English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Besides humans, vocal learning is also attested in some bird lineages (songbirds, parrots, hummingbirds), some cetaceans, bats, pinnipeds and some elephants (Ravignani et al., 2016). Vocal learning is usually seen as a transparent behavioral trait, with an associated neural substrate, and typically a species is said to either have it or not (i.e. species are said to be “vocal learners” or “vocal non-learners”). This classification guides research on a variety of topics when it comes to understanding the evolution of vocal learning and its relationship with other languagerelated traits. However, there have been attempts at a more nuanced view, resulting in non-dichotomous typologies of vocal learning that include more species and a wider spectrum of capacities. A notable example is the continuum hypothesis put forward by Arriaga and Jarvis (2013), for which they propose a more nuanced scheme of vocal learning, going beyond the traditional all-or-nothing view and incorporating cases of species which do not conform to that reductionist classification, namely those who can produce novel vocalizations without mimicry (see Petkov and Jarvis (2012) for a review of evidence in this direction).

Sound Production Learning and the Contiguum Hypothesis