An Evaluation of Auditory Learning in Filial Imprinting

Bolhuis, Johan J.; Kampen, Hendrik S. Van

doi:10.1163/156853992x00516

Cited by 26 publications

(13 citation statements)

References 112 publications

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“…'The visual stimulus may act as a US for [imprinting chicks to] sounds' (Bolhuis & van Kampen, 1992). But there is no solid evidence that chicks can imprint to novel (artificial) sounds in the absence of associated visual stimuli.…”

Section: (B ) Auditory Imprintingmentioning

confidence: 99%

The evolution of learning

Moore

2004

Biological Reviews

135

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Most processes or forms of learning have been treated almost as special creations, each as an independent process unrelated to others. This review offers an evolutionary cladogram linking nearly one hundred forms of learning and showing the paths through which they evolved. Many processes have multiple forms. There are at least five imprinting processes, eleven varieties of Pavlovian conditioning, ten of instrumental conditioning, and eight forms of mimicry and imitation. Song learning evolved independently in at least six groups of animals, and movement imitation in three (great apes, cetaceans and psittacine birds). The cladogram also involves at least eight new processes: abstract concept formation, percussive mimicry, cross-modal imitation, apo-conditioning, hybrid conditioning, proto-pantomime, prosodic mimicry, and image-mediated learning. At least eight of the processes evolved from more than one source. Multiple sources are of course consistent with modern evolutionary theory, as seen in some obligate symbionts, and gene-swapping organisms. Song learning is believed to have evolved from two processes: auditory imprinting and skill learning. Many single words evolved from three sources: vocal mimicry, discrimination learning, and abstract concept formation.

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Section: (B ) Auditory Imprintingmentioning

confidence: 99%

The evolution of learning

Moore

2004

Biological Reviews

135

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“…A chick learns an assemblage of traits (e.g. shape, colour, call) when imprinting on a parent, and more readily learns these traits when they are presented at the same time rather than singly ( Bolhuis & van Kampen, 1992). Learning continues through subsequent encounters with the parent.…”

Section: Learningmentioning

confidence: 99%

Sexual imprinting, learning and speciation

1999

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Learned mate preferences may play an important role in speciation. Sexual imprinting is a process whereby mate preferences are a ected by learning at a very young age, usually using a parent as the model. We suggest that while the origins of learning appear to lie in the advantages of individual recognition, sexual imprinting results from selection for recognition of conspeci®cs. This is because e cient early learning about one's own species is favoured in the presence of heterospeci®cs. If di erent species are hybridizing, both sexual imprinting and learning to avoid heterospeci®cs during adulthood promote assortative mating and hence speciation. As a result of sexual imprinting, speciation may also be completed in allopatry when divergence between populations is su cient to prevent interbreeding when the populations reunite, even in the absence of genetic evolution of mate preference. The role of behaviour and learning in completing the speciation process is relatively overlooked. In particular the evolution of sexual imprinting as a result of selection against hybridization warrants more study.

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“…They sometimes exhibit specific morphological adaptations to do so (e.g., teeth in caecilian embryos: Wake, ); Kill siblings to reduce competition for food —for example, invertebrates (Harrath, Sluys, Zghal, & Tekaya, ; Thomsen, Collin, & Carrillo‐Baltodano, ) and sharks (Gilmore, ); Regulate amniotic fluid volume by drinking —Cordero et al. () interpret sucking behavior pre‐birth as nonfunctional, but this behavior plausibly adjusts fluid volumes among compartments of the oviductal package (i.e., moving fluid from the amniotic sac to the allantois), thereby enhancing offspring viability (El‐Haddad, Desai, Gayle, & Ross, ); “Eavesdrop” on developmental rates of siblings —enabling embryos to hatch synchronously with the rest of the clutch, thereby gaining fitness benefits associated with concurrent emergence from the nest, predator satiation, and so on (McGlashan, Spencer, & Old, ); Identify the optimal time to hatch based on external cues —including diel cycles (Radder & Shine, ), drought stress (Newman, ), and imminent predation (Warkentin, ); Learn dialect of local songs —by listening to the mother's vocal repertoire while they are still inside the egg (in birds: Dowling, Colombelli‐Négrel, & Webster, ); Vocalize within the egg shortly before hatching —to induce hatching in siblings and stimulate the adult female to open the nest (in crocodilians: Vergne & Mathevon, ) or to exhibit other parenting behaviors (in birds: Bolhuis & van Kampen, ; Reed & Clark, ; Rumpf & Nichelmann, ); and Reposition within the egg —to behaviorally thermoregulate (reptiles: Du et al., ; birds: Li et al., ; Marasco & Spencer, ).…”

Section: Introductionmentioning

confidence: 99%

“…Vocalize within the egg shortly before hatching —to induce hatching in siblings and stimulate the adult female to open the nest (in crocodilians: Vergne & Mathevon, ) or to exhibit other parenting behaviors (in birds: Bolhuis & van Kampen, ; Reed & Clark, ; Rumpf & Nichelmann, ); and…”

Section: Introductionmentioning

confidence: 99%

How frequent and important is behavioral thermoregulation by embryonic reptiles?

Shine

2018

J Exp Zool Pt A

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The debate about behavioral thermoregulation inside reptile eggs centers on the frequency (and hence, biological significance) of the phenomenon, not about its validity. Both sides of the debate agree that large eggs in shallow nests laid in sun-exposed soil will experience clines in mean temperature and (especially) diel thermal variance; that embryos in the middle phase of development have the ability to reposition themselves, and room to do so; and that small changes in developmental temperatures can influence offspring fitness. Equally, all protagonists agree that thermal clines will be too low in some other kinds of nests, and that embryonic repositioning is impossible very early and very late in development. Based on an array of other fitness-enhancing behaviors exhibited by tetrapod embryos, and general principles for recognizing adaptation, we conclude that behavioral thermoregulation inside the egg likely is adaptive in some but not all reptile species. We identify productive directions for empirical research to resolve points of contention.

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An Evaluation of Auditory Learning in Filial Imprinting

Cited by 26 publications

References 112 publications

The evolution of learning

The evolution of learning

Sexual imprinting, learning and speciation

How frequent and important is behavioral thermoregulation by embryonic reptiles?

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