird Song and Speech Development’ on department at UC Berkeley, Marler co-taught com- the last page of the Discussion of the 1970 mono- parative psychology courses and served on the exam graph. He began this section by explicitly stating that committees of several anthropology (primatology) the outcomes of the two developmental processes are graduate students. In Marler’s words, ‘hybrid vigor fundamentally different: ‘In no sense does song learn- was rampant’ (Marler 1985, p. 328) among the zool- ing generate a language’ (Marler 1970a, p. 23). He did ogy, psychology, and anthropology departments. At a not elaborate on this statement, as his focus here was conference on primate behavior in Palo Alto in 1962, not on the similarities and differences between bird- he and a colleague, Jarvis Bastian, were invited to talk song and human language as communication sys- about animal communication and human language, tems, but on the ontogeny of these vocal behaviors. respectively. At Rockefeller University several years He noted that in both humans and white-crowned later, ‘the arrival of George Miller from Harvard [in sparrows: 1967] was a special blessing for me, opening my eyes 1 Exposure to certain sounds (normally, the vocaliza- to a new universe of research findings on the nature tions of adult conspecifics) during development has a of language, and the development of speech behavior crucial impact on the adult repertoire. in infancy’ (Marler 1985, p. 340). With Miller, he co- 2 This exposure has the greatest effect during a cer- organized seminars on the biology of speech. As his tain developmental time range, that is, learning pro- own research progressed at Rockefeller, ‘the analogies ceeds most readily during an early critical period. between song learning and speech development [be- 3 Vocal learning is guided by predispositions to pro- came] increasingly compelling, as my psychological ceed in a certain way. In particular, human babies colleagues often point[ed] out’ (Marler 1985, p. 340). preferentially attend to speech sounds and young Thus, a number of professional interactions facilitated songbirds are predisposed to pay particular attention Marler’s recognition of these analogies and prepared to the vocalizations of their own species. him to write about them in 1970. 4 Individuals must hear their own output during Here, we review Marler’s original comparisons of vocal development, as auditory feedback guides the birdsong learning and human speech learning. We matching of this output to what was heard and mem- then summarize subsequent advances in research orized previously. Auditory feedback is then less within and beyond the aspects of vocal development important—in Marler’s words, it ‘becomes redundant’ addressed in those comparisons. We reflect on Mar- (Marler 1970a, p. 23)—after vocal development is ler’s early commentary about the utility of compara- complete. tive study in this domain and conclude that as 5 At least some vocal learning apparently proceeds research in this area continues, Marler’s original work without external reinforcement, suggesting that inter- merits continued recognition. nal reward reinforces the process of matching vocal output to memorized models. Birdsong and Speech Development: Marler’s 6 Vocal motor development proceeds in stages. Original Comparison Young individuals begin by making vocal sounds that do not resemble those of adults, and even deafened Marler first summarized the developmental similarities individuals produce the earliest versions of these between birdsong and human speech in a 1970 mono- sounds (babbling or early subsong). In normal indi- graph in the Journal of Comparative and Physiological viduals, the effects of auditory experience then Psychology (Marler 1970a). The central theme of this become apparent at the next stage. monograph was not the comparative analysis of vocal development in humans and songbirds, but rather a On the birdsong side, most of the above points are series of song tutoring experiments with white- directly supported by the white-crowned sparrow crowned sparrows and the resulting elaboration of the results presented in the monograph. Marler cited Kon- auditory template hypothesis postulating that innate ishi’s deafening studies (Konishi 1964, 1965a,b) earlier auditory specifications guide the selective learning of in the Discussion section of the monograph, and these conspecific song. Placing this study in a comparative support point 4 and part of point 6 above. On the context increased its intellectual appeal, of course, and human speech side, in his original presentation, Marler 934 Ethology 121 (2015) 933–945 © 2015 Blackwell Verlag GmbH J. A. Soha & S. Peters Vocal Learning in Songbirds and Humans cited only two references (Fry 1966; Lenneberg 1967) song sparrow and swamp sparrow Melospiza georgiana: and one personal communication (from T. Bever). Marler & Sherman 1985; grasshopper sparrow Am- Several other references from before and after 1970 modramus savannarum: Soha et al. 2009). In humans, also support the songbird and the human sides of these it remains common
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