Eavesdropping on adult vocal interactions does not enhance juvenile song learning: an experiment with wild songbirds

Animals often live within close proximity of multiple conspecific individuals, allowing them to eavesdrop on other animals' signalling interactions to guide their own social behaviours. For a young animal that is learning to vocalize, eavesdropping on vocal interactions between adults may provide a rich source of information: young animals might preferentially learn vocalizations that are commonly heard in interactions between adults or that are heard to be effective for attracting mates or defending resources. We used a multispeaker playback experiment with wild Savannah sparrows, Passerculus sandwichensis, to test the hypothesis that vocal learning is guided by eavesdropping. Over a 6-year period, we tutored young Savannah sparrows with experimental tutor songs; half of the tutor songs were broadcast in simulated vocal interactions between two tutors, and the other half were broadcast as noninteractive, stand-alone solo performances. If eavesdropping plays an important role in guiding vocal learning, we predicted that young birds would preferentially learn the vocalizations heard during interactions between tutors. In contrast to our prediction, young Savannah sparrows did not preferentially learn interactive tutor songs; birds were similarly likely to learn songs heard in an interactive context (N = 13) and in a noninteractive context (N = 17). Analysis of live adult tutors' reactions to the loudspeakers showed that they responded with similar vocal behaviour during interactive and noninteractive treatments, and therefore their vocal behaviour did not compromise the playback simulation. We conclude that eavesdropping on vocal interactions between tutors does not appear to be essential for vocal learning of wild Savannah sparrows.