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--HERE AT THE NIH.

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AND I AM VERY EXCITED TO

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INTRODUCE TO YOU TODAY'S SPEAKER

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WHO'S DR. ERICHSPAY JARVIS WHO

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IS A WORLD RENOWNED EXPERT OF

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GENOMICS AND MOLECAR MECHANISM

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UNDERLYING THE LEARNING OF FOCAL

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LEARNING AND COMPLEX BEHAVIORS.

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FIRST WE HAVE SOME HOUSEKEEPING.

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FOR THOSE WHO ARE WATCHING

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REMOTELY.

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WE ENCOURAGE YOU TO PARTICIPATE

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IN TODAY'S PRESENTATION BY

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OFFERING QUESTIONS USING THE

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SEND LIVE FEEDBACK BUTTON ON THE

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VIDEOCAST.

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IF YOU PUT IN YOUR NAME AND

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QUESTION AT ANY POINT DURING THE

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PRESENTATION, WE WILL INSURE WE

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CAN GET TO THAT TOWARDS THE END

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OF THE LECTURE.

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IF YOU ARE IN THE AUDITORIUM

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THERE ARE MICROPHONES IN EITHER

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SIDE OF THE AISLES ON THE LEFT

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OR RIGHT THAT I WILL UTILIZE.

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AND THEN FINALLY, WE ARE ALSO

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OFFERING CONTINUING MEDICAL

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EDUCATION CREDITS FOR THIS

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PRESENTATION, THE CME CODE IS UP

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THERE BUT FOR THOSE ONLEAN, IT'S

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JUST 501, 01.

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I WILL REPEAT THAT 1 MORE TIME

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50101.

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I WILL WAIT TO HEAR BINGO!

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[LAUGHTER]

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SO THIS IS NOT JUST ANOTHER TALK

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ON THE WALS CALENDAR.

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HE ALSO GAVE THE LECTURE

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ESTABLISHED IN 2011 AND IT

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RECOGNIZES NUREMBERG, CODE,

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ALTHOUGH DR. NUREMBERG DIED, BUT

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IT INCLUDED NEW O GENETICS FIEWR

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O SCIENCE AND NEURODEVELOPMENT

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AND THE BOX GENES AND ARE

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PARTICULARLY RELEVANT TO OUR

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SPEAKER TODAY.

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AND IF YOU VBT ALREADY SEEN IT,

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I ENCOURAGE TO YOU TAKE A

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ELECTRIC AT THE WONDERFUL

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EXHIBIT OF DR. NUREMBERG'S WORK

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WHICH JUST OUTSIDE THE

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AUDITORIUM HERE.

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I AM ALSO TOLD THAT THE DOCTOR'S

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FAMILY MAY BE ONLINE AND IF

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THAT'S THE CASE I WANT TO OFFER

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THEM A VERY SPECIAL AND WARM

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WELCOME.

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OKAY, ON TO OUR SPEAKER TODAY.

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SO ERICH JARVIS IS THE DIRECTOR

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OF THE FIELD RESEARCH CENTER FOR

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ETHOLOGY AND [INDISCERNIBLE] AT

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GENOME LAB AT ROCKEFELLER.

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DR. JARVIS' WORK USES SONG BIRDS

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AND OTHER SPECIES TO STUDY THE

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TO LEC BAR AND GENETIC

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MECHANISMS THAT UNDERLIE VOCAL

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LEARNING INCLUDING HOW HUMANS

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LEARN SPOKEN LANGUAGE, AND HE'S

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INTERESTED IN HOW THEIR BRAINS

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AND OURS HAVE EVOLVED TO PRODUCE

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THIS EXCEEDINGLY COMPLEX

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BEHAVIOR.

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TO ACCOMPLISH THIS DR. JARVIS'

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LAB HAS BEEN AT THE FOREFRONT OF

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DEVISING NOVEL TECHNOLOGIES FOR

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HIGH QUALITY GENOME SEQUENCING,

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ASSEMBLY, EVALUATION AND

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ANNOTATION, BEGINNING FIRST WITH

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THE HIGHLY CITED AVIAN GENETICS

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PROJECT AND THE VERTEBRATE

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GENOMES PROJECT, THE EARTH

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BIOGENOMES PROJECT AND MOST

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RECENTLY, 2 PROJECTS THAT PULLED

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ME INTO THE HUMAN P A N-GENOME

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CONSORTIUM AND THE TELOMERE TO

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TELOMERE CONSORTIUM.

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HE WORKS ON GENOMIC AND

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MOLECULAR BIOLOGIC TECHNIQUES

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TO'D ADVANCE MECH INFORMS OF

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VOCAL LEARNING AND MORE BROADLY

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GAIN A DEEPER UNDERSTANDING OF

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HOW THE BRAIN GENERATES,

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PERCEIVES AND LEARNS COMPLEX

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BEHAVIORS.

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DR. JARVIS RECEIVED HIS DEGREE

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FROM HUNTER COLLEGE IN NEW YORK

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AND HIS Ph.D. FROM ROCKEFELLER

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UNIVERSITY IN MOLECULAR

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NEUROBIOLOGY AND ANIMAL

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BEHAVIOR.

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HE THEN AT AD ON AT ROCKEFELLER

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FOR HIS POST DOCTORAL WORK

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BEFORE MOVING TO DUKE IN 1998

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WHERE HE ROSE TO THE RAIRVEGS OF

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PROFESSOR PRIOR TO RETURNING TO

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ROCKEFELLER.

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DR. JARVIS IS THE RECIPIENT OF

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THE PRESTIGIOUS NIH DIRECTOR'S

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TRANSFORMATIVE RESEARCH ARK WARD

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IN 2019, NIH DIRECTOR'S PIONEER

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AWARD, MOST RECENTLY THE EARNEST

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EVERETT WORK FROM AMERICAN FOR

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CELL BIOLOGY AND THIS IS JUST A

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SMALL SMATTERING OF THE LONG

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NITTANY OF AWARDS, SPECIAL

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LECTURES, AND ACCOLADES THAT

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HE'S AMASSED OVER HIS CAREER.

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IN 2020 HE WAS 1 OF THE NEW CELL

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MENTORS HUNDRED INSPIRING

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SCIENTISTS IN AMERICA AND THIS

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IS ON TOP OF HIS 250

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PUBLICATIONS.

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THE TIELTS OF DR. JARVIS' TALK

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TODAY IS NEUROBIOLOGY AND

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EVOLUTION OF VOCAL LEARNING AND

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SPOKEN LANGUAGE.

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PLEASE HELP ME TO WELCOME

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DR. JARVIS TO THE PODIUM.

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>> CAN YOU HEAR ME?

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ALL RIGHT.

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THANK YOU FOR THAT INTRODUCTION

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AND IT'S A PLEASURE TO BE BACK

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HERE VISITING COLLEAGUES, HERE

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IN THE AUDIENCE AND ELSEWHERE,

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AND ALSO UNDER THESE

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CIRCUMSTANCES, BE RECOGNIZING A

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FORMER PIONEER IN MOLECULAR

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BIOLOGY.

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SO, THANK YOU SO I WILL BRING MY

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SCREEN UP HERE.

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OKAY, GREAT, SOMETHING LOOKS

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DIFFERENT ABOUT IT.

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OKAY, YES THIS WORKS.

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SO I WASN'T QUITE SURE HOW MUCH

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I'VE BEEN ASKING AROUND TO TALK

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ABOUT MY NEUROSCIENCE WORK

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VERSUS IME NATIONAL LIBRARY OF

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MEDICINICS WORK VERSUS THE

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INTERSECTION AND REALLY IT

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ACTUALLY ALL THE WORK I DO HAS

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AN INTERSECTION BETWEEN GENOMICS

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AND NEUROBIOLOGY.

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THE GREEN BUTTON?

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I KNEW THERE WAS SOMETHING OFF. 

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THERE WE GO.

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OKAY.

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GREAT.

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THANK YOU.

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AND IESM GOING TO REALLY KIND OF

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TELL YOU AATORY ABOUT THE TOP

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INCREASE IN BODY OF NEUROBIOLOGY

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AND SPOKEN LANGUAGE AND HOW

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HAVING HIGH QUALITY GENOMES HAS

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HELPED US MOVE THIS AREA OF

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RESEARCH FORWARD.

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SO FOR THE BIOLOGY OF THIS

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TOPIC, I WON'T HAVE TIME TO LIKE

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COVER EVERYTHING, AND I WROTE A

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REVIEW ARTICLE IN 2019, I

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ENCOURAGE FOLKS TO READ AND A

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SPECIAL ISSUE IN SCIENCE,

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THERE'S A LET THAT'S BEEN

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PROGRESS SINCE THEN BUT A LOT IS

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SIMILAR.

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SOME OF THE BASIC PRINCIPLES AND

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SO, I'M GOING TO TALK ABOUT THIS

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SUBJECT FROM DIFFERENT

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BIOLOGICAL LEVELS, BEHAVIORIAL

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ANATOMIC AND GENETIC.

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STARTING WITH BEHAVIORIAL, WHAT

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DO WE MEAN BY VOCAL LEARNING AND

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SPOKEN LANGUAGE.

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IN OUR EVERYDAY EXPERIENCE, WHEN

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WE SAY LANGUAGE AND WHAT DO WE

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MEAN BY THAT, WE HUMANS TEND TO

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TREAT IT AS A MONETARY TRAIT

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EMPLOY BUT WHEN YOU ACTUALLY

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LOOK DEEP INTO THE BRAIN

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CIRCUITS AND MECHANISMS AND

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COMPARATIVE ANALYSIS AND

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SPECIES, A LANGUAGE AND SPOKEN

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LANGUAGE IN PARTICULAR, CONSISTS

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OF MULTIPLE COMPONENTS, AND SOME

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OF THOSE COMPONENTS SHOWN IN

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BLUE HERE, LIKE VOCAL USAGE

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LEARNING, AUDITORY LEARNING ARE

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KIND OF MORE UBIQUITOUS AMONGST

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THE ANIMAL KINGDOM.

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CAN YOU FIND THEM IN MANY

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SPECIES, WHERE THERE ARE SOME

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THINGS LIKE VOCAL PRODUCTION

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LEARNING THAT ARE RARE AND JUST

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FOUND ONLY IN A FEW SPECIES

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INCLUDING ONLY US HUMANS AND

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WHEN YOU TAKE THIS MORE PIE

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CHART VIEW OF IT, 1 WOULD DEFINE

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SPOKEN LANGUAGE AS A SPECIALIZED

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FORM OF LEARNED VOCAL

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COMMUNICATION, WITH SOME

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COMPONENTS FOUND IN MOST

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VERTEBRATES AND HIGHLY

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SPECIALIZED LIMITED

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PARTNERSHIPPING COMOPPOSITE

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BEHAVIORIAL PHENOTYPE

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ELEMENTARYS AND A FEW OTHERS IN

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A FEW SPECIES, AND WHAT IS VOCAL

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PRODUCTION LEARNING AND WHO HAS

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IT.

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IT'S BEEN FOUND IN ONLY 5 GROUPS

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OF MAMMALS, US HUMANS OF COURSE,

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LIKE IN JENNIFER LOPEZ AND IN

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DOLPHINS AND WHALES, AND BATS,

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ELVANTS AND SEALS AND IT'S BEEN

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FOUND IN 3 GROUPS OF BIRDS, SONG

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BIRDS, PARROTS AND HUMMING

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BURREDS.

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WHAT ALL THESE SPEC BEYS SHARE

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IN COMMON IS THE ABILITY TO HEAR

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NOVEL SOUNDS THAT THEY'RE NOT

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BORN WITH, INADELY BUT HEAR

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NOVEL SOUNDS AND IMITATE THEM

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AND PRODUCE THEM AND PASS ON

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THOSE VOCAL REPERTOIRES VOCALLY

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FROM 1 GENERATION TO THE NEXT.

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AND ALSO ALSO DIFFERENT FOR A

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COMPONENT USE FEDERAL ARE

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LANGUAGE BUT MORE UCIBOLITTOUS,

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AUDITORY LEARNING AS I MENTIONED

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BEFORE AND EXAMPLE I WILL LIKE

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TO GIVE IS YOUR COMMON PET

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ANIMALS LIKE DOGS EVEN CHICKENS

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AND SO FORTH, CAN LEARN HOW TO

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UNDERSTAND HUMAN WORDS LIKE SIT,

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[SPEAKING SPANISH ] ]SPEAKING

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JAPANESE ], WHOLE SENTENCES LIKE

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ROLL OVER, AND GET THE

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NEWSPAPER, AND A DOG WILL

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UNDERSTAND THOSE THINGS.

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SO THE DOG USUALLY WHOOFS INNATE

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SOUNDS AND CAN LEARN HOW TO WOOF

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IN DIFFERENT CONTEXT FOR FOOD,

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ATTENTION ISSUES WHAT WE CALL

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VOCAL USAGE LEARNING BUT THAT'S

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DIFFERENT THAN VOAK WILL

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PRODUCTION LEARNING SO NOW VOCAL

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LEARNERS ARE NOT ALL EQUIVALENT

257
00:10:06,909 --> 00:10:08,111
IN THAT REGARD, WITH HUMANS

258
00:10:08,111 --> 00:10:10,883
BEING THE MOST ADVANCED, THE

259
00:10:10,883 --> 00:10:13,956
NEXT MOST ADVANCED ARE PARROTS

260
00:10:13,956 --> 00:10:15,526
AMONGST THE BIRDS AND EVEN

261
00:10:15,526 --> 00:10:15,860
MAMMALS.

262
00:10:15,860 --> 00:10:18,665
AND HERE'S AN EXAMPLE.

263
00:10:18,665 --> 00:10:22,373
>> NEVER SHAKE A BABY
BIRD, THAT

264
00:10:22,373 --> 00:10:26,581
WILL BE ABSURD.

265
00:10:26,581 --> 00:10:36,902
>> [IMITATING ]

266
00:10:45,519 --> 00:10:52,633
I WAS A PARAKEET, I'M A DOCTOR,

267
00:10:52,633 --> 00:10:53,101
NOT A PARAKEET.

268
00:10:53,101 --> 00:10:54,504
>> BE I LIKE TO SHOW THIS
WHOLE

269
00:10:54,504 --> 00:11:02,687
CLIP AND IT'S FULL, DISCO WAS

270
00:11:02,687 --> 00:11:04,791
RAISED WITH HUMANS FOR A LONG

271
00:11:04,791 --> 00:11:05,726
TIME AND CAN COMBINE MEMORY

272
00:11:05,726 --> 00:11:07,964
RESPONSE IN NEW SENTENCES THAT

273
00:11:07,964 --> 00:11:08,933
WEREN'T NECESSARILY COPIED SO

274
00:11:08,933 --> 00:11:11,237
THERE'S A LOT GOING ON IN THIS

275
00:11:11,237 --> 00:11:12,607
PARROT BRAIN THE SIZE OF MY

276
00:11:12,607 --> 00:11:15,947
THUMB THAT IS VERY REMARKABLE,

277
00:11:15,947 --> 00:11:17,550
VERY MUCH MORE REMARKABLE THAN

278
00:11:17,550 --> 00:11:18,986
WHAT THE DOG CAN DO.

279
00:11:18,986 --> 00:11:21,524
EVEN THOUGH DISCO SAID MEOW WHEN

280
00:11:21,524 --> 00:11:23,996
IT SAW THE DOG, IT GOT THE

281
00:11:23,996 --> 00:11:26,367
CATEGORY RIGHT, THERE IS A CAT

282
00:11:26,367 --> 00:11:27,837
IN THE HOUSEHOLD AND SOMETIMES

283
00:11:27,837 --> 00:11:29,607
GETS THE DOG AND THE CAT MIXED

284
00:11:29,607 --> 00:11:30,142
UP.

285
00:11:30,142 --> 00:11:32,112
SO THAT'S REMARKABLE BUT OUR

286
00:11:32,112 --> 00:11:33,214
CLOSEST RELATIVES THAT SOME

287
00:11:33,214 --> 00:11:34,617
PEOPLE GET EXCITED ABOUT, THE

288
00:11:34,617 --> 00:11:37,156
CLOSEST THEY GET AT SAYING

289
00:11:37,156 --> 00:11:40,028
SOMETHING THAT IS RESEMBLES

290
00:11:40,028 --> 00:11:41,832
LEARNING OR HUMAN SPEECH AND

291
00:11:41,832 --> 00:11:45,005
THIS IN COCO, A GORILLA RAISED

292
00:11:45,005 --> 00:11:49,313
BY HUMANS FOR 35 YEARS VIA SIGN.

293
00:11:49,313 --> 00:11:55,559
>> HOW ABOUT WHEN YOU'RE 
YOU'RE

294
00:11:55,559 --> 00:11:55,893
COUGHING.

295
00:11:55,893 --> 00:11:57,530
THAT WAS GOOD YOU DID A SNEEZE

296
00:11:57,530 --> 00:11:59,367
ASK THEN A COUGH.

297
00:11:59,367 --> 00:11:59,667
EXCELLENT.

298
00:11:59,667 --> 00:12:00,803
NTHAT IS GOOD AND WHAT'S GOING

299
00:12:00,803 --> 00:12:03,542
ON HERE IS NOT AS GOOD AS WHAT

300
00:12:03,542 --> 00:12:04,777
DISCO THE PARROT CAN DO, WHAT'S

301
00:12:04,777 --> 00:12:09,353
GOING ON HERE IS THAT COCO HAS

302
00:12:09,353 --> 00:12:11,524
GOOD AUDITORY LEARNING, CAN

303
00:12:11,524 --> 00:12:12,593
UNDERSTAND THE HUMAN SPEECH

304
00:12:12,593 --> 00:12:17,770
SOUNDS THIS PERSON IS ASKING,

305
00:12:17,770 --> 00:12:20,409
AND ACTUALLY UNDERSTANDS ABOUT

306
00:12:20,409 --> 00:12:22,780
7000 WORDS PERCEPTUALLY BUT COCO

307
00:12:22,780 --> 00:12:25,118
AND A COLLEGE STUDENT HAS ABOUT

308
00:12:25,118 --> 00:12:27,022
20,000 WORDS, JUST SO YOU KNOW

309
00:12:27,022 --> 00:12:28,425
FOR COMPARISON, BUT COCO CAN'T

310
00:12:28,425 --> 00:12:29,794
EACH GET OUT 1 WORD.

311
00:12:29,794 --> 00:12:35,205
SO WHAT COCO CAN DO THOUGH IS

312
00:12:35,205 --> 00:12:36,274
VOLUNTARILY CONTROL AIR

313
00:12:36,274 --> 00:12:37,643
PULSELESS THROUGH THE VOCAL

314
00:12:37,643 --> 00:12:39,380
TRACK BUT NOT MODULATE THE TRACK

315
00:12:39,380 --> 00:12:41,517
TO MODULATE THE SOUND, IN THIS

316
00:12:41,517 --> 00:12:43,889
CASE IN COUGHING.

