Maternal behavior influences vocal practice and learning processes in the greater sac-winged bat

Reviewer #1 (Public review):

Summary:

Fernandez et al. investigate the influence of maternal behavior on bat pup vocal development in Saccopteryx bilineata, a species known to exhibit vocal production learning. The authors performed detailed longitudinal observations of wild mother-pup interactions to ask whether non-vocal maternal displays during juvenile vocal practice or 'babbling', affect vocal production. Specifically, the study examines the durations of pup babbling events and the developmental babbling phase, in relation to the amount of female display behavior, as well as pup age and the number of nearby singing adult males. Furthermore, the authors examine pup vocal repertoire size and maturation in relation to the number of maternal displays encountered during babbling. Statistical models identify female display behavior as a predictor of i) babbling bout duration, ii) the length of the babbling phase, iii) song composition, and iv) syllable maturation. Notably, these outcomes were not influenced by the number of nearby adult males (the pups' source of song models) and were largely independent of general maturation (pup age). These findings highlight the impact of non-vocal aspects of social interactions in guiding mammalian vocal development.

Strengths:

Historically, work on developmental vocal learning has focused on how juvenile vocalizations are influenced by the sounds produced by nearby adults (often males). In contrast, this study takes the novel approach of examining juvenile vocal ontogeny in relation to non-vocal maternal behavior, in one of the few mammals known to exhibit vocal production learning. The authors collected an impressive dataset from multiple wild bat colonies in two Central American countries. This includes longitudinal acoustic recordings and behavioral monitoring of individual mother-pup pairs, across development.

The identified relationships between maternal behavior and bat pup vocalizations have intriguing implications for understanding the mechanisms that enable vocal production learning in mammals, including human speech acquisition. As such, these findings are likely to be relevant to a broad audience interested in the evolution and development of social behavior as well as sensory-motor learning.

Weaknesses:

The authors qualitatively describe specific patterns of female displays during pup babbling, however, subsequent quantitative analyses are based on two aggregate measures of female behavior that pool across display types. Consequently, it remains unclear how certain maternal behaviors might differentially influence pup vocalizations (e.g. through specific feedback contingencies or more general modulation of pup behavioral states).

In analyzing the effects of maternal behavior on song maturation, the authors focus on the most common syllable type produced across pups. This approach is justified based on the syllable variability within and across individuals, however, additional quantification and visual presentation of categorized syllable data would improve clarity and potentially strengthen resulting claims.

Reviewer #2 (Public review):

Summary:

This study explores how maternal behaviors influence vocal learning in the greater sac-winged bat (Saccopteryx bilineata). Over two field seasons, researchers tracked 19 bat pups from six wild colonies, examining vocal development aspects such as vocal practice duration, syllable repertoire size, and song syllable acquisition. The findings show that maternal behaviors significantly impact the length of daily babbling sessions and the overall babbling phase, while the presence of adult male tutors does not.

The researchers conducted detailed acoustic analyses, categorizing syllables and evaluating the variety and presence of learned song syllables. They discovered that maternal interactions enhance both the number and diversity of learned syllables and the production of mature syllables in the pups' vocalizations. A notable correlation was found between the extent of acoustic changes in the most common learned syllable type and maternal activity, highlighting the key role of maternal feedback in shaping pups' vocal development.

In summary, this study emphasizes the crucial role of maternal social feedback in the vocal development of S. bilineata. Maternal behaviors not only increase vocal practice but also aid in acquiring and refining a complex vocal repertoire. These insights enhance our understanding of social interactions in mammalian vocal learning and draw interesting parallels between bat and human vocal development.

Strengths:

This paper makes significant contributions to the field of vocal learning by looking at the role of maternal behaviors in shaping the vocal learning phenotype of Saccopteryx bilineata. The paper uses a longitudinal approach, tracking the vocal ontogeny of bat pups from birth to weaning across six colonies and two field seasons, allowing the authors to assess how maternal interactions influence various aspects of vocal practice and learning, providing strong empirical evidence for the critical role of social feedback in non-human mammalian vocal learners. This kind of evidence highlights the complexity of the vocal learning phenotype and shows that it goes beyond the right auditory experience and having the right circuitry.

