行为是通过经验和先天倾向的结合而出现的。随着大脑的成熟,它经历了细胞的重大变化,网络,和功能特性,可能是由于感官经验以及发育过程。在正常的鸟鸣学习中,神经序列出现来控制从导师那里学到的歌曲音节。这里,我们通过延迟接触导师来消除导师经验和发育在神经序列形成中的作用。使用功能性钙成像,我们在没有辅导的情况下观察神经序列,证明导师经验对于序列的形成是不必要的。然而,接触家教后,预先存在的序列可以变得与新的歌曲音节紧密相关。既然我们推迟了家教,我们只有一半的鸟在导师接触后学会了新的音节。无法学习的鸟类是预教神经序列结晶最多的鸟类,\'也就是说,已经与他们的(未被教导的)歌曲紧密相关。
Behaviors emerge via a combination of experience and innate predispositions. As the brain matures, it undergoes major changes in cellular, network, and functional properties that can be due to sensory experience as well as developmental processes. In normal birdsong learning, neural sequences emerge to control song syllables learned from a tutor. Here, we disambiguate the role of tutor experience and development in neural sequence formation by delaying exposure to a tutor. Using functional calcium imaging, we observe neural sequences in the absence of tutoring, demonstrating that tutor experience is not necessary for the formation of sequences. However, after exposure to a tutor, pre-existing sequences can become tightly associated with new song syllables. Since we delayed tutoring, only half our birds learned new syllables following tutor exposure. The birds that failed to learn were the birds in which pre-tutoring neural sequences were most \'crystallized,\' that is, already tightly associated with their (untutored) song.