317
00:12:43,889 --> 00:12:45,993
SO THAT HAS POSED A QUESTION OF

318
00:12:45,993 --> 00:12:46,795
SCIENTISTS LIKE MYSELF AND

319
00:12:46,795 --> 00:12:49,867
OTHERS ASKING THE QUESTION, WHY

320
00:12:49,867 --> 00:12:51,304
CAN'T WE GET OUR CLOSEST

321
00:12:51,304 --> 00:12:52,573
RELATIVES TO SAY SOMETHING AS

322
00:12:52,573 --> 00:12:55,345
SIMPLE AS THE WORD APPLE WHEN

323
00:12:55,345 --> 00:12:56,815
THESE PARROTS CAN GO FURGT XER

324
00:12:56,815 --> 00:13:01,557
TELL YOU ALL DIFFERENT KINDS OF

325
00:13:01,557 --> 00:13:02,359
VARYS, GOLDEN DELICIOUS,

326
00:13:02,359 --> 00:13:03,261
MACINTOSH AND SO FORTH.

327
00:13:03,261 --> 00:13:05,231
WHAT'S GOING ON HERE WITH

328
00:13:05,231 --> 00:13:07,937
6 MILLION YEARS OF EVOLUTION AND

329
00:13:07,937 --> 00:13:08,505
OTHER PRIMATINGS VERSUS

330
00:13:08,505 --> 00:13:10,475
300 MILLION YEARS WITH THESE

331
00:13:10,475 --> 00:13:10,709
BIRDS.

332
00:13:10,709 --> 00:13:11,911
SO THE NEXT PART OF MY TALK, I

333
00:13:11,911 --> 00:13:13,381
WILL TELL YOU WHAT I THINK IS

334
00:13:13,381 --> 00:13:15,652
GOING ON, CALLED THE MOTOR

335
00:13:15,652 --> 00:13:20,161
THEORY OF VOCAL LEARNING ORIGIN

336
00:13:20,161 --> 00:13:21,898
THAT MAKES A DIFFERENCE.

337
00:13:21,898 --> 00:13:25,338
WE'RE NOT THE ONLY 1S THAT POSE

338
00:13:25,338 --> 00:13:27,242
DIFFERENCES IN VOCAL LEARNING.

339
00:13:27,242 --> 00:13:28,945
THERE ARE 6 HYPOTHESIS I PUT UP

340
00:13:28,945 --> 00:13:30,448
HERE THAT ARE COMMON OUT THERE,

341
00:13:30,448 --> 00:13:35,124
AND IN ALL THESE HYPOTHESIS, THE

342
00:13:35,124 --> 00:13:38,231
GREEN IS THE 4 BRAIN CIRCUITS IN

343
00:13:38,231 --> 00:13:39,132
THE CORTICALE REGIONS FOR

344
00:13:39,132 --> 00:13:41,571
EXAMPLE, RED ARE THE BRAIN STEM

345
00:13:41,571 --> 00:13:42,773
NEURONS THAT CONTROL INNATE

346
00:13:42,773 --> 00:13:44,643
BEHAVIORS OR THE MUSCLES, AND IN

347
00:13:44,643 --> 00:13:48,451
PLURIBU ARE THE VOCAL ORGANS

348
00:13:48,451 --> 00:13:55,799
THEMSELVES LIKE THE LARYNX, AND

349
00:13:55,799 --> 00:13:57,502
[INDISCERNIBLE] IN BIRDS.

350
00:13:57,502 --> 00:13:59,874
BECAUSE OF THAT WE HAVE MORE

351
00:13:59,874 --> 00:14:02,212
NEURAL SPACE TO ACQUIRE OR HAVE

352
00:14:02,212 --> 00:14:04,049
THESE BRAIN CIRCUITS TO CONTROL

353
00:14:04,049 --> 00:14:06,988
COMPLEX LEARNING BEHAVIORS LIKE

354
00:14:06,988 --> 00:14:07,222
SPEECH.

355
00:14:07,222 --> 00:14:08,658
AND I THINK THERE'S SOME

356
00:14:08,658 --> 00:14:10,395
EVIDENCE FOR THIS, WHEN YOU GO

357
00:14:10,395 --> 00:14:11,464
THROUGH THE LITERATURE AND WORK

358
00:14:11,464 --> 00:14:14,670
WE'VE DONE THAT HUMANS HAVE A

359
00:14:14,670 --> 00:14:16,374
BIGGER FOREBRAIN SIZE, BIGGER

360
00:14:16,374 --> 00:14:17,576
CORTEX RELATIVE TO BODY SIZE

361
00:14:17,576 --> 00:14:20,215
THAN MANY OTHER SPECIES THAT MAY

362
00:14:20,215 --> 00:14:21,851
BE CAN ACCOMMODATE EXTRA BRAIN

363
00:14:21,851 --> 00:14:23,989
CIRCUITS AND SONG LEARNING

364
00:14:23,989 --> 00:14:24,590
BIRDS, CERTAINLY--CERTAINLY

365
00:14:24,590 --> 00:14:25,625
SPECIALLY PARROTS AND SONG BIRD

366
00:14:25,625 --> 00:14:29,166
VS A HIGHER DENSITY OF NEURONS

367
00:14:29,166 --> 00:14:30,569
PER CENTIMETER SQUARED RELATIVE

368
00:14:30,569 --> 00:14:32,472
TO OTHER PIRD SPECIES, ACTUALLY

369
00:14:32,472 --> 00:14:34,577
TWICE THE DENSITY, THAT CAN

370
00:14:34,577 --> 00:14:35,478
ACCOMMODATE EXTRA CIRCUITS SO

371
00:14:35,478 --> 00:14:36,581
THERE'S KIND OF SUPPORT FOR

372
00:14:36,581 --> 00:14:36,915
THAT.

373
00:14:36,915 --> 00:14:38,017
WHAT ABOUT DIFFERENCE IN THE

374
00:14:38,017 --> 00:14:39,754
VOCAL ORGAN, I THINK THERE ISN'T

375
00:14:39,754 --> 00:14:43,261
EMPLOY 1 ARGUMENT HAS BEEN IS

376
00:14:43,261 --> 00:14:46,801
THAT IN HUMANS, THE LARYNX IS

377
00:14:46,801 --> 00:14:48,538
MORE DESCENDED IN THE VOCAL

378
00:14:48,538 --> 00:14:53,147
TRACK COMPARED TO OTHER SPECIES

379
00:14:53,147 --> 00:14:54,450
ALLOWING US TO HAVE VARIOUS AND

380
00:14:54,450 --> 00:14:55,418
GREATER SOUNDS.

381
00:14:55,418 --> 00:14:58,190
IT TURNS OUT THAT LIONS CAN

382
00:14:58,190 --> 00:15:03,568
THROW THEIR HEADS UP AND

383
00:15:03,568 --> 00:15:05,204
LENGTHEN THEIR LARYNX AND

384
00:15:05,204 --> 00:15:06,808
INTERPRET MORE SPEECH AND IT

385
00:15:06,808 --> 00:15:09,146
TURNS OUT THAT SONG BIRDS DON'T

386
00:15:09,146 --> 00:15:10,983
HAVE THE EQUIVALENT FOR OTHER

387
00:15:10,983 --> 00:15:12,719
SPECIES AND IF YOU BLOW AIR

388
00:15:12,719 --> 00:15:14,890
THROUGH THE LARYNX OF A MA

389
00:15:14,890 --> 00:15:18,264
CABBING YOU GET ALL THE

390
00:15:18,264 --> 00:15:22,706
DIFFERENT SOUNDS FROM THE HUMAN

391
00:15:22,706 --> 00:15:24,042
LARYNX, THE THIRD HYPOTHESIS IS

392
00:15:24,042 --> 00:15:26,146
THAT IF THE HAVES AND THE HAVE

393
00:15:26,146 --> 00:15:26,747
NOTS IN THE FOREBRAIN.

394
00:15:26,747 --> 00:15:28,317
THAT IS THE VOCAL LEARNING

395
00:15:28,317 --> 00:15:33,561
SPECIES HAVE BEEN ARGUED TO HAVE

396
00:15:33,561 --> 00:15:35,532
THE LANGUAGE MOTOR CORTEX REGION

397
00:15:35,532 --> 00:15:36,500
OR CONTROLS SPEECH THAT YOU

398
00:15:36,500 --> 00:15:38,204
DON'T FIND IN THE NONVOCAL

399
00:15:38,204 --> 00:15:39,239
LEARNING SPECIES AND FURTHER

400
00:15:39,239 --> 00:15:41,777
THAT THIS MAKES A DIRECT

401
00:15:41,777 --> 00:15:42,479
PROJECTION TOET MOTOR NEURONS

402
00:15:42,479 --> 00:15:43,815
THAT CONTROL THE VOCAL ORGANS

403
00:15:43,815 --> 00:15:45,218
AND I THINK THERE IS SOME

404
00:15:45,218 --> 00:15:46,387
EVIDENCE OF THIS, I WILL SHOW

405
00:15:46,387 --> 00:15:50,461
YOU A LITTLE BIT LATER AND

406
00:15:50,461 --> 00:15:52,799
FURTHER, IN VEIN OF THAT SIMILAR

407
00:15:52,799 --> 00:15:54,369
HYPOTHESIS, SOME HAVE ARGUED

408
00:15:54,369 --> 00:15:56,741
THAT NONLEARNING VOCAL SPECIES

409
00:15:56,741 --> 00:15:58,010
ALSO HAD THIS FOREBRAIN CIRCUIT

410
00:15:58,010 --> 00:15:59,513
THAT CONTROL SPEECH BUT THERE'S

411
00:15:59,513 --> 00:16:03,755
A DIFFERENCE THAT IT MAKES AN

412
00:16:03,755 --> 00:16:05,625
INDIRECT PROJECTION TO THE VOCAL

413
00:16:05,625 --> 00:16:07,362
MOTOR NEURONS THAT CONTROL

414
00:16:07,362 --> 00:16:08,831
VOABLGIZATION OR MORE ROBUST

415
00:16:08,831 --> 00:16:10,034
DIRECT PROJECTION THAN THE

416
00:16:10,034 --> 00:16:11,036
NONLEARNERS AND WE WILL COVER

417
00:16:11,036 --> 00:16:12,372
THAT A LITTLE BIT.

418
00:16:12,372 --> 00:16:16,213
ANOTHER HYPOTHESIS IS THAT, THE

419
00:16:16,213 --> 00:16:17,950
AUDITORY CIRCUITS, SECONDARY

420
00:16:17,950 --> 00:16:19,352
AUDITOR AREAS HERE, MAKE A

421
00:16:19,352 --> 00:16:21,290
DIRECT PROJECTION TO BROKERS

422
00:16:21,290 --> 00:16:23,861
AREA HERE, IN THE VOCAL LEARNING

423
00:16:23,861 --> 00:16:25,164
SPECIES OR ENHANCE 1 IN THE

424
00:16:25,164 --> 00:16:26,166
VOCAL LEARNING SPECIES THAT YOU

425
00:16:26,166 --> 00:16:28,070
DON'T FIND IN THE NONVOCAL

426
00:16:28,070 --> 00:16:30,541
LEARNING SPECIES, FOR THOSE THAT

427
00:16:30,541 --> 00:16:33,815
STUDY NEUROBIOLOGY OF LANGUAGE,

428
00:16:33,815 --> 00:16:40,962
THAT WOULD BE THE VESESSICULOUS,

429
00:16:40,962 --> 00:16:42,699
TO THE BR-AREA IN THE REGIONS

430
00:16:42,699 --> 00:16:45,171
AND WE FOUND IT IN MICE FROM

431
00:16:45,171 --> 00:16:46,707
AUDITOR TOW PUTATIVE CIRCUITS, I

432
00:16:46,707 --> 00:16:48,110
DON'T THINK THERE'S A STRONG

433
00:16:48,110 --> 00:16:51,082
EVIDENCE THAT THIS REALLY

434
00:16:51,082 --> 00:16:53,187
DISTINGUISHES VOCAL LEARNS FROM

435
00:16:53,187 --> 00:16:53,921
NONVOCAL LEARNERS, AND FINALLY

436
00:16:53,921 --> 00:16:55,758
COMES FROM THE LINGUISTIC

437
00:16:55,758 --> 00:16:56,760
COMMUNITY, THERE'S AN ARGUMENT

438
00:16:56,760 --> 00:16:59,032
THAT THERE'S A SEPARATE LANGUAGE

439
00:16:59,032 --> 00:17:00,000
MODULE SOMEWHERE IN OUR BRAIN

440
00:17:00,000 --> 00:17:01,570
THAT TELLS THE AUDITORY CIRCUITS

441
00:17:01,570 --> 00:17:03,407
AND THE SPEED CIRCUITS WHAT TO

442
00:17:03,407 --> 00:17:04,342
DO.

443
00:17:04,342 --> 00:17:08,951
HOW TO SYNTAX THINGS TOGETHER,

444
00:17:08,951 --> 00:17:10,388
HOW TO CREATE GRAMMAR AND SO

445
00:17:10,388 --> 00:17:11,757
FORTH WITH THOSE RULES AND I

446
00:17:11,757 --> 00:17:15,431
HAVE NOT FOUND ANY EVIDENCE IN

447
00:17:15,431 --> 00:17:16,567
THE HUMAN LITERATURE BASED UPON

448
00:17:16,567 --> 00:17:18,303
WORK OTHER PEOPLE HAVE DONE AND

449
00:17:18,303 --> 00:17:20,808
WE HAVE DONE IT IN POSTMORTEM

450
00:17:20,808 --> 00:17:22,579
BRAINS FOR A SEPARATE LANGUAGE

451
00:17:22,579 --> 00:17:23,547
MODULE AND INSTEAD I THINK ALL

452
00:17:23,547 --> 00:17:26,186
THE ACTION IS GOING ON IN THE

453
00:17:26,186 --> 00:17:28,724
AUDITORY AND SPEECH PRODUCTION

454
00:17:28,724 --> 00:17:30,394
CIRCUITS PROPER AND WE DON'T

455
00:17:30,394 --> 00:17:31,897
NEED A SEPARATE MASS REGION OF

456
00:17:31,897 --> 00:17:33,300
BRAIN TO TELL THE SPEECH

457
00:17:33,300 --> 00:17:34,269
CIRCUITS WHAT TO DO.

458
00:17:34,269 --> 00:17:36,573
SO HOW DO WE GET HERE AND WHAT'S

459
00:17:36,573 --> 00:17:39,880
GOING ON AT THE MOLECULAR LEVEL,

460
00:17:39,880 --> 00:17:43,287
MY FIRST FORAY INTO THIS AREA

461
00:17:43,287 --> 00:17:46,259
CAME FROM SETTING SONG BIRDS

462
00:17:46,259 --> 00:17:49,032
WHERE WE FOUND THAT WHEN CANARYS

463
00:17:49,032 --> 00:17:59,219
HERE PRODUCE LEARNED SONG LIKE

464
00:17:59,219 --> 00:18:01,757
THIS:  [SONG BIRD SINGING ] THIS

465
00:18:01,757 --> 00:18:03,794
IS GENES THAT ARE RESPONSIVE TO

466
00:18:03,794 --> 00:18:05,398
MURAL ACTIVITY IN THE BRAIN AND

467
00:18:05,398 --> 00:18:08,170
YOU SEE THE MRNA PROGUCT IN THE

468
00:18:08,170 --> 00:18:09,940
SONG LEARNING BRAIN REGIONSI

469
00:18:09,940 --> 00:18:11,309
THEY TURN UP AFTER THIS BIRD

470
00:18:11,309 --> 00:18:15,785
SINGS FOR A HALF HOUR, COMPARED

471
00:18:15,785 --> 00:18:17,154
TO THE SURROUNDING BRAIN REGION

472
00:18:17,154 --> 00:18:19,025
AND THE MORE A BIRD SINGS IN THE

473
00:18:19,025 --> 00:18:20,561
HALF HOUR, THE HIGHER

474
00:18:20,561 --> 00:18:21,964
UPREGULATION YOU SEE OF THIS

475
00:18:21,964 --> 00:18:23,634
GENE, IT'S A VERY ENERGETIC

476
00:18:23,634 --> 00:18:24,803
RESPONSE WITHIN A HALF OUR

477
00:18:24,803 --> 00:18:25,872
PERIOD, THERE A LOT OF STUDIES

478
00:18:25,872 --> 00:18:28,343
GOING ON ABOUT THE MECHANISMS OF

479
00:18:28,343 --> 00:18:29,713
THIS REGULATION, WE KIND OF ALSO

480
00:18:29,713 --> 00:18:33,120
USE IT AS LIKE AN MRI SIGNAL, TO

481
00:18:33,120 --> 00:18:34,957
IDENTIFY AUDITORY AND VOCAL

482
00:18:34,957 --> 00:18:36,593
MOTOR AREAS OF THE FOREBRAIN,

483
00:18:36,593 --> 00:18:40,401
AND OTHER BRAIN CIRCUITS OR WHEN

484
00:18:40,401 --> 00:18:42,472
BIRDS ARE SINGING, WE FOUND

485
00:18:42,472 --> 00:18:43,707
USING THIS MOLECULAR MAPPING

486
00:18:43,707 --> 00:18:45,444
APPROACH, BY THE WAY, I WANT TO

487
00:18:45,444 --> 00:18:47,081
SAY THIS IS MOTOR DRIVEN, WHAT

488
00:18:47,081 --> 00:18:49,085
WE SEE HERE, THIS WHITE SIGNAL

489
00:18:49,085 --> 00:18:52,458
FOR THE MRNA FOR THIS GENE.

490
00:18:52,458 --> 00:18:55,598
THAT IS THE BIRD HAS TO SING TO

491
00:18:55,598 --> 00:18:56,533
LEARN VOCALIZATIONS AND IT

492
00:18:56,533 --> 00:18:57,702
DOESN'T LIGHT UP WITH THE

493
00:18:57,702 --> 00:19:00,741
HEARING, IT DOESN'T LIGHT UP

494
00:19:00,741 --> 00:19:02,512
WITH YOU KNOW MOVEMENT OF OTHER

495
00:19:02,512 --> 00:19:06,252
BODY PARTS AND SO FORTH, IT'S

496
00:19:06,252 --> 00:19:06,920
PARTICULARLY SINGING REGULATED

497
00:19:06,920 --> 00:19:08,824
GENE EXPRESSIONS IN A MOTOR

498
00:19:08,824 --> 00:19:10,394
DRIVEN WAY, THAT IS YOU DON'T

499
00:19:10,394 --> 00:19:11,864
NEED SOPHISTICATED MAT O SENSORY

500
00:19:11,864 --> 00:19:13,400
FEEDBACK AT ALL, YOU DON'T NEED

501
00:19:13,400 --> 00:19:15,304
THE LIGHTS ON, THE BIRD CAN ALSO

502
00:19:15,304 --> 00:19:16,940
TRY TO SILENTLY SING, THAT IS

503
00:19:16,940 --> 00:19:20,147
TRY TO MAKE SOUND IF YOU CUT THE

504
00:19:20,147 --> 00:19:21,650
NERVE, IT WON'T VIBRATE THE

505
00:19:21,650 --> 00:19:22,886
MUSCLES AND YOU WILL STILL GET

506
00:19:22,886 --> 00:19:25,057
THE ACTIVATION IN THE BRAIN EVEN

507
00:19:25,057 --> 00:19:26,894
FOR SILENT SINGING SO WE APLAY

508
00:19:26,894 --> 00:19:28,530
THIS APPROACH TO OTHER VOCAL

509
00:19:28,530 --> 00:19:30,568
LEARNING BIRDS LIKE SONG BIRDS,

510
00:19:30,568 --> 00:19:32,538
HUMMINGBIRDS AND PARROTS AND

511
00:19:32,538 --> 00:19:33,607
NONVOCAL LEARNING SPECIES LIKE

512
00:19:33,607 --> 00:19:36,479
PIGEONS AND QUAILS AND WE FOUND

513
00:19:36,479 --> 00:19:38,350
THAT ALL OF THESE SPECIES VOAN

514
00:19:38,350 --> 00:19:40,588
IN BLUE HERE, HAD THIS AUDITORY

515
00:19:40,588 --> 00:19:42,926
PATHWAY, WHETHER YOU'RE A VOCAL

516
00:19:42,926 --> 00:19:45,564
LEARNER OR NONLEARNER ARE

517
00:19:45,564 --> 00:19:46,800
CONSISTENT WITH AUDITORY

518
00:19:46,800 --> 00:19:48,270
CIRCUITS PRESENT IN THE

519
00:19:48,270 --> 00:19:49,606
FOREBRAIN FOR AUDITORY LEARNING,

520
00:19:49,606 --> 00:19:50,775
LIKE THE DOG LEARNING HOW TO SIT

521
00:19:50,775 --> 00:19:52,879
AND SO FORTH THAT YOU DON'T HAVE

522
00:19:52,879 --> 00:19:55,451
TO HAVE VOCAL LEARNING TO HAVE

523
00:19:55,451 --> 00:19:56,954
AN AUDITORY FOREBRAIN CIRCUIT.