The paper offers a nuanced understanding of how specific maternal behaviors impact the acquisition and refinement of the vocal repertoire, while showing the number of male tutors - the source of adult song - did not have much of an effect. The correlation between maternal activity and acoustic changes in learned syllable types is a novel finding that underscores the importance of non-vocal social interactions in vocal learning. In vocal learning research, with some notable exceptions, experience is often understood as auditory experience. This paper highlights how, even though that is one important piece of the puzzle, other kinds of experience directly affect the development of vocal behavior. This is of particular importance in the case of a mammalian species such as Saccopteryx bilineata, as this kind of result is perhaps more often associated with avian species.

Moreover, the study's findings have broader implications for our understanding of vocal learning across species. By drawing parallels between bat and human vocal development (and in some ways to bird vocal development), the paper highlights common mechanisms that may underlie vocal practice and learning in both humans and other mammals. This interdisciplinary perspective enriches the field and encourages further comparative studies, ultimately advancing our knowledge of the evolutionary and developmental processes that shape vocal productive learning in all its dimensions.

Weaknesses:

Some weaknesses can be pointed out, but in fairness, the authors acknowledge them in one way or another. As such, these are not flaws per se, but gaps that can be filled with further research.

Experimental manipulations, such as controlled playback experiments or controlled environments, could strengthen the causal claims by directly testing the effects of specific maternal behaviors on vocal development. Certainly, the strengths of the paper will be consolidated after such work is performed.

The reliance on the number of singing males as a proxy for social acoustic input. This measure does not account for the variability in the quality, frequency, or duration of the male songs to which the pups are exposed. A more detailed analysis of the acoustic environment, including direct measurements of song exposure and its impact on vocal learning, would provide a clearer understanding of the role of male tutors.

Finally, and although it would be unlikely that these results are unique to Saccopteryx bilineata, the study's focus on a single species limits at present the generalizability of some of its findings to other vocal learning mammals. While the parallels drawn between bat and human vocal development are intriguing, the conclusions will be more robust when supported by comparative studies involving multiple species of vocal learners. This will help to identify whether the observed maternal influences on vocal development reported here are unique to Saccopteryx bilineata or represent a broader phenomenon in chiropteran, mammalian, or general vocal learning. Expanding the scope of research to include a wider range of species and incorporating cross-species comparisons will significantly enhance the contribution of this study to the field of vocal learning.

Author response:

Public Reviews:

Reviewer #1 (Public review):

Summary:

Fernandez et al. investigate the influence of maternal behavior on bat pup vocal development in Saccopteryx bilineata, a species known to exhibit vocal production learning. The authors performed detailed longitudinal observations of wild mother-pup interactions to ask whether non-vocal maternal displays during juvenile vocal practice or 'babbling', affect vocal production. Specifically, the study examines the durations of pup babbling events and the developmental babbling phase, in relation to the amount of female display behavior, as well as pup age and the number of nearby singing adult males. Furthermore, the authors examine pup vocal repertoire size and maturation in relation to the number of maternal displays encountered during babbling. Statistical models identify female display behavior as a predictor of i) babbling bout duration, ii) the length of the babbling phase, iii) song composition, and iv) syllable maturation. Notably, these outcomes were not influenced by the number of nearby adult males (the pups' source of song models) and were largely independent of general maturation (pup age). These findings highlight the impact of non-vocal aspects of social interactions in guiding mammalian vocal development.

We thank Reviewer 1 for the time and effort dedicated to the revision of our study. The suggestions for the revision of our manuscript were very helpful and will improve our manuscript.

