Browsing by Subject "vocal learning"
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Item Open Access A Pathway from the Midbrain to the Striatum is Critical to Multiple Forms of Vocal Learning and Modification in the Songbird(2017) Hisey, ErinMany of the skills we value most as humans, such as speech and learning to play musical instruments, are learned in the absence of external reinforcement. However, the model systems most commonly used to study motor learning employ learning paradigms in which animals perform behaviors in response to external rewards or punishments. Here I use the zebra finch, an Australian songbird that can learn its song as a juvenile in the absence of external reinforcement as well as modify its song in response to external cues as an adult, to study the circuit mechanisms underlying both internally and externally reinforced forms of learning. Using a combination of intersectional genetic and microdialysis techniques, I show that a striatonigral pathway and its downstream effectors, namely D1-type dopamine receptors, are necessary for both internally reinforced juvenile learning and externally reinforced adult learning, as wells as for song modification in response to social cues or to deafening. In addition, I employ optogenetic stimulation during singing to demonstrate that this striatonigral projection is sufficient to drive learning. Interestingly, I find that neither the striatonigral pathway nor D1-type dopamine receptors are necessary for recovery of pitch after externally driven pitch learning. In all, I establish that a common mechanism underlies both internally and externally reinforced vocal learning.
Item Open Access An Actor-Critic Circuit in the Songbird Enables Vocal Learning(2020) Kearney, MatthewThe ability to learn and to modify complex vocal sequences requires extensive practice coupled with performance evaluation through auditory feedback. An efficient solution to the challenge of vocal learning, stemming from reinforcement learning theory, proposes that an “actor” learns correct vocal behavior through the instructive guidance of an auditory “critic.” However, the neural circuit mechanisms supporting performance evaluation and even how “actor” and “critic” circuits are instantiated in biological brains are fundamental mysteries. Here, I use a songbird model to dissociate “actor” and “critic” circuits and uncover biological mechanisms for vocal learning.
First, I employ closed-loop optogenetic methods in singing birds to identify two inputs to midbrain dopamine neurons that operate in an opponent fashion to guide vocal learning. Next, I employ electrophysiological methods to establish a microcircuit architecture underlying this opponent mechanism. Notably, I show that disrupting activity in these midbrain dopamine inputs precisely when auditory feedback is processed impairs learning, showing that they function as “critics.” Conversely, I show that disrupting activity in a downstream premotor region prior to vocal production prevents learning, consistent with an “actor” role. Taken together, these experiments dissociate discrete “actor” and “critic” circuits in the songbird’s brain and elucidate neural circuit and microcircuit mechanisms by which “actors” and “critics” working cooperatively enable vocal learning.
Item Open Access Convergent differential regulation of SLIT-ROBO axon guidance genes in the brains of vocal learners.(J Comp Neurol, 2015-04-15) Wang, Rui; Chen, Chun-Chun; Hara, Erina; Rivas, Miriam V; Roulhac, Petra L; Howard, Jason T; Chakraborty, Mukta; Audet, Jean-Nicolas; Jarvis, Erich DOnly a few distantly related mammals and birds have the trait of complex vocal learning, which is the ability to imitate novel sounds. This ability is critical for speech acquisition and production in humans, and is attributed to specialized forebrain vocal control circuits that have several unique connections relative to adjacent brain circuits. As a result, it has been hypothesized that there could exist convergent changes in genes involved in neural connectivity of vocal learning circuits. In support of this hypothesis, expanding on our related study (Pfenning et al. [2014] Science 346: 1256846), here we show that the forebrain part of this circuit that makes a relatively rare direct connection to brainstem vocal motor neurons in independent lineages of vocal learning birds (songbird, parrot, and hummingbird) has specialized regulation of axon guidance genes from the SLIT-ROBO molecular pathway. The SLIT1 ligand was differentially downregulated in the motor song output nucleus that makes the direct projection, whereas its receptor ROBO1 was developmentally upregulated during critical periods for vocal learning. Vocal nonlearning bird species and male mice, which have much more limited vocal plasticity and associated circuits, did not show comparable specialized regulation of SLIT-ROBO genes in their nonvocal motor cortical regions. These findings are consistent with SLIT and ROBO gene dysfunctions associated with autism, dyslexia, and speech sound language disorders and suggest that convergent evolution of vocal learning was associated with convergent changes in the SLIT-ROBO axon guidance pathway.Item Open Access Dissecting the Genetic Basis of Convergent Complex Traits Based on Molecular Homoplasy(2011) Wang, RuiThe goal of my thesis is to understand the genetics of a complex behavioral trait, vocal learning, which serves as a critical substrate for human spoken language. With the available genomes of 23 mammals, I developed a novel approach based on molecular homoplasy to reveal Single Non-random Amino Acids Patterns (SNAAPs) that are associated with convergent traits, a task that proved intractable for standard approaches, e.g. dN/dS analyses. Of 73 genes I identified in mammalian vocal learners, ~25% function in neural connectivity, auditory or speech processing. Remarkably, these include a group of 6 genes from the ROBO1 axon guidance pathway. In birds, I found ROBO1 and its ligand SLIT1 show convergent differential expression in the motor output song nucleus of the three independent lineages of vocal learners but not in analogous brain areas of vocal non-learners, and ROBO1 is developmentally regulated during song learning critical periods in songbirds. In a different set of genes, I came across an unexpected discovery of the excess sharing of homoplastic substitutions in humans and domesticated species. I revealed biased nucleotide transitions (mostly favoring A/G mutation) for above amino acid substitutions and found that this rule was significantly relaxed during domestication for artificial selection. Overall, my thesis has resulted in a novel approach for studying convergent complex traits and provided critical insights into the evolution of vocal learning specifically, and complex traits generally.
Item Open Access Watching the Brain Learn and Unlearn: Effects of Tutor Song Experience and Deafening on Synaptic Inputs to HVC Projection Neurons(2011) Tschida, Katherine AnneThe ability of young children to vocally imitate the speech of adults is critical for speech learning. Vocal imitation requires exposure to an external auditory model and the use of auditory feedback to adaptively modify vocal output to match the model. Despite the importance of vocal imitation to human communication and social behavior, it remains unclear how these two types of sensory experience, model exposure and feedback, act on sensorimotor networks controlling the learning and production of learned vocalizations. Using a combination of longitudinal in vivo imaging of neuronal structure and electrophysiological measurements of neuronal function, I addressed the questions of where, when, and how these two types of sensory experience act on sensorimotor neurons important to singing and song learning in zebra finches. The major finding of these experiments is that synaptic inputs onto neurons in HVC, a sensorimotor nucleus important to singing and song learning, are sensitive to tutor song experience and deafening. Thus, these findings for the first time link auditory experiences important to vocal imitation to synaptic reorganization in sensorimotor neurons important to behavior.