524
00:19:56,954 --> 00:19:58,757
HOWEVER, ONLY THE VOCAL LEARNERS

525
00:19:58,757 --> 00:20:00,995
HAD BRAIN REGIONS IN THEIR

526
00:20:00,995 --> 00:20:02,832
SERIES POINTS EASTBOUND RUM THAT

527
00:20:02,832 --> 00:20:05,137
BECAME ACTIVE THAT LIT UP WHEN

528
00:20:05,137 --> 00:20:06,473
THEY'RE PRODUCING THEIR LEARNED

529
00:20:06,473 --> 00:20:07,007
SONGS.

530
00:20:07,007 --> 00:20:09,712
YOU DID NOT SEE THIS IN THE

531
00:20:09,712 --> 00:20:11,650
NONLEARNING SPECIES, INSTEAD YOU

532
00:20:11,650 --> 00:20:12,718
SAW MIDBRAIN CIRCUITS IN DARK

533
00:20:12,718 --> 00:20:14,722
GRAY HERE THAT WERE LIGHTING UP

534
00:20:14,722 --> 00:20:15,791
FOR PRODUCING INNATE SOUNDS AND

535
00:20:15,791 --> 00:20:17,762
WHAT HAPPENED IS YOU HAD THIS

536
00:20:17,762 --> 00:20:20,167
FOREBRAIN CIRCUIT IN YELLOW AND

537
00:20:20,167 --> 00:20:24,408
IN RED, THAT HAVE TAKEN OVER THE

538
00:20:24,408 --> 00:20:25,811
MIDBRAIP CIRCUIT THAT'S ATTACHED

539
00:20:25,811 --> 00:20:27,114
TO IT.

540
00:20:27,114 --> 00:20:28,984
SO IN YELLOW, THEY DESCEND OUT

541
00:20:28,984 --> 00:20:31,222
OF THE FOREBRAIN AND CONTROL

542
00:20:31,222 --> 00:20:32,758
THIS FOR VOCALIZEITIONS AND IN

543
00:20:32,758 --> 00:20:35,430
RED WE KNOW IN SONG BIRDS OF THE

544
00:20:35,430 --> 00:20:36,967
BRAIN RIEJIONS INVOLVED IN THE

545
00:20:36,967 --> 00:20:38,403
ACTIVE LEARNING OF NEW SOUNDS

546
00:20:38,403 --> 00:20:39,906
AND WHAT'S REMARKABLE HERE,

547
00:20:39,906 --> 00:20:42,478
LOOKING AT 50 GENETIC TRAINING

548
00:20:42,478 --> 00:20:44,682
IS THAT ALL 3 OF THESE VOCAL

549
00:20:44,682 --> 00:20:47,020
LEARNING BIRD LINEAGES SEEM TO

550
00:20:47,020 --> 00:20:47,722
HAVE INDEPENDENTLY EVOLVED,

551
00:20:47,722 --> 00:20:50,962
THESE RED DOTS HERE, THESE VERY

552
00:20:50,962 --> 00:20:54,302
SIMILAR CIRCUITS CONSISTING OF 7

553
00:20:54,302 --> 00:20:56,740
BRAIN REGIONS WITH THE ACTIVITY.

554
00:20:56,740 --> 00:20:58,410
NOW IN THE IDENTICAL BRAIN

555
00:20:58,410 --> 00:20:59,445
LOCATIONS BUT SIMILAR.

556
00:20:59,445 --> 00:21:05,123
SO 1 HYPOTHESIS IS THAT THEY

557
00:21:05,123 --> 00:21:05,691
EVOLVED INDEPENDENTLY AND

558
00:21:05,691 --> 00:21:08,229
ANOTHER THAT WAS THERE WAS A

559
00:21:08,229 --> 00:21:09,933
COMMON ANCESTOR AND/OR MAYBE

560
00:21:09,933 --> 00:21:11,235
EVERYBODY HAS IT AT VARIOUS

561
00:21:11,235 --> 00:21:12,905
DEGREES AND IT'S BEEN

562
00:21:12,905 --> 00:21:14,375
INDEPENDENTLY AMPLIFY INDEED

563
00:21:14,375 --> 00:21:15,577
THESE MORE ADVANCED VOCAL

564
00:21:15,577 --> 00:21:16,780
LEARNING SPECIES AND SOMETHING I

565
00:21:16,780 --> 00:21:20,053
DID AND APPRECIATED AT THE TIME

566
00:21:20,053 --> 00:21:22,658
IS MAYBE THE FILL LO

567
00:21:22,658 --> 00:21:23,593
GENERATEDETTIST GOT THE TREE

568
00:21:23,593 --> 00:21:23,827
WRONG.

569
00:21:23,827 --> 00:21:25,865
BECAUSE WHEN THEY WERE LOOKINGA

570
00:21:25,865 --> 00:21:28,603
THE THIS, 1 VOICE SAYS IT PROVES

571
00:21:28,603 --> 00:21:29,305
INTELLIGENT DESIGN, BECAUSE HOW

572
00:21:29,305 --> 00:21:30,908
COULD THIS HAPPEN LIKE THIS IN

573
00:21:30,908 --> 00:21:31,342
60 MILLION YEARS.

574
00:21:31,342 --> 00:21:32,645
I DIDN'T THINK THAT BUT IN

575
00:21:32,645 --> 00:21:35,718
PEOPLE THOUGHT THE TREE COULD BE

576
00:21:35,718 --> 00:21:37,788
WRONG AND MAYBE THEY INHERIT

577
00:21:37,788 --> 00:21:39,759
THESE CIRCUITS FROM A COMMON

578
00:21:39,759 --> 00:21:41,763
ANCESTOR SO THIS GOT ME INVOLVED

579
00:21:41,763 --> 00:21:43,166
IN GENOMICS HEAVILY, AND I GOT

580
00:21:43,166 --> 00:21:45,070
INVOFFED WITH THE GROUP WHO WAS

581
00:21:45,070 --> 00:21:46,740
INTERESTED IN SEQUENCING BIRD

582
00:21:46,740 --> 00:21:48,577
GENOMES TO SEE IF THE TREE WAS

583
00:21:48,577 --> 00:21:51,482
RIGHT OR WRONG FOR MY VOCAL

584
00:21:51,482 --> 00:21:52,718
LEARNING QUESTIONS AND OTHERS

585
00:21:52,718 --> 00:21:56,927
AND WE SEQUENCE A BUNCH OF BIRD

586
00:21:56,927 --> 00:21:58,597
DENOAMS, ABOUT 48 SPECIES AT

587
00:21:58,597 --> 00:22:00,601
THAT TIME REPRESENTING ALL BIRD

588
00:22:00,601 --> 00:22:05,310
ORDERS INCLUDING ALL MY FAVORITE

589
00:22:05,310 --> 00:22:06,512
VOCAL LEARNERS AND THE RED ARE

590
00:22:06,512 --> 00:22:08,951
THE 1S IN WHICH MY LAB HELPED

591
00:22:08,951 --> 00:22:10,621
LEAD OR CO-LEAD AND BLUE IS WHEN

592
00:22:10,621 --> 00:22:12,224
WE COLLABORATED ON AND BLACK ARE

593
00:22:12,224 --> 00:22:15,497
THE 1S THAT SPOKES BENEFITED

594
00:22:15,497 --> 00:22:16,900
FROM THESE GENOMES.

595
00:22:16,900 --> 00:22:19,906
AND FROM THOSE DRAFT QUALITY

596
00:22:19,906 --> 00:22:23,146
GENOMES, WE CREATED GENOME SCALE

597
00:22:23,146 --> 00:22:24,682
N TREE OF BIRDS AND THIS WAS THE

598
00:22:24,682 --> 00:22:28,723
TREE WE CAME UP WITH FOR THESE

599
00:22:28,723 --> 00:22:29,725
48 LINEAGES AND FOUND COMPARED

600
00:22:29,725 --> 00:22:31,395
TO THE TREE THAT WE HAD BEEN

601
00:22:31,395 --> 00:22:34,535
USING FOR DECK'SS BEFORE BEFORE

602
00:22:34,535 --> 00:22:35,236
THAT,--DECADES BEFORE THAT WAS

603
00:22:35,236 --> 00:22:37,107
THE TREE WAS WRONG.

604
00:22:37,107 --> 00:22:38,176
THESE ARE ALL THE NEW

605
00:22:38,176 --> 00:22:39,144
RELATIONSHIPS WE CAME UP WITH.

606
00:22:39,144 --> 00:22:41,115
WHAT ABOUT THE VOCAL LEARNERS IN

607
00:22:41,115 --> 00:22:43,119
THE 3 DOTS IN RED HERE IN YOU

608
00:22:43,119 --> 00:22:44,288
CAN SEE THAT SONG BIRRIER

609
00:22:44,288 --> 00:22:45,824
SURFACESES AND PARROTS ARE

610
00:22:45,824 --> 00:22:50,033
CLOSELY RELATED ALTHOUGH STILL

611
00:22:50,033 --> 00:22:51,302
HAVE NONVOCAL INTERSPECIES

612
00:22:51,302 --> 00:22:53,139
BETWEEN THEM, AND THE

613
00:22:53,139 --> 00:22:54,876
HUMMINGBIRD HAD IT PULLED AWAY

614
00:22:54,876 --> 00:22:55,811
FROM THEM.

615
00:22:55,811 --> 00:22:56,946
IF YOU ARGUE THESE, YOU HAVE TO

616
00:22:56,946 --> 00:23:00,119
GO BACK TO THE TIME OF THE MASS

617
00:23:00,119 --> 00:23:00,721
EXTINCTION OF DINOSAURS THAT

618
00:23:00,721 --> 00:23:02,257
THERE WAS A VOCAL LEARNING

619
00:23:02,257 --> 00:23:04,929
SPECIES THAT EVOLVE THIS ABILITY

620
00:23:04,929 --> 00:23:06,632
INCLUDING IMITATING A HUMAN

621
00:23:06,632 --> 00:23:09,037
SPEECH SOUNDS BEFORE HUMANS WERE

622
00:23:09,037 --> 00:23:11,910
HERE FOLLOWED BY 10 INDEPENDENT

623
00:23:11,910 --> 00:23:14,782
LOSSES, AND SO THAT'S

624
00:23:14,782 --> 00:23:16,886
PARSIMONIOUSLY WE THINK IT'S AN

625
00:23:16,886 --> 00:23:17,621
INDEPENDENT GAIN.

626
00:23:17,621 --> 00:23:19,258
SO IF BIRD CANS COME UP WITH A

627
00:23:19,258 --> 00:23:21,028
SIMILAR SOLUTION OVER THE LAST

628
00:23:21,028 --> 00:23:22,364
65 MILLION YEARS, WHAT ABOUT WE

629
00:23:22,364 --> 00:23:23,132
HUMANS?

630
00:23:23,132 --> 00:23:24,000
AND I THINK IT'S INDEPENDENT.

631
00:23:24,000 --> 00:23:25,771
I THINK I CAN CONADVANCE YOU

632
00:23:25,771 --> 00:23:27,173
IT'S INDEPENDENTLY EVOLVED IN

633
00:23:27,173 --> 00:23:29,378
HUMANS COMPARED TO SONG BIRDS

634
00:23:29,378 --> 00:23:29,979
AND PARONS.

635
00:23:29,979 --> 00:23:32,016
AND SO COMPARING BIRDS TO

636
00:23:32,016 --> 00:23:34,722
HUMANS, THE FIRST LESSON WE

637
00:23:34,722 --> 00:23:36,559
LEARNED HERE IS THAT BRAIN SIZE

638
00:23:36,559 --> 00:23:46,813
DOESN'T MATTER, AND HERE'S A

639
00:23:46,813 --> 00:23:48,683
ZEBRA FINCH BRAIN, AND CORTICALE

640
00:23:48,683 --> 00:23:49,618
FOLDING DOESN'T MATTER, THIS IS

641
00:23:49,618 --> 00:23:51,255
THE PRESENCE OR ABSENCE OF A

642
00:23:51,255 --> 00:23:52,891
PARTICULAR TYPE OF NEURAL

643
00:23:52,891 --> 00:23:54,996
CIRCUIT THAT CONTROLS THE VOCAL

644
00:23:54,996 --> 00:23:56,966
ORGAN AND WHAT IS SAN FRANCISCO

645
00:23:56,966 --> 00:23:57,200
CIRCUIT?

646
00:23:57,200 --> 00:23:58,736
DURING A META,AINAL SIS BETWEEN

647
00:23:58,736 --> 00:24:00,273
THE VOCAL LEARNING STUDIES IN

648
00:24:00,273 --> 00:24:02,711
BIRDS AND HUMANS COMPARED TO

649
00:24:02,711 --> 00:24:03,713
OTHER VERTEBRATES AND NONHUMAN

650
00:24:03,713 --> 00:24:05,316
PRIMATES WE CAME UP WITH THE

651
00:24:05,316 --> 00:24:13,232
FOLLOWING MODEL, WE ARGUED THAT

652
00:24:13,232 --> 00:24:14,602
ALL MAMMALS, HAVE A

653
00:24:14,602 --> 00:24:16,806
[INDISCERNIBLE] LIKE YEAR THAT'S

654
00:24:16,806 --> 00:24:18,309
INVOLVED IN PROCESSING COMPLEX

655
00:24:18,309 --> 00:24:18,543
SOUND.

656
00:24:18,543 --> 00:24:20,881
AND THIS IS WHY A DOG CAN

657
00:24:20,881 --> 00:24:22,284
UNDERSTAND SIT, COME HERE, GET

658
00:24:22,284 --> 00:24:32,838
THE PAWRP --PAPER AND SO FORTH.

659
00:24:34,775 --> 00:24:37,013
THIS IS WHY COCO CAN UNDERSTAND

660
00:24:37,013 --> 00:24:37,481
7000.

661
00:24:37,481 --> 00:24:41,121
BUT THESE SPECIES THAT DON'T

662
00:24:41,121 --> 00:24:42,891
IMITATE SOUNDS WE CAN'T FIND NEM

663
00:24:42,891 --> 00:24:44,294
THIS MOTOR CORTEX REGIONS AND OR

664
00:24:44,294 --> 00:24:46,064
AT LEAST IN THEIR ADVANCE FORMS

665
00:24:46,064 --> 00:24:48,770
MAKE THE DIRECT PROJECTIONS FOR

666
00:24:48,770 --> 00:24:51,074
BEHAVIOR LIKE THE MOTOR CORTEX

667
00:24:51,074 --> 00:24:53,045
AND BROKE AS AN AREA OR OTHERS

668
00:24:53,045 --> 00:24:55,517
IN THE SPEECH ACQUISITION, SOME

669
00:24:55,517 --> 00:24:55,984
PROCESSING AS WELL.

670
00:24:55,984 --> 00:24:58,356
AND SO I ARGUED THAT THESE

671
00:24:58,356 --> 00:25:01,529
REGIONS HERE EVOLVE

672
00:25:01,529 --> 00:25:03,633
CONVERGENTLY, WITH THE REGIONS

673
00:25:03,633 --> 00:25:05,503
I'VE COLORED YELLOW AND RED IN

674
00:25:05,503 --> 00:25:06,605
THE VOCAL LEARNING BIRDS AND HOW

675
00:25:06,605 --> 00:25:08,042
BEING THAT HAVE HAPPENED IN WELL

676
00:25:08,042 --> 00:25:09,411
WE DIDN'T REALLY HAVE AN ANSWER

677
00:25:09,411 --> 00:25:11,181
UNTIL WE CAME ACROSS THIS

678
00:25:11,181 --> 00:25:12,951
DISCOVERY, WHERE WE FOUND THAT

679
00:25:12,951 --> 00:25:15,390
NOT ONLY THE SONG LEARNING BRAIN

680
00:25:15,390 --> 00:25:17,761
REGIONS OF THE SONG BIRD LIGHT

681
00:25:17,761 --> 00:25:18,396
UP WITH THESE IMMEDIATE EARLY

682
00:25:18,396 --> 00:25:20,901
JEEP WHEN IS THEY PRODUCE THEIR

683
00:25:20,901 --> 00:25:21,869
LEARNED SONG, ESPECIALLY IN

684
00:25:21,869 --> 00:25:23,740
HERE, BUT WHEN THEY'RE MOVING

685
00:25:23,740 --> 00:25:26,011
THEIR BODIES, LIKE HOPPING IN

686
00:25:26,011 --> 00:25:27,781
ROTATING WHEEL IN A VERY

687
00:25:27,781 --> 00:25:29,551
COORDINATED FASHION, WE SEE THAT

688
00:25:29,551 --> 00:25:31,522
THERE'S MOTOR DRIVEN GENE

689
00:25:31,522 --> 00:25:32,524
EXPRESSION DIRECTLY SURROUNDING

690
00:25:32,524 --> 00:25:34,528
ALL THE VOCAL LEARNING BRAIN

691
00:25:34,528 --> 00:25:37,267
REGIONS, AND SONG BIRDS, PARROTS

692
00:25:37,267 --> 00:25:37,935
AND HUMMINGBIRDS.

693
00:25:37,935 --> 00:25:40,473
AND THE NONVOCAL LEARNING

694
00:25:40,473 --> 00:25:42,711
SPECIES LIKE A PIGEON OR CHICKEN

695
00:25:42,711 --> 00:25:44,782
THEY HAVE THESE MOTOR DRIVEN

696
00:25:44,782 --> 00:25:45,951
ACTIVATION PAT E-PRESCRIBINGS

697
00:25:45,951 --> 00:25:48,489
BUT WITHOUT THE SONG LEARNING

698
00:25:48,489 --> 00:25:49,224
NUCLEI INSIDE OF THEM.