Strengths:

Historically, work on developmental vocal learning has focused on how juvenile vocalizations are influenced by the sounds produced by nearby adults (often males). In contrast, this study takes the novel approach of examining juvenile vocal ontogeny in relation to non-vocal maternal behavior, in one of the few mammals known to exhibit vocal production learning. The authors collected an impressive dataset from multiple wild bat colonies in two Central American countries. This includes longitudinal acoustic recordings and behavioral monitoring of individual mother-pup pairs, across development.

The identified relationships between maternal behavior and bat pup vocalizations have intriguing implications for understanding the mechanisms that enable vocal production learning in mammals, including human speech acquisition. As such, these findings are likely to be relevant to a broad audience interested in the evolution and development of social behavior as well as sensory-motor learning.

We thank reviewer 1 for this assessment.

Weaknesses:

The authors qualitatively describe specific patterns of female displays during pup babbling, however, subsequent quantitative analyses are based on two aggregate measures of female behavior that pool across display types. Consequently, it remains unclear how certain maternal behaviors might differentially influence pup vocalizations (e.g. through specific feedback contingencies or more general modulation of pup behavioral states).

In analyzing the effects of maternal behavior on song maturation, the authors focus on the most common syllable type produced across pups. This approach is justified based on the syllable variability within and across individuals, however, additional quantification and visual presentation of categorized syllable data would improve clarity and potentially strengthen resulting claims.

We agree that our analysis of maternal behaviour does not investigate potential contingencies between particular maternal behavioural displays and pup vocalizations (e.g.

particular syllable types). Our data collected for this study on maternal behaviour includes direct observations, field notes and/or video recordings. In the future, it will be necessary to work with high-speed cameras for the analysis of potential contingencies between particular maternal behavioural displays and specific pup vocalizations, which allow this kind of fine-detailed analysis. We have planned future studies investigating whether pup vocalizations elicit contingent maternal responses or vice versa. In the revision of our manuscript, we will include a comment pointing out that this special behaviour will be investigated in greater detail in the future.

As suggested by reviewer 1, in our revised manuscript we will include more information on methods to improve understandability. In particular, we will:

- present more information on different steps of our acoustic analyses

- provide additional and clearer spectrogram figures representing the different syllable types and categorizations

- change the figures accompanying our GLMM analyses following the suggestion of Reviewer 1

Reviewer #2 (Public review):

Summary:

This study explores how maternal behaviors influence vocal learning in the greater sac-winged bat (Saccopteryx bilineata). Over two field seasons, researchers tracked 19 bat pups from six wild colonies, examining vocal development aspects such as vocal practice duration, syllable repertoire size, and song syllable acquisition. The findings show that maternal behaviors significantly impact the length of daily babbling sessions and the overall babbling phase, while the presence of adult male tutors does not.

The researchers conducted detailed acoustic analyses, categorizing syllables and evaluating the variety and presence of learned song syllables. They discovered that maternal interactions enhance both the number and diversity of learned syllables and the production of mature syllables in the pups' vocalizations. A notable correlation was found between the extent of acoustic changes in the most common learned syllable type and maternal activity, highlighting the key role of maternal feedback in shaping pups' vocal development.

In summary, this study emphasizes the crucial role of maternal social feedback in the vocal development of S. bilineata. Maternal behaviors not only increase vocal practice but also aid in acquiring and refining a complex vocal repertoire. These insights enhance our understanding of social interactions in mammalian vocal learning and draw interesting parallels between bat and human vocal development.

We thank reviewer 2 for his/her time and effort dedicated to the revision of our study. The suggestions were very helpful in improving our manuscript.

Strengths:

This paper makes significant contributions to the field of vocal learning by looking at the role of maternal behaviors in shaping the vocal learning phenotype of Saccopteryx bilineata. The paper uses a longitudinal approach, tracking the vocal ontogeny of bat pups from birth to weaning across six colonies and two field seasons, allowing the authors to assess how maternal interactions influence various aspects of vocal practice and learning, providing strong empirical evidence for the critical role of social feedback in non-human mammalian vocal learners. This kind of evidence highlights the complexity of the vocal learning phenotype and shows that it goes beyond the right auditory experience and having the right circuitry.

