1991
DOI: 10.1071/mu9910126
|View full text |Cite
|
Sign up to set email alerts
|

Domestication and Song Learning in Zebra Finches Taeniopygia guttata

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
1
1
1
1

Citation Types

0
10
0

Year Published

2004
2004
2024
2024

Publication Types

Select...
5
2
1
1

Relationship

0
9

Authors

Journals

citations
Cited by 16 publications
(10 citation statements)
references
References 5 publications
0
10
0
Order By: Relevance
“…Unlike most songbirds studied to date, zebra finches produce calls and songs that are broadband, containing a large number of harmonics with substantial energy (Zann 1984;1993) ( Figure 1b). While the structure of vocalisations in zebra finches may have been influenced by domestication, such effects appear to be limited to the presence, order, or delivery rate of specific song elements and do not involve increases or decreases in overall bandwidth (Slater & Clayton 1991;Okanoya et al 1993;Blaich et al 1995;Zann 1996).…”
Section: Hearing In the Red-billed Firefinch Lagon O S Tic Ta Senegalmentioning
confidence: 94%
“…Unlike most songbirds studied to date, zebra finches produce calls and songs that are broadband, containing a large number of harmonics with substantial energy (Zann 1984;1993) ( Figure 1b). While the structure of vocalisations in zebra finches may have been influenced by domestication, such effects appear to be limited to the presence, order, or delivery rate of specific song elements and do not involve increases or decreases in overall bandwidth (Slater & Clayton 1991;Okanoya et al 1993;Blaich et al 1995;Zann 1996).…”
Section: Hearing In the Red-billed Firefinch Lagon O S Tic Ta Senegalmentioning
confidence: 94%
“…) and by the availability of song tutors during early life (DerĂ©gnaucourt ). There is some evidence of reduced variance in song structure between wild and domesticated populations (Slater & Clayton ; Woodgate et al. ), and it is possible that there is variation in the quality or variance of song across captive populations.…”
Section: Introductionmentioning
confidence: 99%
“…Songs are also individually specific, but are more complex than distance calls because they consist of several syllables that are rendered in a stereotypic order. Young males often learn their entire song from one tutor, but deviations from that are also very common (Zann 1990; Slater and Mann 1991). Human observers can easily learn to recognize males individually by their call or song, probably with the exception of well‐matching tutor–pupil pairs (personal observations).…”
mentioning
confidence: 99%