699
00:25:49,224 --> 00:25:51,662
SO IT SEEMS LIKE THE VOCAL

700
00:25:51,662 --> 00:25:52,831
LEARNING CIRCUITS ARE EMBEDDED

701
00:25:52,831 --> 00:25:54,501
WITHIN THIS MOTOR LEARNING

702
00:25:54,501 --> 00:25:57,039
CIRCUIT AND WHEN WE LOOKEDDA THE

703
00:25:57,039 --> 00:25:58,208
NEURAL CONNECTIVITY OF THE VOCAL

704
00:25:58,208 --> 00:25:59,745
LIMITED PARTNERSHIPPING BRAIN

705
00:25:59,745 --> 00:26:01,415
REGIONS COMPARED TO THE

706
00:26:01,415 --> 00:26:02,684
SURROUNDING NEURONS, IT'S VERY

707
00:26:02,684 --> 00:26:06,792
SIMILAR, LIKE A CORTICALE BASAL

708
00:26:06,792 --> 00:26:07,727
GANG LIAISONNAL THALAMIC LOOP WE

709
00:26:07,727 --> 00:26:09,832
CALL HERE OR DECENDING PATHWAYS

710
00:26:09,832 --> 00:26:12,170
TO CONTROL OTHER BODY PARTS LIKE

711
00:26:12,170 --> 00:26:15,710
WINGS OR LEGS OR HANDS IN

712
00:26:15,710 --> 00:26:16,044
HUMANS.

713
00:26:16,044 --> 00:26:18,282
AND SO WHAT ABOUT HUMANS, WHEN

714
00:26:18,282 --> 00:26:20,453
COLLEAGUES OF MINE WERE DOING

715
00:26:20,453 --> 00:26:26,598
SOMETHING SIMILAR WITH  HUMANS

716
00:26:26,598 --> 00:26:29,604
AND GETTING PEOPLE TO LEARN

717
00:26:29,604 --> 00:26:30,306
CHORROGRAPHING SEQUENCE OF

718
00:26:30,306 --> 00:26:31,709
DANCING IN A SCANNER AND FOWP

719
00:26:31,709 --> 00:26:33,913
THAT THE HIGH EVALUATION PROCESS

720
00:26:33,913 --> 00:26:34,982
ACTIVATION DOING LEARNED

721
00:26:34,982 --> 00:26:39,157
SEQUENTIAL MOVEMENTS IN HUMANS

722
00:26:39,157 --> 00:26:42,497
IS DIRECTLY ADJACENT TO THE

723
00:26:42,497 --> 00:26:45,002
MOTOR CORTEX IS BROCCA AREA.

724
00:26:45,002 --> 00:26:46,538
AND ANOTHER THING THAT WAS

725
00:26:46,538 --> 00:26:49,277
DORPHED ARK ROUND THIS TIME AS

726
00:26:49,277 --> 00:26:52,751
WELL, NOT ONLY LEARNING HOW TO

727
00:26:52,751 --> 00:26:55,122
MOVE YOUR BODY TO NOVEL THINGS

728
00:26:55,122 --> 00:26:57,794
YOU HAVE TO IMITATE, BUT IT WAS

729
00:26:57,794 --> 00:26:59,264
FOUND THAT ONLY VOCAL LEARNING

730
00:26:59,264 --> 00:27:01,535
SPECIES CAN LEARN HOW TO DANCE,

731
00:27:01,535 --> 00:27:03,973
AND HERE'S AN EXAMPLE OF A

732
00:27:03,973 --> 00:27:05,610
PARROT WHO WAS RAISED WITH

733
00:27:05,610 --> 00:27:12,423
HUMANS AND LEARNED HOW TO DANCE.

734
00:27:12,423 --> 00:27:12,824
>> HI, SNOWBALL.

735
00:27:12,824 --> 00:27:14,895
SO THIS IS SO MUCH BETTER THAN

736
00:27:14,895 --> 00:27:17,300
DANCING WITH THE TARS.

737
00:27:17,300 --> 00:27:18,402
TELL US BRIEFLY WHAT SNOWBALL

738
00:27:18,402 --> 00:27:20,873
CAN DO AND WE WILL WITNESS IT

739
00:27:20,873 --> 00:27:23,412
FOR OURSELVES.

740
00:27:23,412 --> 00:27:24,681
>> WELL, SNOWBALL CAN
DANCE TO A

741
00:27:24,681 --> 00:27:26,885
BEAT AND HE ADJUSTS HIS DANCING

742
00:27:26,885 --> 00:27:29,758
TO FIT THE TEMPO OF MUSIC.

743
00:27:29,758 --> 00:27:31,896
>> THAT'S IMPORTANT THING

744
00:27:31,896 --> 00:27:33,432
DANCING TO THE BEAT OF THE

745
00:27:33,432 --> 00:27:33,666
MUSIC.

746
00:27:33,666 --> 00:27:39,244
HE DOES IT VISUALLY AND

747
00:27:39,244 --> 00:27:45,523
AUDITORIALLY. 

748
00:27:45,523 --> 00:27:46,959
>> THERE WE GO.

749
00:27:46,959 --> 00:27:50,065
THIS IS WHAT YOUR DOG CAN'T DO,

750
00:27:50,065 --> 00:27:55,743
OR NONHUMAN PRIMATE CAN'T DO.

751
00:27:55,743 --> 00:27:57,079
ALL RIGHT, THIS 1 I THINK IS

752
00:27:57,079 --> 00:28:02,958
GETTING THE BEAT.

753
00:28:02,958 --> 00:28:04,127
SO THAT'S INCREDIBLE.

754
00:28:04,127 --> 00:28:06,431
WE WILL COME BACK TO THAT IN A

755
00:28:06,431 --> 00:28:06,665
MINUTE.

756
00:28:06,665 --> 00:28:08,302
AND THE OTHER THING WE FOUND

757
00:28:08,302 --> 00:28:09,938
THAT'S ASSOCIATED WITH VOCAL

758
00:28:09,938 --> 00:28:11,074
LEARNING MORE RECENTLY IS THAT

759
00:28:11,074 --> 00:28:13,044
FROM WORK FROM A POST DOC IN MY

760
00:28:13,044 --> 00:28:15,716
LAB, THERE ARE QUITE A BUNCH OF

761
00:28:15,716 --> 00:28:17,420
DIFFERENT SONG BIRD SPECIES FROM

762
00:28:17,420 --> 00:28:19,958
THE WILD AND TESTED THEM ON A

763
00:28:19,958 --> 00:28:21,161
DIFFERENT BATTERY OF COGNITIVE

764
00:28:21,161 --> 00:28:22,897
TESTS OF TRYING TO FIND FOOD

765
00:28:22,897 --> 00:28:24,868
UNDER A CUP OR SO FORTH, MOVING

766
00:28:24,868 --> 00:28:26,638
THE STICK AND DOING SOME

767
00:28:26,638 --> 00:28:29,277
OBSTACLE COURSE TO GET FOOD

768
00:28:29,277 --> 00:28:34,454
REWARD, AND THEN WE FIND THAT

769
00:28:34,454 --> 00:28:38,662
THE BETTER VOCAL SKILLS YOU

770
00:28:38,662 --> 00:28:40,499
HAVE, INCLUDING IMITATING HUMAN

771
00:28:40,499 --> 00:28:43,205
SPEECH SOUNDS, THE ABOUT THE BET

772
00:28:43,205 --> 00:28:44,541
ARE YOU ARE ABOUT PROBLEM

773
00:28:44,541 --> 00:28:45,710
SOLVING, AND THIS ASSOCIATION IS

774
00:28:45,710 --> 00:28:48,348
NOT SEEN WITH REVERSAL LEARNING

775
00:28:48,348 --> 00:28:50,987
OR SELF-CONTROL OR SOCIALIVE

776
00:28:50,987 --> 00:28:51,788
LEARNING OR SPECIFICALLY

777
00:28:51,788 --> 00:28:52,757
ASSOCIATE WIDE PROBLEM SOLVING

778
00:28:52,757 --> 00:28:54,728
AND THERE SEEMS TO BE THIS

779
00:28:54,728 --> 00:28:55,529
CORRELATION BETWEEN VOCAL

780
00:28:55,529 --> 00:28:57,199
LEARNING ABILITY AND THIS 1

781
00:28:57,199 --> 00:28:58,335
COGNITIVE TRAIT HERE AND ALSO

782
00:28:58,335 --> 00:29:01,074
THE ABILITY TO LEARN HOW TO

783
00:29:01,074 --> 00:29:01,307
DANCE.

784
00:29:01,307 --> 00:29:02,744
SO PUTTING ALL THIS TOGETHER, BI

785
00:29:02,744 --> 00:29:05,148
THE WAY, I PUT A LITTLE CIRCLE

786
00:29:05,148 --> 00:29:08,722
HERE, THERE ARE 2 NONVOCAL

787
00:29:08,722 --> 00:29:09,390
LIMITED PARTNERSHIPPING SPECIES,

788
00:29:09,390 --> 00:29:11,595
THE SUBSCENE WHICH IS LIKE THE

789
00:29:11,595 --> 00:29:13,866
CHIMPANZEE OF THE SONG BIRDS AND

790
00:29:13,866 --> 00:29:14,667
A PIGEON.

791
00:29:14,667 --> 00:29:15,870
SO THEY CAN PROBLEM SOLVE BUT

792
00:29:15,870 --> 00:29:18,375
THEY'RE JUST NOT AS GOOD AS THE

793
00:29:18,375 --> 00:29:19,009
VOCAL LEARNERS.

794
00:29:19,009 --> 00:29:19,945
SO PUTTING ALL THIS TOGETHER AND

795
00:29:19,945 --> 00:29:23,452
WHAT I CALL THE MOTOR THEORY OF

796
00:29:23,452 --> 00:29:24,955
VOCAL LEARNING ORIGIN, I ARGUE

797
00:29:24,955 --> 00:29:29,597
THAT ALL VERTEBRATE SPECIES HAVE

798
00:29:29,597 --> 00:29:30,265
PRODUCING INNATE VOCALIZATIONS,

799
00:29:30,265 --> 00:29:31,635
THEY ALL HAVE LEARNING PATHWAYS

800
00:29:31,635 --> 00:29:33,071
FOR LEARNING HOW TO MOVE, WALK,

801
00:29:33,071 --> 00:29:35,843
FLY, AND SO FORTH EMPLOY AND I

802
00:29:35,843 --> 00:29:41,087
ARGUED THAT THIS MOTOR LEARNING

803
00:29:41,087 --> 00:29:43,525
CIRCUIT HAS AN ANTERIOR

804
00:29:43,525 --> 00:29:46,564
FOREBRAIN FOR THOSE AREAS AND

805
00:29:46,564 --> 00:29:47,366
FOR PRODUCING THOSE MOVEMENTS

806
00:29:47,366 --> 00:29:49,938
AND THAT THIS CIRCUIT IS

807
00:29:49,938 --> 00:29:51,875
REPLICATED MULTIPLE TIMES LIKE

808
00:29:51,875 --> 00:29:53,144
YEEN DUPLICATIONS TO GET HOOKED

809
00:29:53,144 --> 00:29:56,250
UP TO DIFFERENT MUSCLE GROUPS TO

810
00:29:56,250 --> 00:29:57,119
CONTROL DIFFERENT BODY PARTS AND

811
00:29:57,119 --> 00:29:59,490
I ARGUED THAT IN THE VOCAL

812
00:29:59,490 --> 00:30:00,659
LEARNING SPECIES IT'S REPLICATED

813
00:30:00,659 --> 00:30:03,765
1 MORE TIME, THROUGH SOME KIND

814
00:30:03,765 --> 00:30:06,872
OF GENETIC MUTATION AND THIS NEW

815
00:30:06,872 --> 00:30:09,043
REPLICATED CIRCUIT TAKES OVER

816
00:30:09,043 --> 00:30:10,345
THE INNATE CIRCUIT FOR VOCAL

817
00:30:10,345 --> 00:30:12,917
BEHAVIOR TO GET THIS EMERGENT

818
00:30:12,917 --> 00:30:14,721
VOCAL LEARNING CIRCUIT THAT'S

819
00:30:14,721 --> 00:30:16,992
SIMILAR TO THE ANCIENT MOTOR

820
00:30:16,992 --> 00:30:18,194
LEARNING PATHWAY.

821
00:30:18,194 --> 00:30:22,837
WITH SOME DIFFERENCE IN

822
00:30:22,837 --> 00:30:24,574
CONNECTIVITY, AS OPPOSE TO

823
00:30:24,574 --> 00:30:26,210
INDIRECT FOR NONVOCAL BEHAVIOR.

824
00:30:26,210 --> 00:30:28,448
SO I CALL THIS BRAIN EVOLUTION

825
00:30:28,448 --> 00:30:32,590
BY BRAIN PATHWAY DUPLICATION

826
00:30:32,590 --> 00:30:33,224
EMPLOY AND FOR DANCING WHAT I

827
00:30:33,224 --> 00:30:38,000
THINK IS GOING ON HERE IS THAT

828
00:30:38,000 --> 00:30:39,270
IN ORDER FOR THIS VOCAL LEARNING

829
00:30:39,270 --> 00:30:41,207
SECOND QUARTER UTR TO WORK, YOU

830
00:30:41,207 --> 00:30:42,810
NEED AUDITORY INPUT TO GO INTO

831
00:30:42,810 --> 00:30:44,380
THE VOCAL MOTOR PATHWAY HERE,

832
00:30:44,380 --> 00:30:45,816
AND CONTROL THE MOST RAPIDLY

833
00:30:45,816 --> 00:30:49,356
FIRING MUSCLES IN THE BODY,

834
00:30:49,356 --> 00:30:52,196
WHICH IS THE LARYNX.

835
00:30:52,196 --> 00:30:52,396
RIGHT?

836
00:30:52,396 --> 00:30:56,037
NOW THAT YOU HAD THIS RAPID

837
00:30:56,037 --> 00:30:58,508
AUDITORY MOTOR INTEGRATION

838
00:30:58,508 --> 00:30:59,577
BETWEEN THE LARYNX AND SOUNDS

839
00:30:59,577 --> 00:31:01,948
YOU HEAR, I ARGUE THAT THAT

840
00:31:01,948 --> 00:31:02,884
MECHANISM CONTAMINATED THE

841
00:31:02,884 --> 00:31:03,852
SURROUNDING MOTOR LEARNING

842
00:31:03,852 --> 00:31:05,489
PATHWAYS AND NOW HUMANS AND

843
00:31:05,489 --> 00:31:08,528
PARROTS AND OTHER VOCAL LEARNING

844
00:31:08,528 --> 00:31:10,031
SPECIES HAVE AUDITORY INPUT THAT

845
00:31:10,031 --> 00:31:12,536
CAN NOW RAPID LOAMACYY INTEGRATE

846
00:31:12,536 --> 00:31:13,605
WITH MOTOR CIRCUITS BROADLY SO

847
00:31:13,605 --> 00:31:15,375
THAT WE CAN MOVE OUR BODIES TO

848
00:31:15,375 --> 00:31:17,446
SOUNDS IN WAYS THAT OTHER

849
00:31:17,446 --> 00:31:19,784
SPECIES CAN AS A RESULT OF VOCAL

850
00:31:19,784 --> 00:31:20,051
LEARNING.

851
00:31:20,051 --> 00:31:22,423
AND FOR PROBLEM SOLVING, I DON'T

852
00:31:22,423 --> 00:31:25,429
KNOW WHAT TO SAY BUT I THINK

853
00:31:25,429 --> 00:31:27,700
MAYBE INCREASING BRAIN SIZE OF

854
00:31:27,700 --> 00:31:29,470
MORE NEURONS PER MILLIMETER

855
00:31:29,470 --> 00:31:30,739
SQUARED ALLOWED THESE SPECIES TO

856
00:31:30,739 --> 00:31:31,808
HAVE MORE COMPLEX CIRCUMSTANCE

857
00:31:31,808 --> 00:31:33,378
UTRS FOR PROBLEM SOLVING BUT

858
00:31:33,378 --> 00:31:36,050
IT'S THE 1 COGNITIVE TRAIT THAT

859
00:31:36,050 --> 00:31:37,453
HAS SOMETHING TO DO WITH VOCAL

860
00:31:37,453 --> 00:31:39,991
LEARNING AND I THINK IT'S WORTH

861
00:31:39,991 --> 00:31:40,592
INVESTIGATING FURTHER.

862
00:31:40,592 --> 00:31:42,797
SO THIS LEADS ME BO THE THIRD

863
00:31:42,797 --> 00:31:44,099
PART OF MY PRESENTATION HERE,

864
00:31:44,099 --> 00:31:47,339
GETTING INTO THE GENOMICS AND

865
00:31:47,339 --> 00:31:50,378
GENETICS BEHIND THIS TRAIT AND

866
00:31:50,378 --> 00:31:51,581
HOW WE STARTED THERE IS THE

867
00:31:51,581 --> 00:31:53,852
FIRLT THING WE HAD DONE A LITTLE

868
00:31:53,852 --> 00:31:57,693
WHILE AGO WAS TO DISSECT OUT THE

869
00:31:57,693 --> 00:32:01,200
VOCAL LEARNING BRAIN REGIONS,

870
00:32:01,200 --> 00:32:03,972
LIKE THE SONG BIRDS AND THE

871
00:32:03,972 --> 00:32:04,640
SURROUNDING MOTOR REGIONS, POP

872
00:32:04,640 --> 00:32:08,247
THEM UP TO THE CAPS, ISOLATE THE

873
00:32:08,247 --> 00:32:10,752
RNA, DNA, AND PROTEINS, PROFILE

874
00:32:10,752 --> 00:32:14,226
THEM TO AT THAT TIME, OLIGIO

875
00:32:14,226 --> 00:32:16,163
MICRO,A RAYS, TO LOOK FOR

876
00:32:16,163 --> 00:32:17,098
DIFFERENT YALE GENE EXPRESSION

877
00:32:17,098 --> 00:32:18,768
INSIDE AND OUTSIDE THESE BRAIN

878
00:32:18,768 --> 00:32:20,138
REGIONS, UP OR DOWN REGULATION

879
00:32:20,138 --> 00:32:22,877
OF CERTAIN GENES AND THE ALAN

880
00:32:22,877 --> 00:32:24,547
BRAIN INSTITUTE WAS DOING

881
00:32:24,547 --> 00:32:26,617
SOMETHING SIMILAR WITH HUMAN

882
00:32:26,617 --> 00:32:29,456
BRAINS, AND MONKEY BRAINS AS

883
00:32:29,456 --> 00:32:31,227
WELL, AND WHAT WE DID IN MY LAB

884
00:32:31,227 --> 00:32:34,233
AT THAT TIME, THIS WAS WHEN I

885
00:32:34,233 --> 00:32:36,237
WAS AT DUKE, WE COMPARED THE

886
00:32:36,237 --> 00:32:37,406
EXPRESSION PROFILE PATTERNS IN

887
00:32:37,406 --> 00:32:40,846
HUMANS AND SONG BIRDS, NONHUMAN

888
00:32:40,846 --> 00:32:42,182
PRIMATES AND NONVOCAL LEARNING

889
00:32:42,182 --> 00:32:44,253
SPECIES AND NOW REPEATED THESE

890
00:32:44,253 --> 00:32:47,459
EXPERIMENTS USING SINGLE CELL

891
00:32:47,459 --> 00:32:48,060
TRANSCRIPTOMICS AND MORE

892
00:32:48,060 --> 00:32:50,565
COMPLETE GENOMES AND WHAT WE

893
00:32:50,565 --> 00:32:53,404
FOUND WHEN WE FIRST DID THE

894
00:32:53,404 --> 00:32:55,174
STUDY, WE FOUND 55 GENES THAT

895
00:32:55,174 --> 00:32:56,243
WERE CONVERGENT BETWEEN SONG

896
00:32:56,243 --> 00:32:58,448
BIRDS AND HUMANS, BUT IN SPEECH

897
00:32:58,448 --> 00:33:00,318
CIRCUITS NOW WE FIND 350 WITH

898
00:33:00,318 --> 00:33:01,520
NEW HIGH QUALITY GENOMES WHEN I

899
00:33:01,520 --> 00:33:03,190
WILL GET TO IN A MINUTE.

