Female zebra finches display a preference for songs of males raised with tutors compared to those from males without tutors. To determine howthis behavioral preference may bemediated by auditory perception sites, the social behavior network, and the dopamine reward system, and whether responses of these regions are affected by estradiol, females were treated with hormone or blank implants.An auditory choice test was conducted followed by exposure to tutored or untutored song or silence to examine induction of the immediate early gene, ZENK. Birds spent significantly more time near tutored than untutored song, regardless of estrogen treatment, and estradiol significantly decreased the density of ZENK immunore-active neurons within the ventromedial hypothalamus. These results suggest that selective neural and behavioral responses can be induced by both high quality vocalizations and estradiol, although they are not necessarily correlated.

Abstract-Male and female zebra finches are highly social and form pair bonds typically associated with reproduction. To determine how these bonds affect a female's behavioral response to future interactions, females were paired with a male for 2 weeks, separated for 48 h, and then exposed to the same or a novel male. Control females were left unpaired and introduced to a novel male. Behaviors, as well as neural ZENK expression, were quantified. Females displayed higher levels of behaviors associated with pair bonds (clumping and preening) toward their mates than novel males, and display of these behaviors was correlated with expression of the immediate early gene ZENK in the nucleus taeniae of one group of females, those interacting with their mates. Behaviors of the stimulus males were largely unaffected, but those interacting with an unpaired female attempted to mount more than those interacting with their mates. The results indicate that the nucleus taeniae may play some role in the maintenance of pair bonds in this species. Additionally, females may provide some signal to influence elements of the behavior of males.

Female songbirds display preferences for certain song characteristics, but the neural and hormonal mechanisms mediating these preferences are not fully clear. The present study sought to further explore the role of estradiol, as well as assess potential roles of dopaminergic systems, on behavioral responses to song. Adult female zebra finches were treated with estradiol and exposed to tutored or untutored song or silence. Behavior was quantified and neurochemistry of the nucleus accumbens and striatum was examined with high performance liquid chromatography. As a control, the responses of these two systems to treatment with raclopride, a specific D2 receptor antagonist, were also evaluated. This manipulation did not affect dopamine (DA), but did increase DOPAC and the DOPAC/DA ratio. Estradiol reduced the display of two behaviors, distance calls and visual scanning, but had no effect on dopaminergic responses. Auditory stimulus exposure affected other vocalizations, but song presentation did not modulate the levels of DA or its metabolite, DOPAC in the nucleus accumbens or striatum. Collectively, the results suggest that both estradiol and auditory stimuli can modify the behavioral responses of adult zebra finches, but they may not change DA concentration or turnover in striatal dopamine neurons.

Undergraduate introductory biology students at the university level often struggle to trace movement of matter and energy through catabolic and anabolic processes in biological systems. A sequential guided simulation of cellular respiration and photosynthesis provides students an opportunity to actively model and visualize matter transformation and energy accumulation and degradation through the movement of molecular and energy “game pieces.” The activity was designed to help students generate a simplified outline of these two highly complex processes, while reinforcing the principles of conservation of matter and energy. My students participated in this activity during peer-led review sessions in an undergraduate, introductory, majors biology course (ca.150 students in 18 SI sessions over two semesters), but instructors could also easily adapt it for use in small lecture or laboratory classrooms, introductory cell biology, physiology, and ecology courses, or with high school students.