Song learning: the interface between behaviour and neuroethology.

The high degree of developmental plasticity displayed by the songs of oscine birds makes them appropriate subjects for research on the etiology and neurobiology of vocal learning. Strong individual differences and learned local dialects are common. The readiness to acquire new songs appears to persist throughout life in some species and is restricted to relatively short sensitive periods in others. Learning can occur with remarkably few exposures to song. Mimicry of other species occurs but, given a choice, there is a tendency to favour conspecific songs. Evidence is presented for two kinds of vocal learning, one 'memory-based', the other 'action-based.' Subsong and 'plastic song' phases of motor development appear to be obligatory steps in the ontogeny of learned songs. A case is made that acquisition and production should be viewed as distinct phenomena with different physiological correlates. Research on behavioural development is closely associated with studies of the physiology of development. The two are mutually synergistic, and the synergism is well displayed in research on song learning in birds. This review of some of the characteristics of avian vocal learning as derived from behavioural studies, indicates lacunae in our knowledge about the ethology of song learning, and suggests how the comparative study of vocal development can pave the way for new insights into the underlying neurobiology.