900
00:33:03,190 --> 00:33:05,996
AND WHAT ARE THOSE CONVERGENCES,

901
00:33:05,996 --> 00:33:08,501
WE FIND THAT THE SONG BIRD HPC

902
00:33:08,501 --> 00:33:11,440
REGION INVOLVED IN SEQUENCING

903
00:33:11,440 --> 00:33:12,242
LEARNED VOCALIZATIONS HAD

904
00:33:12,242 --> 00:33:13,745
CONVERSION EXPRESSION OF SEVERAL

905
00:33:13,745 --> 00:33:18,922
HUNDRED YEENS OF THE HUMAN

906
00:33:18,922 --> 00:33:20,458
LARYNXIAL CORTEX, WITH LAYERS 2

907
00:33:20,458 --> 00:33:24,600
AND 3 AND LAYER 6 OF THE MOTOR

908
00:33:24,600 --> 00:33:28,775
CORTEX, AND THE RA-NUCLEUS HAD

909
00:33:28,775 --> 00:33:32,182
CONVERGENT OF 5 PLAYERS OF THAT

910
00:33:32,182 --> 00:33:34,286
REGION AND LAYER 5 LIKE THE

911
00:33:34,286 --> 00:33:35,956
NUCLEUS ITSELF ARE THE DIRECT

912
00:33:35,956 --> 00:33:37,860
PROJECTION OUT TO THE MOTOR

913
00:33:37,860 --> 00:33:41,567
NEURONS, SO IT'S NOT EVEN BRAIN

914
00:33:41,567 --> 00:33:43,103
REGION SPECIALIZATION THAT'S

915
00:33:43,103 --> 00:33:44,473
CONVERGENT.

916
00:33:44,473 --> 00:33:45,642
SPECIFIC CELL TYPES HAD

917
00:33:45,642 --> 00:33:46,844
CONVERGENT REGULATION OF THESE

918
00:33:46,844 --> 00:33:49,216
YEENS, SAME WITH THE BASAL

919
00:33:49,216 --> 00:33:50,385
GANGLIA IN PURPLE, THESE ARE

920
00:33:50,385 --> 00:33:52,055
INVOLVED IN SONG LEARNING AND

921
00:33:52,055 --> 00:33:56,029
THIS HELPED IDENTIFY WHICH PART

922
00:33:56,029 --> 00:33:57,666
OF THE HUMAN BRAIN IS THE BRAIN

923
00:33:57,666 --> 00:34:00,638
REGION RESPONSIBLE FOR LEARNING

924
00:34:00,638 --> 00:34:02,910
HOW TO IMITATE SPEECH THROUGH

925
00:34:02,910 --> 00:34:03,711
THIS MOLECULAR CONVERGENCE.

926
00:34:03,711 --> 00:34:06,584
SO WE DID NOT SEE THESE PAT

927
00:34:06,584 --> 00:34:08,454
E-PRESCRIBINGS IN NONVOCAL BIRDS

928
00:34:08,454 --> 00:34:10,291
AND NONHUMAN PRIMATES AND HERE

929
00:34:10,291 --> 00:34:15,769
IS A HEAT MAP OF SOME OF THOSE

930
00:34:15,769 --> 00:34:16,003
JEEPS.

931
00:34:16,003 --> 00:34:18,174
DOWN REGULATION IS RED, AND THE

932
00:34:18,174 --> 00:34:19,944
PATTERN 3 IN THE LEARNING GROUPS

933
00:34:19,944 --> 00:34:22,983
MATCHES THE PATTERN FOR THESE

934
00:34:22,983 --> 00:34:25,655
GENES IN THE PEACH MOTOR CORTEX

935
00:34:25,655 --> 00:34:26,991
OF MUSEUM MANS, MANY DOWN

936
00:34:26,991 --> 00:34:29,630
REGULATE THE YEENS AND A FEW

937
00:34:29,630 --> 00:34:30,465
UPREGULATED 1S.

938
00:34:30,465 --> 00:34:31,801
WE TESTED 1 OF THESE DOWN

939
00:34:31,801 --> 00:34:33,905
REGULATED YEENS AND AXONS

940
00:34:33,905 --> 00:34:36,644
GUIDANCE MOLECULE AND DEMON

941
00:34:36,644 --> 00:34:37,713
TRAITED BY INSITU ORGANIZATION

942
00:34:37,713 --> 00:34:40,151
THAT IS IT IS IN THE RNA NUCLEUS

943
00:34:40,151 --> 00:34:44,526
OF ALL VOCAL LEARNING BIRD

944
00:34:44,526 --> 00:34:49,837
GROUPS, COMPARED TO THE NONVOCAL

945
00:34:49,837 --> 00:34:50,471
DOG REGIONS.

946
00:34:50,471 --> 00:34:51,640
HERE WHERE THE YEEN IS TURNED

947
00:34:51,640 --> 00:34:54,079
DOWN, WE WILL GOET TO IN A

948
00:34:54,079 --> 00:34:55,849
MINUTE WHY I THINK SOME OF THESE

949
00:34:55,849 --> 00:34:57,151
GUIDANCE MOLECULES ARE TURNED

950
00:34:57,151 --> 00:34:58,254
DOWN.

951
00:34:58,254 --> 00:35:02,161
AT THIS SAME TIME EDDIE CHAIN

952
00:35:02,161 --> 00:35:10,511
WAS DOING SOME WORK ON HUMANS,

953
00:35:10,511 --> 00:35:12,382
REMOVING TUMORS IN EPILEPTIC

954
00:35:12,382 --> 00:35:13,684
REGIONS AND TRYING TO FIND THE

955
00:35:13,684 --> 00:35:16,123
BRAIN REGION WITH THESE

956
00:35:16,123 --> 00:35:17,158
ELECTRODES AND WITH THESE

957
00:35:17,158 --> 00:35:18,561
CERTAINLY--CERTAINLY LECT RODES

958
00:35:18,561 --> 00:35:20,298
WE FOUND CONVERGING AREAS WITH

959
00:35:20,298 --> 00:35:22,268
THE SONG BIRDS AND HUMMINGBIRD,

960
00:35:22,268 --> 00:35:24,473
THEY ARE SHOWN IN RED, WITH THE

961
00:35:24,473 --> 00:35:26,477
HIGHEST ACTIVATION WITH SPEECH

962
00:35:26,477 --> 00:35:27,145
PRODUCK, PARTICULARLY MODULATING

963
00:35:27,145 --> 00:35:29,048
THE PITCH OF SOUNDS WHICH IS THE

964
00:35:29,048 --> 00:35:32,255
CHARKTISTIC TRAIT OF VOCAL

965
00:35:32,255 --> 00:35:32,522
LEARNERS.

966
00:35:32,522 --> 00:35:34,793
SO BY THE WAY WE HAVE 2 REGIONS

967
00:35:34,793 --> 00:35:37,365
OF PARROT AS WELL I WON'T GET

968
00:35:37,365 --> 00:35:39,670
INTO SO I THINK THERE ARE 2

969
00:35:39,670 --> 00:35:40,905
PARALENS LENS LENS LENS PATHWAYS

970
00:35:40,905 --> 00:35:44,913
THAT MAKE THEM MORE ADVANCE AND

971
00:35:44,913 --> 00:35:46,884
WHAT'S INTERESTING ABOUT THAT IS

972
00:35:46,884 --> 00:35:48,287
THAT A STUDY CAME OUT SHOWING

973
00:35:48,287 --> 00:35:49,122
THAT THE [INDISCERNIBLE]

974
00:35:49,122 --> 00:35:50,324
ORGANIZATIONS NASSATION OF THE

975
00:35:50,324 --> 00:35:53,798
HUMAN MOTOR CORTEX WHERE WE FIND

976
00:35:53,798 --> 00:35:58,374
THE DORSAL AND VENTRAL LARYNGIAL

977
00:35:58,374 --> 00:36:00,077
MOTOR CORTEX, OF THE SONG BIRDS

978
00:36:00,077 --> 00:36:02,415
THAT THE WHOLE REGION HERE,

979
00:36:02,415 --> 00:36:04,953
HAND, FACE, LEG REGION HAD A

980
00:36:04,953 --> 00:36:06,891
DUAL REPRESENTATION IN THE HUMAN

981
00:36:06,891 --> 00:36:09,429
BRAIN THAT WE ONCE THOUGHT WAS

982
00:36:09,429 --> 00:36:11,867
UNIQUE FOR SPEECH, I'M NOT SO

983
00:36:11,867 --> 00:36:14,973
SURE ANYMORE, WE'RE NOW CHECKING

984
00:36:14,973 --> 00:36:17,178
FOR MICE IN THIS REPRESENTATION

985
00:36:17,178 --> 00:36:20,150
AS WELL, AND OHM THE DORSAL AND

986
00:36:20,150 --> 00:36:21,820
VENTRAL MOTOR CORTEX MAY HAVE 2

987
00:36:21,820 --> 00:36:22,689
PARALLEL PATHWAYS AND MAYBE THE

988
00:36:22,689 --> 00:36:26,396
WHOLE THING IS REGION HERE.

989
00:36:26,396 --> 00:36:28,634
SO THAT WAS THE BEGINNING OF

990
00:36:28,634 --> 00:36:30,471
FINDING THE YEEPS RESPONSIBLE

991
00:36:30,471 --> 00:36:32,675
FOR THIS TRAIT, AT LEAST THE

992
00:36:32,675 --> 00:36:34,412
CONVERGENCE OF THE TRAIT AND MY

993
00:36:34,412 --> 00:36:36,717
LAB WE WANTED TO TAKE THESE

994
00:36:36,717 --> 00:36:38,955
YEENS NOW, AND DO GENETIC

995
00:36:38,955 --> 00:36:41,660
MANIPULATION STUDIES ON THEM,

996
00:36:41,660 --> 00:36:43,631
AND WE STARTED TO FIND THERE

997
00:36:43,631 --> 00:36:45,134
WERE BIG LIMITATIONS OF THESE

998
00:36:45,134 --> 00:36:48,741
FIRST AND SECOND GENERATION

999
00:36:48,741 --> 00:36:49,943
SEQUENCE GENOMES, OR LIKE THE

1000
00:36:49,943 --> 00:36:54,586
SPLIT 1 YEEN IT HAS 35 AXONS

1001
00:36:54,586 --> 00:36:56,323
SPREAD OUT OVER 15 CONTENTS HERE

1002
00:36:56,323 --> 00:36:58,861
IN THE BROWN, DARK BROWN, LIGHT

1003
00:36:58,861 --> 00:37:02,101
BROWN MEANS DIFFERENT CONTIGs

1004
00:37:02,101 --> 00:37:03,537
THESE BLACK TICK MARKS ARE GAPS

1005
00:37:03,537 --> 00:37:04,005
IN THEM.

1006
00:37:04,005 --> 00:37:06,242
SO THE GENE WAS INCOMPLETE SO

1007
00:37:06,242 --> 00:37:07,512
WE'RE MISSING PARTS OF THE

1008
00:37:07,512 --> 00:37:09,649
YEENS, MANY OF THEM ARE

1009
00:37:09,649 --> 00:37:13,190
INCORRECTLY,A SEMBLES AND HAD IS

1010
00:37:13,190 --> 00:37:13,891
CAUSING INTERESTING REPETITIVE

1011
00:37:13,891 --> 00:37:15,995
YEENS WHO ARE FINDING SOME OF

1012
00:37:15,995 --> 00:37:18,200
THESE VOCAL LEARNING YEENS HAVE

1013
00:37:18,200 --> 00:37:19,836
REPETITIVE REGIONS IN THEIR

1014
00:37:19,836 --> 00:37:20,905
REGULATORY REGIONS THAT WE FELT

1015
00:37:20,905 --> 00:37:23,310
WERE IMPORTANT FOR THIS

1016
00:37:23,310 --> 00:37:24,612
SPECIALIZED REGULATION, THEY

1017
00:37:24,612 --> 00:37:26,049
WERE MISASSEMBLED OR NOT

1018
00:37:26,049 --> 00:37:27,618
ASSEMBLED AT ALL AND CAUSING

1019
00:37:27,618 --> 00:37:29,689
STUDENTS AND POST DOCS IN MY

1020
00:37:29,689 --> 00:37:30,791
GROUP TAKING MANY MONTHS,

1021
00:37:30,791 --> 00:37:32,361
SOMETIMES A YORE TO RECLONE,

1022
00:37:32,361 --> 00:37:33,464
CORRECT THE GENE STRUCTURE AND

1023
00:37:33,464 --> 00:37:35,134
NOW YOU'RE NOT JUST STUDYING 1

1024
00:37:35,134 --> 00:37:37,238
SPECIES LIKE A MOUSE OR HUMAN,

1025
00:37:37,238 --> 00:37:38,540
WE HAVE MANY SPECIES WE'RE

1026
00:37:38,540 --> 00:37:41,413
TRYING TO STUDY SO WE HAVE TO

1027
00:37:41,413 --> 00:37:43,049
RECLONE THESE GENES FOR MANY

1028
00:37:43,049 --> 00:37:47,725
SPECIES AND IT BECAME REALLY

1029
00:37:47,725 --> 00:37:49,462
ANNOYING AND ANNOYING WORKING

1030
00:37:49,462 --> 00:37:50,097
WITH ARTIFICIAL GENE STRUCTURE

1031
00:37:50,097 --> 00:37:52,401
AND SEQUENCE IF YOU DID NOT KNOW

1032
00:37:52,401 --> 00:37:54,105
THAT ASK UNKNOWINGLY MAKING

1033
00:37:54,105 --> 00:37:55,508
FALLINGS CONCLUSIONS SO RIGHT,A

1034
00:37:55,508 --> 00:37:57,378
ROUND THIS TIME I WAS ASKED TO

1035
00:37:57,378 --> 00:37:59,148
BECOME LEADER OF THE LARGE SCALE

1036
00:37:59,148 --> 00:38:00,417
GENOME PROJECT BECAUSE WITH THE

1037
00:38:00,417 --> 00:38:02,689
SUCCESS WITH THE BIRD DEGOAMS,

1038
00:38:02,689 --> 00:38:04,258
THEY THOUGHT I COULD DO

1039
00:38:04,258 --> 00:38:05,294
SOMETHING WITH VERTEBRATE

1040
00:38:05,294 --> 00:38:07,498
GENOMES SO I BECAME CHAIR OF THE

1041
00:38:07,498 --> 00:38:11,606
VERTEBRATE GENOME PROJECT AND

1042
00:38:11,606 --> 00:38:16,149
ASKED BY MANY OF YOU OF A

1043
00:38:16,149 --> 00:38:17,218
COLLEAGUE HERE, THEY JOINED THIS

1044
00:38:17,218 --> 00:38:20,892
EFFORT OF WHAT WE CALL DIVERTED

1045
00:38:20,892 --> 00:38:21,459
GENOMES PROGEC.

1046
00:38:21,459 --> 00:38:23,931
WHERE I AGREED TO HELP LEAD THE

1047
00:38:23,931 --> 00:38:25,334
EFFORT UNDER 1 CONDITION AND

1048
00:38:25,334 --> 00:38:26,870
THAT CONDITION IS WE TRY TO WORK

1049
00:38:26,870 --> 00:38:29,075
WITH THE GENOME COMPANIES AND

1050
00:38:29,075 --> 00:38:30,711
OTHERS AND EXPERTS IN THE FIELD

1051
00:38:30,711 --> 00:38:33,016
TO GENERATE AS HIGH QUALITY AND

1052
00:38:33,016 --> 00:38:34,185
NEAR GAPLESS CHROMOSOMAL LEVEL

1053
00:38:34,185 --> 00:38:35,688
ASSEM MYELINS AS POSSIBLE.

1054
00:38:35,688 --> 00:38:37,592
AND WHY GO FOR 10,000 SPECIES AT

1055
00:38:37,592 --> 00:38:39,429
THE TIME WHAT WE USED TO CALL

1056
00:38:39,429 --> 00:38:42,101
THE GENOME 10 K CONSORTIUM BUT

1057
00:38:42,101 --> 00:38:43,971
GO THRU ALL 70,000 VERTEBRATE

1058
00:38:43,971 --> 00:38:44,405
SPECIES.

1059
00:38:44,405 --> 00:38:47,678
NOW I DON'T NEED ALL 7000 FOR MY

1060
00:38:47,678 --> 00:38:48,380
VOCAL LEARNING STUDIES ABOUT YOU

1061
00:38:48,380 --> 00:38:49,716
IF WE WILL SPEND THE TIME TO DO

1062
00:38:49,716 --> 00:38:54,091
IT WE MIGHT AS WELL GO FOR

1063
00:38:54,091 --> 00:38:56,730
EVERYTHING, AND TAKE ON AN

1064
00:38:56,730 --> 00:38:57,799
AMBITIOUS PRO CHAIR EMPLOY SO IN

1065
00:38:57,799 --> 00:38:59,235
THE FIRST SET OF STUDIES WE DID,

1066
00:38:59,235 --> 00:39:01,907
I MADE SURE WE HAD A VOCAL

1067
00:39:01,907 --> 00:39:03,978
LEARNING SPECIES, HUMMINGBIRD

1068
00:39:03,978 --> 00:39:06,048
AND THE FLAGSHIP PAPER OF THIS

1069
00:39:06,048 --> 00:39:07,251
STUDY WAS LED BY RON HERE

1070
00:39:07,251 --> 00:39:08,587
SITTING IN THE AUDIENCE, AND THE

1071
00:39:08,587 --> 00:39:10,290
FIRST STUDY WAS ON HUMMINGBIRD

1072
00:39:10,290 --> 00:39:11,860
IN 15 OTHER SPECIES WHERE WE

1073
00:39:11,860 --> 00:39:14,532
TESTED A LOT OF DIFFERENT

1074
00:39:14,532 --> 00:39:18,039
TECHNOLOGIES, TO TRY TO GET THE

1075
00:39:18,039 --> 00:39:19,074
BEST ASSEMBLY POSSIBLE AND

1076
00:39:19,074 --> 00:39:20,377
AGAIN, THE COLOR COATING HERE IS

1077
00:39:20,377 --> 00:39:23,116
WHAT I HAD BEFORE, IN TERMS OF

1078
00:39:23,116 --> 00:39:24,385
GETTING--WHAT LABS ARE GETTING

1079
00:39:24,385 --> 00:39:27,992
CREDIT FOR THE DIFFERENT

1080
00:39:27,992 --> 00:39:29,362
STUDIES.