The paper offers a nuanced understanding of how specific maternal behaviors impact the acquisition and refinement of the vocal repertoire, while showing the number of male tutors - the source of adult song - did not have much of an effect. The correlation between maternal activity and acoustic changes in learned syllable types is a novel finding that underscores the importance of non-vocal social interactions in vocal learning. In vocal learning research, with some notable exceptions, experience is often understood as auditory experience. This paper highlights how, even though that is one important piece of the puzzle, other kinds of experience directly affect the development of vocal behavior. This is of particular importance in the case of a mammalian species such as Saccopteryx bilineata, as this kind of result is perhaps more often associated with avian species.

Moreover, the study's findings have broader implications for our understanding of vocal learning across species. By drawing parallels between bat and human vocal development (and in some ways to bird vocal development), the paper highlights common mechanisms that may underlie vocal practice and learning in both humans and other mammals. This interdisciplinary perspective enriches the field and encourages further comparative studies, ultimately advancing our knowledge of the evolutionary and developmental processes that shape vocal productive learning in all its dimensions.

Weaknesses:

Some weaknesses can be pointed out, but in fairness, the authors acknowledge them in one way or another. As such, these are not flaws per se, but gaps that can be filled with further research.

Experimental manipulations, such as controlled playback experiments or controlled environments, could strengthen the causal claims by directly testing the effects of specific maternal behaviors on vocal development. Certainly, the strengths of the paper will be consolidated after such work is performed.

The reliance on the number of singing males as a proxy for social acoustic input. This measure does not account for the variability in the quality, frequency, or duration of the male songs to which the pups are exposed. A more detailed analysis of the acoustic environment, including direct measurements of song exposure and its impact on vocal learning, would provide a clearer understanding of the role of male tutors.

Finally, and although it would be unlikely that these results are unique to Saccopteryx bilineata, the study's focus on a single species limits at present the generalizability of some of its findings to other vocal learning mammals. While the parallels drawn between bat and human vocal development are intriguing, the conclusions will be more robust when supported by comparative studies involving multiple species of vocal learners. This will help to identify whether the observed maternal influences on vocal development reported here are unique to Saccopteryx bilineata or represent a broader phenomenon in chiropteran, mammalian, or general vocal learning. Expanding the scope of research to include a wider range of species and incorporating cross-species comparisons will significantly enhance the contribution of this study to the field of vocal learning.

Thank you for your suggestions and comments.

Regarding your main comment 1: In the future, we plan to implement temporary captivity experiments to investigate how maternal behaviours affect pup vocal development. This study provides the necessary basis for conducting future playback studies investigating specific behaviours in a controlled environment.

Regarding your main comment 2: We completely agree that the number of singing males only represents a proxy for acoustic input that pups receive during ontogeny. In the future, we plan to investigate in detail how the acoustic landscape influences pup vocal development and learning. This will include quantifying how long pups are exposed to song during ontogeny and, assessing the influence of different tutors, including a detailed analysis of song syllables of the adult tutors to compare it to vocal trajectories of song syllables in pups.

Regarding your main comment 3: We also fully agree that it is unlikely that these results are unique to Saccopteryx bilineata. We are certain that other mammalian vocal learners show parallels to the vocal development and learning processes of S. bilineata. Especially bats are a promising taxon for comparative studies because their vocal production and perception systems are highly sophisticated (due to their ability to echolocate). The high sociability of this taxon also includes a variety of social systems and vocal capacities (e.g. regarding vocal repertoire size, vocal learning capacities, information content, etc.) which support social learning and social feedback – as shown in our study.

As suggested, in our revised manuscript we will include information on the validation of the ethogram. Furthermore, we will correct all the spelling mistakes – thank you very much for pointing them out!