Temporal organization of song modulates vocal learning.

Species-typical behaviors are organized into species-typical patterns, and stimuli that deviate from these patterns often lead to diminished responses. Zebra finches produce songs that are learned during development and that consist of acoustic elements (syllables) arranged into stereotyped sequences with stereotyped timing. However, how deviations away from species-typical stereotypy in sequencing and timing modulate vocal learning remains unknown. Starting at different ages in development, we tutored 123 zebra finches with stimuli that varied in the stereotypy of syllable sequencing and timing. Juveniles tutored with temporally variable stimuli imitated the acoustic structure of syllables as well as juveniles tutored with temporally stereotyped songs. Additionally, while the acquisition of song decreased over development, we found some evidence that variability in sequencing and timing attenuated developmental declines in learning. These data motivate future investigations into the degree to which temporal patterning modulate the learning of other behaviors, even highly stereotyped behaviors.