1081
00:39:29,362 --> 00:39:31,466
AND SO, I DON'T REALLY HAVE TIME

1082
00:39:31,466 --> 00:39:33,303
IN THIS NEUROSCIENCE FOCUSED

1083
00:39:33,303 --> 00:39:35,106
TALK TO GET INTO ALL THE LESSONS

1084
00:39:35,106 --> 00:39:36,376
WE'VE LEARNED BUT I WILL GIVE

1085
00:39:36,376 --> 00:39:39,248
YOU THE 3 BIGGEST THAT'S TILL

1086
00:39:39,248 --> 00:39:41,853
RELEVANT TODAY IS THAT

1087
00:39:41,853 --> 00:39:43,891
HAPLOTYPES OF 1 GIANT REPEAT AND

1088
00:39:43,891 --> 00:39:45,728
IF YOU DON'T PHASE YOUR

1089
00:39:45,728 --> 00:39:46,897
HAPLOTYPES WELL ENOUGH OR

1090
00:39:46,897 --> 00:39:49,335
PROPERLY AND HAVE HIGH SEQUENCE

1091
00:39:49,335 --> 00:39:51,472
ACCURACY TO PHASE DUPLICATED

1092
00:39:51,472 --> 00:39:52,174
SEQUENCES WITHIN HAPLOTYPES YOU

1093
00:39:52,174 --> 00:39:54,879
GET A LOT OF ERRORS AND

1094
00:39:54,879 --> 00:39:57,317
PARTICULARLY IN ERRORS WE WERE

1095
00:39:57,317 --> 00:39:58,653
CALLING FALSE HAPLOTYPE

1096
00:39:58,653 --> 00:40:01,325
DUPLICATIONS, ANOTHER 1 IS THAT

1097
00:40:01,325 --> 00:40:04,866
READ LENGTHS NEED TO BE LONGER

1098
00:40:04,866 --> 00:40:06,436
WITH THE PETES OF WHAT THEY'RE

1099
00:40:06,436 --> 00:40:08,840
SEQUENCING, AND A LOT OF THEM,

1100
00:40:08,840 --> 00:40:11,279
SPECIALLY IN SENT RIMERES AND

1101
00:40:11,279 --> 00:40:12,114
TELOMERES BUT ESPECIALLY OF

1102
00:40:12,114 --> 00:40:14,318
YEENS BUT THEN YOU GOET MESSY

1103
00:40:14,318 --> 00:40:17,524
ASSEM MYELIN AND FINALLY,

1104
00:40:17,524 --> 00:40:18,192
SOMETHING WE DIDN'T APPRECIATE

1105
00:40:18,192 --> 00:40:20,764
AT THE TIME BUT LATER IS THAT

1106
00:40:20,764 --> 00:40:22,067
YOU NEED TECHNOLOGY SEQUENCE

1107
00:40:22,067 --> 00:40:24,338
THROUGH COMPLEX REGIONS AND SOME

1108
00:40:24,338 --> 00:40:26,643
OF THESE LAUNDRY TECHNOLOGIES

1109
00:40:26,643 --> 00:40:28,079
LIKE THE PACK BIOSEQUENCING AND

1110
00:40:28,079 --> 00:40:29,916
NANO FORCE SEQUENCING WERE

1111
00:40:29,916 --> 00:40:31,786
GETTING THROUGH GC RICH ROUGH

1112
00:40:31,786 --> 00:40:34,091
ATOM MOTOR REGIONS, WE'RE

1113
00:40:34,091 --> 00:40:35,727
MISSING HALF THE PROMOTERS IN

1114
00:40:35,727 --> 00:40:37,498
THE YEENS OF THESE ARK SEMESTER

1115
00:40:37,498 --> 00:40:38,500
BLES.

1116
00:40:38,500 --> 00:40:38,667
WHY?

1117
00:40:38,667 --> 00:40:39,902
BECAUSE THEY'RE GC RICH AND

1118
00:40:39,902 --> 00:40:40,938
THERE ARE GAPS IN THEM.

1119
00:40:40,938 --> 00:40:42,474
AND THERE ARE MANY GENES THAT WE

1120
00:40:42,474 --> 00:40:43,242
COULDN'T UNDERSTAND THE

1121
00:40:43,242 --> 00:40:44,178
REGULATION OF VOAK WILLA

1122
00:40:44,178 --> 00:40:44,879
LEARNING SEGMENTS BA UNITED

1123
00:40:44,879 --> 00:40:46,683
STATES WE DID NOT HAVE THE

1124
00:40:46,683 --> 00:40:46,950
PROMOTERS.

1125
00:40:46,950 --> 00:40:48,887
A NEW ERAPPROVAL FROM SBA

1126
00:40:48,887 --> 00:40:50,056
INTRODUCED WITH PACK

1127
00:40:50,056 --> 00:41:00,778
BIOSEQUENCING, NOW THEY HAVE GC

1128
00:41:00,778 --> 00:41:02,214
RICH REGIONS, AND HIGH QUALITY

1129
00:41:02,214 --> 00:41:03,617
GERONTOLOGYSTS NEMS AND THIS

1130
00:41:03,617 --> 00:41:06,589
KIND OF INITIATIVE HAS BEEN

1131
00:41:06,589 --> 00:41:07,524
ADOPTED AND EXPANDED INVOLVING

1132
00:41:07,524 --> 00:41:09,395
SOME OF THE SAME PEOPLE NOW WITH

1133
00:41:09,395 --> 00:41:12,100
PULT PEL PROJECTS LIKE THE BAT 1

1134
00:41:12,100 --> 00:41:14,371
CAVE PROJECT, GIGA PROJECT,

1135
00:41:14,371 --> 00:41:17,244
EARTH BOUND GENOME SEQUENCE

1136
00:41:17,244 --> 00:41:17,711
PROJECT.

1137
00:41:17,711 --> 00:41:18,546
VERY NATURALISTIC PROJECTS THAT

1138
00:41:18,546 --> 00:41:19,749
ARE GETTING GOOD ARK MOUNT OF

1139
00:41:19,749 --> 00:41:24,024
MONEY LIKE IN THE UK FOR

1140
00:41:24,024 --> 00:41:25,260
[INDISCERNIBLE] OF LIFE, ALL OF

1141
00:41:25,260 --> 00:41:30,938
SPECIES IN AFRICA AND HUMAN

1142
00:41:30,938 --> 00:41:33,009
PAN-GENOME PROJECT BENEFITED

1143
00:41:33,009 --> 00:41:34,645
FROM THIS INITIAL EFFORT OF THE

1144
00:41:34,645 --> 00:41:37,651
GENOME PROJECT AND THE

1145
00:41:37,651 --> 00:41:39,121
TELOMERE-TELOMERE EFFORT AND FOR

1146
00:41:39,121 --> 00:41:42,594
THE GENOME AND MOST RECENTLY THE

1147
00:41:42,594 --> 00:41:43,095
PARROT GENOME.

1148
00:41:43,095 --> 00:41:44,932
NO TIME TO GET INTO ALL OF THESE

1149
00:41:44,932 --> 00:41:47,003
BUT JUST TO SAY THAT MY

1150
00:41:47,003 --> 00:41:49,375
MOTIVATION TO LED TO HELPING

1151
00:41:49,375 --> 00:41:50,610
THESE PROJECTS WAS BECAUSE ABOUT

1152
00:41:50,610 --> 00:41:51,345
VOCAL LEARNING QUESTIONS AND NOW

1153
00:41:51,345 --> 00:41:56,489
I WILL TELL YOU SOME SOMETHING

1154
00:41:56,489 --> 00:42:00,630
THAT BENEFITED FROM THESE HIGHER

1155
00:42:00,630 --> 00:42:02,133
QUALITY GENOMES.

1156
00:42:02,133 --> 00:42:06,843
ONE WAS FROM ATAC-SEQ PEAK

1157
00:42:06,843 --> 00:42:07,845
REGULATORY REGIONS THAT INVOLVED

1158
00:42:07,845 --> 00:42:08,513
IN VOCAL LEARNING.

1159
00:42:08,513 --> 00:42:10,817
SO 1 GENE I SHOWED YOU

1160
00:42:10,817 --> 00:42:12,354
IMMEDIATELY EARLY YEEN ACTIVATED

1161
00:42:12,354 --> 00:42:14,658
BY SINGING OR EARLY MOVEMENT ARK

1162
00:42:14,658 --> 00:42:21,238
ROUND THEM, HERE WE FIND THE

1163
00:42:21,238 --> 00:42:24,144
PROMOTER IN ATAC-PIQUE AND WE

1164
00:42:24,144 --> 00:42:25,714
HPC VERSUS OUTSIDE THE NUCLEUS

1165
00:42:25,714 --> 00:42:28,018
AND THIS REGION HERE WE HAVE

1166
00:42:28,018 --> 00:42:28,753
RECEIVED THIS PEAK WHICH WE

1167
00:42:28,753 --> 00:42:31,525
THINK IS THE REGION SENSITIVE TO

1168
00:42:31,525 --> 00:42:33,730
NEURAL FIRING IN THE NEURONS,

1169
00:42:33,730 --> 00:42:36,001
THIS WAS MISSING FROM EVERY

1170
00:42:36,001 --> 00:42:37,638
SINGLE BIRD GENOME PRIOR TO

1171
00:42:37,638 --> 00:42:38,807
THESE HIGH QUALITY ASSEMBLIES.

1172
00:42:38,807 --> 00:42:40,343
AND NOW IT'S PRESCRIBINGENT IN

1173
00:42:40,343 --> 00:42:42,748
EVERY SINGLE GENOME AND IN THE

1174
00:42:42,748 --> 00:42:43,950
DIFFERENT REGIONS OF THESE

1175
00:42:43,950 --> 00:42:45,654
DIFFERENT CELL TYPES HERE.

1176
00:42:45,654 --> 00:42:47,324
AND FROM THE PROMOTER REGION OF

1177
00:42:47,324 --> 00:42:48,125
THIS YEEN.

1178
00:42:48,125 --> 00:42:49,595
SO THAT'S A GENE THAT'S

1179
00:42:49,595 --> 00:42:52,133
REGULATED INSIDE AND OUTSIDE THE

1180
00:42:52,133 --> 00:42:52,501
NUCLEI.

1181
00:42:52,501 --> 00:42:55,106
WHAT ABOUT A YEEN THAT

1182
00:42:55,106 --> 00:42:56,876
SPECIALIZED SONICALLY LIKE THE

1183
00:42:56,876 --> 00:42:59,515
ANDROGEN RECEPTOR AND WE FIEBD

1184
00:42:59,515 --> 00:43:03,690
THAT THIS GENE HAS ATEXT

1185
00:43:03,690 --> 00:43:04,992
AC-PEAKS SPECIFICALLY OPEN

1186
00:43:04,992 --> 00:43:06,629
CHROMATIN REGIONS INSIDE THE

1187
00:43:06,629 --> 00:43:07,998
NUCLEUS COMPARED TO THE OUTSIDE

1188
00:43:07,998 --> 00:43:09,334
THAT COULD EXPLAIN ITS HIGH

1189
00:43:09,334 --> 00:43:11,171
UPREGULATION IN THE SONG

1190
00:43:11,171 --> 00:43:13,576
LEARNING NUCLEUS, IN FRONT OF

1191
00:43:13,576 --> 00:43:16,582
THE ACTUAL CODING SEQUENCE DOWN

1192
00:43:16,582 --> 00:43:21,091
HERE, AND SO, THAT'S JUST  2

1193
00:43:21,091 --> 00:43:21,659
GENES, RIGHT?

1194
00:43:21,659 --> 00:43:25,199
NOW WHEN WE DID THE ATAC-SEQ

1195
00:43:25,199 --> 00:43:26,635
GENOME OF THE HIGH QUALITY ARK

1196
00:43:26,635 --> 00:43:27,704
SEMESTER BLES, WE FOUND THAT THE

1197
00:43:27,704 --> 00:43:30,944
YEEPS THAT HAD SPECIALIZED

1198
00:43:30,944 --> 00:43:32,781
REGULATION, IN THE SONG BIRDING

1199
00:43:32,781 --> 00:43:34,651
YOU THIS CLEUS THAT WERE

1200
00:43:34,651 --> 00:43:38,092
CONVERGENT WITH HUMANS HAD

1201
00:43:38,092 --> 00:43:40,496
PREFERENTIAL ATAC-SEQ PEAK THAT

1202
00:43:40,496 --> 00:43:41,599
DIFFERED INSIDE THE NUCLEUS

1203
00:43:41,599 --> 00:43:46,375
VERSUS OUTSIDE.

1204
00:43:46,375 --> 00:43:49,448
THAT IS THE SONG SPECIALIZED

1205
00:43:49,448 --> 00:43:51,752
GENES AND THE SPEED SPECIALIZED

1206
00:43:51,752 --> 00:43:53,723
GENES HAD OPEN CHROMATIN REGIONS

1207
00:43:53,723 --> 00:43:55,359
IN THE SONG CHROMATIN REGIONS OF

1208
00:43:55,359 --> 00:43:55,994
THE BRAIN.

1209
00:43:55,994 --> 00:43:56,963
THAT'S WHAT THIS GRAPH HERE

1210
00:43:56,963 --> 00:43:58,900
MEANS AND WHEN WE ELECTRIC AT

1211
00:43:58,900 --> 00:44:00,236
THOSE OPEN CHROMATIN REGIONS OF

1212
00:44:00,236 --> 00:44:01,572
THESE YEENS THAT ARE SPECIALIZED

1213
00:44:01,572 --> 00:44:03,075
IN THE SONG LEARNING REGIONS AND

1214
00:44:03,075 --> 00:44:06,415
WE ASK, DO THEY HAVE BINDING

1215
00:44:06,415 --> 00:44:08,185
SITES AND ENRICHMENT OF

1216
00:44:08,185 --> 00:44:09,521
TRANSCRIPTIONA FACTOR BINDING

1217
00:44:09,521 --> 00:44:11,325
SITES SHOWN IN THESE SEQUENCE

1218
00:44:11,325 --> 00:44:14,064
LOGOS, AND THE ANSWER IS FOR

1219
00:44:14,064 --> 00:44:15,934
THE--FOR THE ACTIVITY REGULATED

1220
00:44:15,934 --> 00:44:20,777
GENES WE'RE SEEING AND HAVING,

1221
00:44:20,777 --> 00:44:23,315
WE FIND THAT THEY HAVE THE

1222
00:44:23,315 --> 00:44:25,019
TRANSCRIPTION BINDING SITES IN

1223
00:44:25,019 --> 00:44:25,987
THOSE ACTIVITY BINDING YEENS

1224
00:44:25,987 --> 00:44:27,925
THAT ARE OPEN INSIDE AND OUTSIDE

1225
00:44:27,925 --> 00:44:29,127
THE SONG LEARNING NUCLEI.

1226
00:44:29,127 --> 00:44:36,241
FOR THE  THE GENES THAT WERE

1227
00:44:36,241 --> 00:44:37,978
UPREGULATED IN THE SONG AREAS,

1228
00:44:37,978 --> 00:44:40,383
THEY HAVE THE ANDROGEN RICH

1229
00:44:40,383 --> 00:44:40,717
BINDING SITE.

1230
00:44:40,717 --> 00:44:43,389
FOR JUN.S THAT WERE DOWN

1231
00:44:43,389 --> 00:44:46,027
REGULATED, THEY HAD ENRICHMENT

1232
00:44:46,027 --> 00:44:47,998
FOR THE NEUROD6 TRANSCRIPTION

1233
00:44:47,998 --> 00:44:49,167
BINDING SITE INSIDE THE CIRCUIT

1234
00:44:49,167 --> 00:44:52,073
IN THE MOTOR AREAS, SO THIS WAS

1235
00:44:52,073 --> 00:44:53,142
QUITE REMARKABLE AND THIS COULD

1236
00:44:53,142 --> 00:44:56,448
SMAIN HOW YOU CAN GET HUNDREDS

1237
00:44:56,448 --> 00:44:58,085
OF GENES TO DIFFER IN THE SPEECH

1238
00:44:58,085 --> 00:45:00,156
AREAS, AND YOU JUST NEED THE THC

1239
00:45:00,156 --> 00:45:02,026
EXPRESSION OF A FEW

1240
00:45:02,026 --> 00:45:02,761
TRANSCRIPTION FACTORS.

1241
00:45:02,761 --> 00:45:05,533
AND SO, LOOKING AT FURTHER, AT

1242
00:45:05,533 --> 00:45:06,936
THE ACTUAL NUCLEOTIDE SEQUENCE,

1243
00:45:06,936 --> 00:45:10,443
OF THESE OPEN CRIMA TIN REGIONS

1244
00:45:10,443 --> 00:45:11,779
INSIDE VERSUS OUTSIDE THE

1245
00:45:11,779 --> 00:45:13,415
NUCLEI, AND WE FOUND THAT SOME

1246
00:45:13,415 --> 00:45:15,820
OF THEM THAT HAD OPEN CHROMATIN

1247
00:45:15,820 --> 00:45:17,657
PEAKS SHOWN WITH THIS LITTLE

1248
00:45:17,657 --> 00:45:21,966
BLUE DASH MARK HAD ALSO

1249
00:45:21,966 --> 00:45:22,801
ACCELERATED EVOLUTION, WHAT DOES

1250
00:45:22,801 --> 00:45:24,404
THAT MEAN, THAT MEANS IN THE

1251
00:45:24,404 --> 00:45:27,377
VOCAL LEARNING SPECIES IN SONG

1252
00:45:27,377 --> 00:45:29,581
BIRDS, IN PARROTS AND IN

1253
00:45:29,581 --> 00:45:30,383
HUMMINGBIRDS THESE REGIONS IN

1254
00:45:30,383 --> 00:45:33,288
FRONT OF THESE GENES LIKE

1255
00:45:33,288 --> 00:45:34,224
NEURODEDICKS TRANSCRIPTION

1256
00:45:34,224 --> 00:45:36,996
FACTOR WOULD RAPIDLY EVOLVING

1257
00:45:36,996 --> 00:45:40,035
HERE TO SHOW YOU THE ACTUAL

1258
00:45:40,035 --> 00:45:42,941
SEQUENCE, HERE WE HAVE IN BLACK

1259
00:45:42,941 --> 00:45:44,344
LETTERS THIS CONSERVED SEQUENCE,

1260
00:45:44,344 --> 00:45:46,047
THAT EVERY SINGLE BIRD SPECIES

1261
00:45:46,047 --> 00:45:47,817
HAS EXCEPT FOR THE VOCAL

1262
00:45:47,817 --> 00:45:50,189
LEARNERS, THE VOCAL LEARNERS HAD

1263
00:45:50,189 --> 00:45:51,358
THESE NEWLY EVOLVED SEQUENCES

1264
00:45:51,358 --> 00:45:54,631
SHOWN IN RED HERE, NOW BETWEEN

1265
00:45:54,631 --> 00:45:56,535
ALL THE VOCAL LEARNERS THAT

1266
00:45:56,535 --> 00:45:58,338
EVOLVED IN THEM AND CONVERTED

1267
00:45:58,338 --> 00:45:59,274
THIS CONSERVED SEQUENCE, WE HAVE

1268
00:45:59,274 --> 00:46:02,213
NO IDEA WHAT IT DOES, INTO AN

1269
00:46:02,213 --> 00:46:03,950
ANDROGEN RECEPTOR BINDING SITE,

1270
00:46:03,950 --> 00:46:08,125
SO FOR THE ANDROGEN RECEPTOR

1271
00:46:08,125 --> 00:46:08,659
TRANSCRIPTION FACTOR.

