Peters Susan, Searcy William A, Nowicki Stephen
*Department of Biology, Duke University, Durham, NC 27708, USA; Department of Biology, University of Miami, Coral Gables, FL 33124, USA; Department of Neurobiology, Duke University Medical School, Durham, NC 27708, USA
*Department of Biology, Duke University, Durham, NC 27708, USA; Department of Biology, University of Miami, Coral Gables, FL 33124, USA; Department of Neurobiology, Duke University Medical School, Durham, NC 27708, USA.
Integr Comp Biol. 2014 Oct;54(4):555-67. doi: 10.1093/icb/icu020. Epub 2014 Apr 23.
The evolution of enhanced cognitive ability has sometimes been attributed to sexual selection. An association between the mating success of males and their cognitive ability could arise either through male-male competition or through female choice. Specifically in the latter case, sexual selection would act more readily if males advertized their cognitive ability through display. Most traits involved in sexual display, however, seem unlikely to have any inherent relationship with cognition beyond that which arises through the effect of cognitive abilities on acquisition of resources and, in turn, the effect of resources on development of the display trait. In contrast, for displays whose development and expression require learning, a direct link with cognition is possible because of a shared dependence on brain function. The parallel effects of developmental stress on song-learning and cognition provide a compelling explanation for an association between attributes of the song and cognitive ability. We outline the hypothesis that sexually selected qualities of song serve as an indicator of cognitive abilities. We first present evidence that song-learning is itself a challenging cognitive task. We then give evidence that sexual selection favors well-learned song. Next, we review evidence that song and cognitive ability both are affected by developmental stresses. We consider recent experimental data testing the relationship between song and cognitive ability. Finally, we suggest that the accuracy with which songs are learned may be an optimal indicator of other cognitive abilities.
认知能力增强的进化有时被归因于性选择。雄性的交配成功率与其认知能力之间的关联可能通过雄性间竞争或雌性选择产生。具体在后一种情况下，如果雄性通过展示来宣传其认知能力，性选择会更容易起作用。然而，大多数参与性展示的特征，除了认知能力对资源获取的影响以及资源对展示特征发育的影响所产生的联系外，似乎不太可能与认知有任何内在关系。相比之下，对于其发育和表达需要学习的展示来说，由于对大脑功能的共同依赖，与认知的直接联系是可能的。发育应激对鸣叫学习和认知的平行影响为鸣叫属性与认知能力之间的关联提供了一个有说服力的解释。我们概述了这样一个假设，即性选择的鸣叫特质可作为认知能力的指标。我们首先给出证据表明鸣叫学习本身就是一项具有挑战性的认知任务。然后我们给出证据表明性选择青睐学习良好的鸣叫。接下来，我们回顾证据表明鸣叫和认知能力都受到发育应激的影响。我们考虑最近测试鸣叫与认知能力之间关系的实验数据。最后，我们认为鸣叫学习的准确性可能是其他认知能力的最佳指标。