1272
00:46:08,659 --> 00:46:11,765
THAT WILL NOW REGULATE THE

1273
00:46:11,765 --> 00:46:13,869
NEUROD6 GENE, IN PUTTING IT

1274
00:46:13,869 --> 00:46:14,805
TOGETHER, THE HYPOTHESIS WE'RE

1275
00:46:14,805 --> 00:46:17,343
WORKING UNDER IS THAT IN CERTAIN

1276
00:46:17,343 --> 00:46:18,545
REGULATORY REGIONS OF THESE

1277
00:46:18,545 --> 00:46:20,082
TRANSCRIPTION FACTORS THEY

1278
00:46:20,082 --> 00:46:21,117
ACQUIRE NEW MUTATIONS, THESE

1279
00:46:21,117 --> 00:46:23,555
LITTLE TICK MARKS HERE, THAT

1280
00:46:23,555 --> 00:46:25,593
ALLOW OTHER TRANSCRIPTION

1281
00:46:25,593 --> 00:46:27,430
FACTORS OR MOLECULES TO BIND TO

1282
00:46:27,430 --> 00:46:30,636
THEM, AND EITHER UP OR DOWN

1283
00:46:30,636 --> 00:46:32,072
REGULATION DOWN STREAM GENES

1284
00:46:32,072 --> 00:46:34,010
LIKE A TRANSJIPGZ FACTOR WITH

1285
00:46:34,010 --> 00:46:36,682
THE NEUROD6 AND CAN INFLUENCE

1286
00:46:36,682 --> 00:46:41,324
THE MARKERS THAT ARE INVOLVED IN

1287
00:46:41,324 --> 00:46:42,259
FORMING NEUROCONNECKS LIKE SLIT

1288
00:46:42,259 --> 00:46:42,527
1.

1289
00:46:42,527 --> 00:46:45,165
NOW HOW ARE YOU GOING TO CAUSE A

1290
00:46:45,165 --> 00:46:47,670
MUTATION TO CAUSE A SPECIALIZED

1291
00:46:47,670 --> 00:46:49,140
REGULATION OF A DOWN REGULATION

1292
00:46:49,140 --> 00:46:51,678
OF A GENE INSIDE THE SPEECH

1293
00:46:51,678 --> 00:46:52,647
AREA, BUT NOT OUTSIDE.

1294
00:46:52,647 --> 00:46:54,150
THE WAY WE THINK THAT'S

1295
00:46:54,150 --> 00:46:57,022
HAPPENING IS THAT ONCE THIS NEW

1296
00:46:57,022 --> 00:46:58,325
MUTATION APPEARS IN IN

1297
00:46:58,325 --> 00:47:03,903
REGULATORY REGION LIKE A GC RICH

1298
00:47:03,903 --> 00:47:07,209
REGULATORY REGION, THEN, YOU

1299
00:47:07,209 --> 00:47:10,950
HISTONE ACETALATE THAT REGION TO

1300
00:47:10,950 --> 00:47:12,353
PREVEBT IT FROM AFFECTING THAT

1301
00:47:12,353 --> 00:47:14,691
BRAIN REGION AND TURNING THESE

1302
00:47:14,691 --> 00:47:16,461
YEENS DOWN OR UP IN THE

1303
00:47:16,461 --> 00:47:18,599
SURROUNDING BRAIN REGIONS SO

1304
00:47:18,599 --> 00:47:19,601
THAT'S THE HYPOTHESIS WORKING

1305
00:47:19,601 --> 00:47:21,471
UNDER, IF YOU WE LOOK AT THE

1306
00:47:21,471 --> 00:47:22,874
GENE ONTOLOGY OF THESE GENES AND

1307
00:47:22,874 --> 00:47:25,846
ASK THEM DO THEY HAVE ANY

1308
00:47:25,846 --> 00:47:26,681
FUNCTION THAT WOULD RESEMBLE

1309
00:47:26,681 --> 00:47:28,184
WHAT YOU WOULD SIGH IN HUMAN

1310
00:47:28,184 --> 00:47:30,856
SPEECH AND THE ANSWER IS YES, WE

1311
00:47:30,856 --> 00:47:32,192
WILL SAVE TIME HERE JUST IT GO

1312
00:47:32,192 --> 00:47:33,428
TO THIS POINT HERE, AND WE FIND

1313
00:47:33,428 --> 00:47:37,036
A LOT OF THE UPREGULATED GENES

1314
00:47:37,036 --> 00:47:38,071
THAT ARE CONVERGENT BETWEEN SONG

1315
00:47:38,071 --> 00:47:42,547
BIRDS AND HUMANS IN THE SPEECH

1316
00:47:42,547 --> 00:47:44,016
AREA, WHEN MUTATED, CAUSE POOR

1317
00:47:44,016 --> 00:47:46,187
SPEECH DEVELOPMENT OR HAVE

1318
00:47:46,187 --> 00:47:48,091
LANGUAGE IMPAIRMENT OR AUTISTIC

1319
00:47:48,091 --> 00:47:49,460
VERBAL DEFICITS WITH SPEECH.

1320
00:47:49,460 --> 00:47:52,032
AND IT'S SO, WE DON'T THINK IT'S

1321
00:47:52,032 --> 00:47:52,834
COINCIDENTAL HERE.

1322
00:47:52,834 --> 00:47:57,076
AND SO, LOOKING AT THE HPC AND

1323
00:47:57,076 --> 00:47:59,414
RA IS THERE'S 26 YEENS THAT HAVE

1324
00:47:59,414 --> 00:48:01,184
THESE ATAC PEAKS THAT I TOLL YOU

1325
00:48:01,184 --> 00:48:04,524
ABOUT, HAVE ACCELERATED

1326
00:48:04,524 --> 00:48:06,895
EVOLUTION INSIDE THE ATISSUING

1327
00:48:06,895 --> 00:48:10,135
AC PEAK REGION AND WHEN MUTATED

1328
00:48:10,135 --> 00:48:11,438
CAUSES SPEECH MOTOR DEFICITS AND

1329
00:48:11,438 --> 00:48:13,508
HERE'S THE LIST AND I'M LISTING

1330
00:48:13,508 --> 00:48:15,379
THESE LIKE THE ANDROGEN

1331
00:48:15,379 --> 00:48:18,051
RECEPTOR, AND THE TRANSCRIPTION

1332
00:48:18,051 --> 00:48:20,255
FACTOR, AND 1 TRANSCRIPTION

1333
00:48:20,255 --> 00:48:22,693
FACER, AND AXON GUIDANCE

1334
00:48:22,693 --> 00:48:24,430
RECEPTOR, SLIT 1 LIGAND AND

1335
00:48:24,430 --> 00:48:27,069
DPLIEWT MATE RECEPTOR OF ALL

1336
00:48:27,069 --> 00:48:28,305
THINGS, AND HERE'S AN EXAMPLE OF

1337
00:48:28,305 --> 00:48:32,012
WHAT 1 OF THOSE MUTATIONS DID IS

1338
00:48:32,012 --> 00:48:35,352
THE TRANSCRIPTION FACTOR LEADING

1339
00:48:35,352 --> 00:48:38,993
TO WILSON'S SYNDROME.

1340
00:48:38,993 --> 00:48:40,496
LIKE THERE'S--I WILL NOTICE

1341
00:48:40,496 --> 00:48:41,999
THERE'S A SPEECH DEFICIT HERE IN

1342
00:48:41,999 --> 00:48:45,739
THIS TRIAL THAN AN AUDITORY

1343
00:48:45,739 --> 00:48:45,973
DEFICIT.

1344
00:48:45,973 --> 00:48:48,311
[SCREAMING ]

1345
00:48:48,311 --> 00:48:58,866
>> SHE'S TRYING TO SAY
BUBBLE.

1346
00:49:02,673 --> 00:49:05,412
SO BELLA IS 11 YEARS OLD AT THIS

1347
00:49:05,412 --> 00:49:05,946
TIME, IS DESCENTLY KROORD

1348
00:49:05,946 --> 00:49:09,988
PARTICIPATE  COORDINATED

1349
00:49:09,988 --> 00:49:12,459
CAN BUT THE BUBBLE BLOWER IN THE

1350
00:49:12,459 --> 00:49:13,762
BOTTLE HERE, UNDERSTANDS LOTS OF

1351
00:49:13,762 --> 00:49:15,699
WORDS IN HUMAN SPEECH BUT BARELY

1352
00:49:15,699 --> 00:49:20,041
CAN GET OUT 1 WORD AT A TIME.

1353
00:49:20,041 --> 00:49:23,415
AND ZEB 2 IS UPREGULATED OF THE

1354
00:49:23,415 --> 00:49:24,817
NEURONS OF THE MOTOR CORTEX AND

1355
00:49:24,817 --> 00:49:26,688
SHE HAS A MUTATION IN THIS GENE

1356
00:49:26,688 --> 00:49:28,258
AND WE THINK IT'S DEFINITELY

1357
00:49:28,258 --> 00:49:34,837
CONTRIBUTING TO HER DEFICIT.

1358
00:49:34,837 --> 00:49:38,879
GRAM 2 B, WE NOTICE THESE IN

1359
00:49:38,879 --> 00:49:40,282
HUMANS, IT'S HIGH IN THE

1360
00:49:40,282 --> 00:49:41,484
CORTICALE REGION AND IT GOES

1361
00:49:41,484 --> 00:49:43,455
DOWN DURING DEVELOPMENT IN THE

1362
00:49:43,455 --> 00:49:44,423
SONG LEARNING REGION BECAUSE

1363
00:49:44,423 --> 00:49:46,527
FURTHER DOWN THAN IT DOES IN THE

1364
00:49:46,527 --> 00:49:48,064
SURROUNDING MOTOR AREAS AND WE

1365
00:49:48,064 --> 00:49:50,101
OVEREXPRESSED THE HUMAN VERSION

1366
00:49:50,101 --> 00:49:53,107
OF [INDISCERNIBLE] IN THE ZEBRA

1367
00:49:53,107 --> 00:49:54,477
FINCH NUCLEUS IN SONG LEARNING

1368
00:49:54,477 --> 00:49:56,314
HOOKED UP TO A GFP PROTEIN AND

1369
00:49:56,314 --> 00:50:01,992
WE FOUND THAT THE HIGHER THE

1370
00:50:01,992 --> 00:50:03,595
EXPRESSION WE OVEREXPRESS GRIN 2

1371
00:50:03,595 --> 00:50:05,766
B, THE MORE VARIABLE THE BIRD

1372
00:50:05,766 --> 00:50:08,037
SONG BECAME AND THE MORE WE SAW

1373
00:50:08,037 --> 00:50:10,375
IT REVERT BACK TO THE JUVENILE

1374
00:50:10,375 --> 00:50:10,642
STATE.

1375
00:50:10,642 --> 00:50:12,078
WE HAD AN UNFORTUNATE SIDE

1376
00:50:12,078 --> 00:50:13,281
CENTER FOR EXCELLENCE ON AGING,

1377
00:50:13,281 --> 00:50:16,153
THE BIRDS WOULD STUDDER, AND

1378
00:50:16,153 --> 00:50:18,591
WHEN THEY WOULD TRY TO SING TO A

1379
00:50:18,591 --> 00:50:20,462
FEMALE FOR COURTSHIP, THEY WOULD

1380
00:50:20,462 --> 00:50:24,603
STUDDER, WE THINK IT'S SOMETHING

1381
00:50:24,603 --> 00:50:24,971
NERVOUS.

1382
00:50:24,971 --> 00:50:27,676
SO THAT'S INTERESTING, AND

1383
00:50:27,676 --> 00:50:29,647
THERE'S NO EVIDENT THAT GRIN 2 B

1384
00:50:29,647 --> 00:50:31,784
IS INVOLVED IN STUDDERRING BUT 1

1385
00:50:31,784 --> 00:50:32,319
NEVER KNOWS.

1386
00:50:32,319 --> 00:50:36,193
SO 1 WILL LIKE TETO TEST THE

1387
00:50:36,193 --> 00:50:38,130
HYPOTHESIS OF THE FUNCTION OF

1388
00:50:38,130 --> 00:50:39,800
THESE GENES LIKE UPREGULATING

1389
00:50:39,800 --> 00:50:41,871
SLIT 1 AND SEE IF WE CAN BREAK

1390
00:50:41,871 --> 00:50:43,742
THE PROJECTION, DOWN REGULATE IN

1391
00:50:43,742 --> 00:50:45,612
A NONVOCAL LEARNER AND TAKE OVER

1392
00:50:45,612 --> 00:50:46,814
THE MOTOR CIRCUIT AND SEE IF WE

1393
00:50:46,814 --> 00:50:50,488
CAN CREATE A CIRCUIT IN A

1394
00:50:50,488 --> 00:50:52,893
NONLEARNING SPECIES, HARD TO DO

1395
00:50:52,893 --> 00:50:54,062
IN BIRDS AND TECHNOLOGY, COULD

1396
00:50:54,062 --> 00:50:56,935
WE DO THIS IN MICE, ALL RIGHT IN

1397
00:50:56,935 --> 00:50:58,338
BUT NOBODY REALLY KNEW ABOUT

1398
00:50:58,338 --> 00:50:59,540
WHAT CIRCUITS EXIST IN MICE AND

1399
00:50:59,540 --> 00:51:02,913
SO I WILL END OFF IN MY LAST FEW

1400
00:51:02,913 --> 00:51:04,617
MINUES HERE, ABOUT HYPOTHESIS

1401
00:51:04,617 --> 00:51:06,120
SHE HAS BEEN TESTING IN MICE

1402
00:51:06,120 --> 00:51:07,890
WITH THESE GENES AND MICE HAVE

1403
00:51:07,890 --> 00:51:09,092
THESE ULTRA SONIC SONGS THAT

1404
00:51:09,092 --> 00:51:12,766
THIS NOW IS SINGING TO THIS

1405
00:51:12,766 --> 00:51:14,871
FEMALE, HERE'S A SON O GRAM, IT

1406
00:51:14,871 --> 00:51:16,140
ALMOST SOUNDS LOAMACY BEING A

1407
00:51:16,140 --> 00:51:17,442
SONG BIRD SOUND WHEN PITCHED

1408
00:51:17,442 --> 00:51:19,881
DOWN TO OUR HEARING, AS CAN YOU

1409
00:51:19,881 --> 00:51:21,283
TELL, IT'S NOT BUT MOSTLY

1410
00:51:21,283 --> 00:51:22,252
INNATE, BUT WHAT'S INTERESTING

1411
00:51:22,252 --> 00:51:25,826
IS WHEN THEY PRODUCE THEIR ULTRA

1412
00:51:25,826 --> 00:51:27,496
SONIC VOCALIZATIONS, AND YOU GET

1413
00:51:27,496 --> 00:51:28,899
THOSE LIGHTING UP LIKE WE SAW IN

1414
00:51:28,899 --> 00:51:30,869
SONG BIRDS THAT WAS QUITE

1415
00:51:30,869 --> 00:51:33,341
SURPRISING, WHEN WE USE

1416
00:51:33,341 --> 00:51:33,808
TRANSSYNAPTIC TRACES

1417
00:51:33,808 --> 00:51:34,844
INRECYCLINGED IN THE MUSCLES

1418
00:51:34,844 --> 00:51:36,581
THEY BACK DOWN THE BRAIN AND GO

1419
00:51:36,581 --> 00:51:39,854
UP TO THE SAME REGION OF THE

1420
00:51:39,854 --> 00:51:41,490
CORTEX HERE, LAYER 5 NEURONS

1421
00:51:41,490 --> 00:51:43,027
LABELED TO INJECTION INTO THE

1422
00:51:43,027 --> 00:51:46,667
MUSCLES, AND WHEN WE INJECT

1423
00:51:46,667 --> 00:51:47,669
TRACERS, HERE SHOWN AT HIGH

1424
00:51:47,669 --> 00:51:49,941
POWER, AND WHEN WE INJECT

1425
00:51:49,941 --> 00:51:52,980
TRACERS INTO THIS SUPPOSED VOCAL

1426
00:51:52,980 --> 00:51:54,349
ACTIVATED BRAIN REGION, AND LOOK

1427
00:51:54,349 --> 00:51:55,786
AT THE MOTOR NEURONS THAT

1428
00:51:55,786 --> 00:51:57,355
CONTROL THE VOCAL ORGAN HERE, WE

1429
00:51:57,355 --> 00:51:59,727
CAN SEE A LITTLE OF THESE LITTLE

1430
00:51:59,727 --> 00:52:01,363
BLACK AXONS HERE COMING FROM

1431
00:52:01,363 --> 00:52:02,432
THIS BRAIN REGION UP HERE.

1432
00:52:02,432 --> 00:52:04,069
THEY ACTUALLY DO HAVE A DIRECT

1433
00:52:04,069 --> 00:52:06,674
PROJECTION AS SEEN IN HUMANS BUT

1434
00:52:06,674 --> 00:52:08,778
IT'S VERY SPARSE.

1435
00:52:08,778 --> 00:52:10,148
IT'S NOT LIKE--SO HERE'S IN

1436
00:52:10,148 --> 00:52:12,285
HUMANS, CAN YOU SEE ALL THESE

1437
00:52:12,285 --> 00:52:15,458
FROM A POSTMORTEM BRAIN FROM A

1438
00:52:15,458 --> 00:52:17,429
LESION IN LORA RODRIGUEZINGIAL

1439
00:52:17,429 --> 00:52:20,301
MOTOR CORTEX REGION AND ALL

1440
00:52:20,301 --> 00:52:21,337
THESE LINES GENERATING, HUNDREDS

1441
00:52:21,337 --> 00:52:21,737
OF THEM.

1442
00:52:21,737 --> 00:52:25,077
SAME IN SONG BIRDS, HUNDREDS OF

1443
00:52:25,077 --> 00:52:27,315
AXONS COMING TO INNERIVATE THE

1444
00:52:27,315 --> 00:52:30,622
VOCAL NEURONS FOR VOCAL

1445
00:52:30,622 --> 00:52:32,192
BEHAVIOR, IN MICE JUST 2 OR 3

1446
00:52:32,192 --> 00:52:32,960
MOTOR NEURON.

1447
00:52:32,960 --> 00:52:38,905
SO WE THINK IT'S A DEGREE THAN

1448
00:52:38,905 --> 00:52:39,239
ABSOLUTENESS.

1449
00:52:39,239 --> 00:52:40,542
WHAT ABOUT THIS HERE IN SONG

1450
00:52:40,542 --> 00:52:44,850
BIRDS WE DON'T SEE THAT IN A

1451
00:52:44,850 --> 00:52:46,053
MOUSE SO DIFFERENT THAN IN

1452
00:52:46,053 --> 00:52:46,453
HUMAN.

1453
00:52:46,453 --> 00:52:49,827
SO WHAT ABOUT THE FUNCTIONAL

1454
00:52:49,827 --> 00:52:51,664
CONNECTIVITY, STUDENT IN MY LAB

1455
00:52:51,664 --> 00:52:53,568
DID STUDIES WHERE WE PUT

1456
00:52:53,568 --> 00:52:54,837
ELECTRODES IN THE MOUSE BRAIN

1457
00:52:54,837 --> 00:52:56,106
AND STIMULATE ALL OVER THE MOTE

1458
00:52:56,106 --> 00:52:58,277
OR CORTEX AND WE FOUND THAT IF

1459
00:52:58,277 --> 00:53:00,381
WE STIMULATE THESE BRAIN REGIONS

1460
00:53:00,381 --> 00:53:03,988
WE CAN GET LAIR INCHLIAL

1461
00:53:03,988 --> 00:53:04,890
CONTRACTIONS, SOME FASTER

1462
00:53:04,890 --> 00:53:06,627
INDICATIVE OF DIRECT AND

1463
00:53:06,627 --> 00:53:07,662
INDIRECT PROJECTIONS ALTHOUGH WE

1464
00:53:07,662 --> 00:53:09,332
DON'T GET FULL BLOWN

1465
00:53:09,332 --> 00:53:10,034
VOCALIZATIONS.

1466
00:53:10,034 --> 00:53:12,439
SO THIS REGION IS CONNECTED

1467
00:53:12,439 --> 00:53:13,708
FUNCTIONALLY TO THE LARYNGIAL

1468
00:53:13,708 --> 00:53:16,747
MUSCLES IN THE MOUSE BRAIN, AND

1469
00:53:16,747 --> 00:53:21,089
WE SEE THIS MOST POSTERIOR

1470
00:53:21,089 --> 00:53:22,358
REGION IS MORE IMPIMPLEMENT UPON

1471
00:53:22,358 --> 00:53:23,928
THE MUSCLES AND MORE ANTERIOR

1472
00:53:23,928 --> 00:53:26,133
REGION FOR THE JAW MUSCLE.

1473
00:53:26,133 --> 00:53:27,669
REMINISCENT OF DORSAL AND

1474
00:53:27,669 --> 00:53:30,141
VENTRAL MOTOR CORTEX.

1475
00:53:30,141 --> 00:53:32,345
SO, AS A GENE THAT REGULATES THE

1476
00:53:32,345 --> 00:53:34,249
SLIT 1 YEEN IT'S CALLED FOX P2,

1477
00:53:34,249 --> 00:53:36,420
AND MANY OF YOU HEARD ABOUT.

1478
00:53:36,420 --> 00:53:38,090
AND SO THAT WAS INTERESTING, SO

1479
00:53:38,090 --> 00:53:40,428
WE LOOKEDDA THE FOX P2, AS WELL,

1480
00:53:40,428 --> 00:53:42,131
AND FOR THOSE THAT DON'T KNOW

1481
00:53:42,131 --> 00:53:44,770
FOX P2 IS A TRANSCRIPTION

1482
00:53:44,770 --> 00:53:46,006
FACTOR, CAUSING SPEECH DEFINITE

1483
00:53:46,006 --> 00:53:52,318
IN HUMANS AND HERE'S AN EXAMPLE.

1484
00:53:52,318 --> 00:53:52,686
[INDISCERNIBLE].

1485
00:53:52,686 --> 00:53:56,760
>> SHE'S TRYING TO SAY
LAURA.

1486
00:53:56,760 --> 00:53:58,464
>> [INDISCERNIBLE]

1487
00:53:58,464 --> 00:54:04,409
>> SHE'S TRYING TO SAY

1488
00:54:04,409 --> 00:54:04,676
SHEFFIELD.

1489
00:54:04,676 --> 00:54:07,482
>> AND HOW OLD ARE YOU.

1490
00:54:07,482 --> 00:54:07,749
>> FOUR.

1491
00:54:07,749 --> 00:54:08,784
>> SHE'S TRYING TO SAY 4.

1492
00:54:08,784 --> 00:54:10,454
I KNOW MY BATTERY'S RUNNING OUT

1493
00:54:10,454 --> 00:54:14,496
WHICH MEANS I HAVE 3 MINUES

1494
00:54:14,496 --> 00:54:14,696
LEFT.

1495
00:54:14,696 --> 00:54:15,999
YES, SO WHAT'S INTERESTING,

1496
00:54:15,999 --> 00:54:18,437
THESE MICE HAVE MORE COMPLEX

1497
00:54:18,437 --> 00:54:19,372
SYLLABLES THAT THEY PRODUCE WHEN

1498
00:54:19,372 --> 00:54:22,011
THEY COURT A FEMALE AND LESS

1499
00:54:22,011 --> 00:54:23,748
COMPLEK 1S IN OTHER CONTEXT, AND

1500
00:54:23,748 --> 00:54:25,718
WE FIND THAT THE WILD-TYPE MICE

1501
00:54:25,718 --> 00:54:27,288
WHEN YOU PLACE THEM IN FRONT OF

1502
00:54:27,288 --> 00:54:33,133
A FEMALE, THE MALES, THEY PLACE

1503
00:54:33,133 --> 00:54:33,701
THEM IN FRONT.

1504
00:54:33,701 --> 00:54:35,271
THEY HAVE THE EXACT MUTATION

1505
00:54:35,271 --> 00:54:39,847
COULD NOT SWEECH THESE MORE

1506
00:54:39,847 --> 00:54:42,853
COMPLEX SIGNATURESSABLES SO

1507
00:54:42,853 --> 00:54:44,489
LAURA HAVING THE SPEECH

1508
00:54:44,489 --> 00:54:45,792
PROJECTION, IT'S AFFECTING THE

1509
00:54:45,792 --> 00:54:46,994
ABILITY OF VOCALIZATIONS IN THE

1510
00:54:46,994 --> 00:54:48,597
FIRST PLACE EVEN FOR INNATE

1511
00:54:48,597 --> 00:54:51,303
SOUNDS WHAT ABOUT THOSE LAYER 5

1512
00:54:51,303 --> 00:54:53,908
NEURONS, HERE LABELED WITH GFP

1513
00:54:53,908 --> 00:54:55,077
FROM THE LARYNGIAL MUSCLE, THEY

1514
00:54:55,077 --> 00:54:59,786
ARE THERE IN THE MICE WITH

1515
00:54:59,786 --> 00:55:00,521
LAURA'S MUTATION.

1516
00:55:00,521 --> 00:55:03,694
HOWEVER INSTEAD OF BEING

1517
00:55:03,694 --> 00:55:05,598
LOCALIZED OVER THE CORTEX, THEY

1518
00:55:05,598 --> 00:55:06,934
ARE MORE SPREAD OUT OVER THE

1519
00:55:06,934 --> 00:55:09,372
CORTEX SO WE THINK THAT FOX P2

1520
00:55:09,372 --> 00:55:11,443
IS THE ASSOCIATED WITH THE MOTOR

1521
00:55:11,443 --> 00:55:14,983
NEURONS IN THE CORTEX.

1522
00:55:14,983 --> 00:55:19,826
AND THIS DATA SHOWS YOU THAT

1523
00:55:19,826 --> 00:55:21,897
FEMALE MICE PREFER THE TO LISTEN

1524
00:55:21,897 --> 00:55:24,001
TO THESE MORE COMPLEX SONGS THAN

1525
00:55:24,001 --> 00:55:25,671
THESE MORE SIMPLE 1S, OKAY, SO,

1526
00:55:25,671 --> 00:55:36,226
IF YOU WANT TO PLUG IT IN, YES.

1527
00:55:36,226 --> 00:55:38,965
SO WHAT IF WE CAN NOT ONLY PUT

1528
00:55:38,965 --> 00:55:41,069
THESE YEENS THAT CAUSE SPEECH

1529
00:55:41,069 --> 00:55:42,572
DEFINITES IN MICE BUT ALSO

1530
00:55:42,572 --> 00:55:46,647
ENHANCE THEM, AND SO NOW WITH

1531
00:55:46,647 --> 00:55:56,834
THESE MORE COMPLETE ASSEMBLIES,

1532
00:55:56,834 --> 00:55:58,003
IT'S SHOWING THE PLUG DOWN HERE

1533
00:55:58,003 --> 00:55:59,773
BEFORE I RUN OUT OF BATTERY

1534
00:55:59,773 --> 00:56:00,007
POWER.

1535
00:56:00,007 --> 00:56:01,610
SO WHAT'S GOING ON HERE?

1536
00:56:01,610 --> 00:56:03,380
WE THINK IS WHY ARE SOME OF

1537
00:56:03,380 --> 00:56:04,716
THESE GENES DOWN REGULATED.

1538
00:56:04,716 --> 00:56:06,586
I THINK WHAT'S HAPPENING HERE IN

1539
00:56:06,586 --> 00:56:08,357
A NONVOCAL LEARNING SPECIES, I

1540
00:56:08,357 --> 00:56:11,329
THE SLIT AND ITS RECEPTOR ARE

1541
00:56:11,329 --> 00:56:12,732
REPULSIVE IN THEIR INTERACTIONS.

1542
00:56:12,732 --> 00:56:15,404
SO WHEN THE AXONS COME DOWN FROM

1543
00:56:15,404 --> 00:56:17,942
THE CORTEX, DURING DEVELOPMENT,

1544
00:56:17,942 --> 00:56:19,245
INSTEAD OF SYNAPSING ON TO THE

1545
00:56:19,245 --> 00:56:20,447
NEURONS THAT CONTROL VOCAL

1546
00:56:20,447 --> 00:56:23,821
BEHAVIOR, THEY GO TO THE

1547
00:56:23,821 --> 00:56:25,391
SURROUNDING VENTRICULAR

1548
00:56:25,391 --> 00:56:27,094
FORMATION, HOWEVER IN US HUMAN

1549
00:56:27,094 --> 00:56:28,964
ANDS THE SONG BIRDS, SLIT IS

1550
00:56:28,964 --> 00:56:30,067
TURNED DOWN SO WHEN IT'S

1551
00:56:30,067 --> 00:56:34,008
RELEASED FROM THE AXONS, IT

1552
00:56:34,008 --> 00:56:35,678
WON'T REPEL THEM BECAUSE, IT

1553
00:56:35,678 --> 00:56:36,747
WON'T BE RELEASED IN THIS CASE

1554
00:56:36,747 --> 00:56:39,118
EVEN IF THE RECEPTOR IS THERE,

1555
00:56:39,118 --> 00:56:39,719
ALLOWING DIRECT CORTICALE

1556
00:56:39,719 --> 00:56:43,393
CONTROL OF THE VOCAL ORGANS, AND

1557
00:56:43,393 --> 00:56:46,700
BETTER MODULATION OF PITCH.

1558
00:56:46,700 --> 00:56:49,572
AND SO, PLEXIN IS ALSO A GENE

1559
00:56:49,572 --> 00:56:51,576
THAT'S DOWN REGULATED IN LAYER 5

1560
00:56:51,576 --> 00:56:52,411
OF THE MOTOR CORTEX.

1561
00:56:52,411 --> 00:56:55,718
SO WHATY WE DID, A POST DOC IN

1562
00:56:55,718 --> 00:56:57,688
MY LAB USING CREE TRANSGENIC

1563
00:56:57,688 --> 00:57:01,028
MICE IN LAYER 5, WE'RE ABLE TO

1564
00:57:01,028 --> 00:57:04,803
KNOCK DOWN PLEXIN AC1 IN LAYER 5

1565
00:57:04,803 --> 00:57:07,107
NEURONS OF THE CORTEX AND WE

1566
00:57:07,107 --> 00:57:08,543
FOUND THAT--I WILL SHOW IT AT

1567
00:57:08,543 --> 00:57:10,982
HIGHER POWER HERE, HERE ARE THE

1568
00:57:10,982 --> 00:57:12,351
MOTOR NEURONS LABELED IN GREEN

1569
00:57:12,351 --> 00:57:14,689
AND HERE IN WILD-TYPE ANIMAL

1570
00:57:14,689 --> 00:57:17,261
VERY FEWAXONS, COMING FROM THE

1571
00:57:17,261 --> 00:57:19,365
CORTEX INNOVATING THE LARYNGIAL

1572
00:57:19,365 --> 00:57:23,006
MOTOR NEURONS, WHEREAS IN THIS

1573
00:57:23,006 --> 00:57:24,074
PLEXIN AC1 KNOCK DOWN WE HAVE

1574
00:57:24,074 --> 00:57:26,980
NOT AS MUCH AS WHAT WE SEE IN

1575
00:57:26,980 --> 00:57:29,752
HUMANS BUT MANY MORE AXON

1576
00:57:29,752 --> 00:57:31,623
SYNAPSING INTO THE NUCLEUS

1577
00:57:31,623 --> 00:57:33,259
AMBIGUOUS, AND WE FOUND YOU GET

1578
00:57:33,259 --> 00:57:35,130
AN INCREASE IN INNOVATION,

1579
00:57:35,130 --> 00:57:36,132
HOMOZYGOUS KNOCK DOWN SO YOU GET

1580
00:57:36,132 --> 00:57:37,769
A DOUBLING OF THAT AS WELL.

1581
00:57:37,769 --> 00:57:39,505
AND WHEN YOU LOOK AT THE VOCAL

1582
00:57:39,505 --> 00:57:43,079
BEHAVIOR OF THESE MICE, THEY'RE

1583
00:57:43,079 --> 00:57:44,816
MATURING THEIR VOCALIZATIONS AT

1584
00:57:44,816 --> 00:57:49,559
A MORE RAPID RATE THAN THE

1585
00:57:49,559 --> 00:57:51,563
WILD-TYPE, THEY'RE ALSO HAVING A

1586
00:57:51,563 --> 00:57:53,867
HIGHER, WHERE'S THIS, THE KNOCK

1587
00:57:53,867 --> 00:57:55,203
OUTS HERE, THIS, THEY'RE HAVING

1588
00:57:55,203 --> 00:57:57,775
A HIGHER DENSITY OF MORE COMPLEX

1589
00:57:57,775 --> 00:58:00,514
SYLLABLES, EARLIER ON THAN THE

1590
00:58:00,514 --> 00:58:01,115
WILD-TYPE.

1591
00:58:01,115 --> 00:58:02,919
AND SO, WE HAVEN'T YET GONE TO

1592
00:58:02,919 --> 00:58:04,054
THE POINT OF LIMITED

1593
00:58:04,054 --> 00:58:05,357
PARTNERSHIPPING IN THESE MICE

1594
00:58:05,357 --> 00:58:07,094
THAT, IS VOCAL LEARNING BUT

1595
00:58:07,094 --> 00:58:08,396
THAT'S OUR NEXT EXPERIMENT.

1596
00:58:08,396 --> 00:58:10,501
AND SO, I WILL END OFF WITH A

1597
00:58:10,501 --> 00:58:11,235
FEW SUMMARY SLIDES HERE.

1598
00:58:11,235 --> 00:58:12,839
WHAT DO I THINK IS GOING ON HERE

1599
00:58:12,839 --> 00:58:14,609
IN I THINK VOCAL LEARN SUGGEST

1600
00:58:14,609 --> 00:58:15,945
NOT AN ALL OR NONE FUNCTION.

1601
00:58:15,945 --> 00:58:19,018
IT'S MORE OF A CONTINUUM.

1602
00:58:19,018 --> 00:58:20,454
GOING FROM LIZARDS THAT DON'T

1603
00:58:20,454 --> 00:58:21,857
VOCALIZE AT ALL TO MICE AND

1604
00:58:21,857 --> 00:58:23,927
CHECKENS THAT DO WITH LIMITED

1605
00:58:23,927 --> 00:58:24,662
VOCAL MODIFICATION AIBLGHT TO

1606
00:58:24,662 --> 00:58:26,533
BAT ANDS SONG BIRDS AND PARROTS

1607
00:58:26,533 --> 00:58:29,238
AND SO FORTH, FOR COMPLEX VOCAL

1608
00:58:29,238 --> 00:58:33,413
LEARNERS IN HUMANS BY BEING THE

1609
00:58:33,413 --> 00:58:34,382
HIGH VOCAL LEARNERS AND THE MORE

1610
00:58:34,382 --> 00:58:36,720
YOU GO UP THE LADDER OF THE

1611
00:58:36,720 --> 00:58:39,358
CONTINUING THE FEWER SPECIES YOU

1612
00:58:39,358 --> 00:58:39,625
HAVE.

1613
00:58:39,625 --> 00:58:41,496
AND JUST DENSITY OF INNERVATION

1614
00:58:41,496 --> 00:58:44,468
IS WHAT ROGER LEMON PROPOSED FOR

1615
00:58:44,468 --> 00:58:45,938
THE LIMB MOTOR NEURONS THAT THE

1616
00:58:45,938 --> 00:58:47,241
GREATER INNOVATION OF THE

1617
00:58:47,241 --> 00:58:49,779
CORTICALE SPINAL TRACK, YOU HAVE

1618
00:58:49,779 --> 00:58:51,182
ON MOTOR NEURONS THAT CONTROL

1619
00:58:51,182 --> 00:58:53,520
THE HANDS, THE GREATER MANUEL

1620
00:58:53,520 --> 00:58:54,589
DEXTERITY YOU HAVE, I THINK

1621
00:58:54,589 --> 00:58:58,263
SPOKEN LANGUAGE IS FOLLOWING A

1622
00:58:58,263 --> 00:58:59,665
SIMILAR PRINCIPLE, GREATER

1623
00:58:59,665 --> 00:59:01,636
INNERVATION FROM THE BRAIN STEM

1624
00:59:01,636 --> 00:59:02,805
CIRCUITS THAT CONTROLLED VOAK

1625
00:59:02,805 --> 00:59:04,442
ALTHOUGH AILS, THE MORE ADVANCE

1626
00:59:04,442 --> 00:59:08,516
VOCAL ABILITIES HAVE YOU AND AND

1627
00:59:08,516 --> 00:59:10,921
THE WORK WE'RE DOING ON MICE

1628
00:59:10,921 --> 00:59:12,090
SEEM TO START SUPPORTING THAT

1629
00:59:12,090 --> 00:59:13,159
IDEA AND WHAT'S INTERESTING HERE

1630
00:59:13,159 --> 00:59:14,929
AND THAT EVEN THOUGH SONG BIRDS

1631
00:59:14,929 --> 00:59:17,000
IN HUMANS CAME UP WITH THESE

1632
00:59:17,000 --> 00:59:18,403
INDEPENDENTLY, MAYBE FROM THE

1633
00:59:18,403 --> 00:59:24,448
SURROUNDING MOTOR AREA, IT

1634
00:59:24,448 --> 00:59:26,185
SUGGESTS THAT THE SPEECH PATHWAY

1635
00:59:26,185 --> 00:59:27,521
CAN BE UNDERSTOOD BY STUDYING

1636
00:59:27,521 --> 00:59:29,759
THEM, DOWN TO THE LEVEL OF

1637
00:59:29,759 --> 00:59:31,329
INDIVIDUAL CELL TYPES LIKE THE

1638
00:59:31,329 --> 00:59:32,932
PROJECTION NEURONS HERE FROM 1

1639
00:59:32,932 --> 00:59:35,904
BRAIN REGION TO ANOTHER OR THE

1640
00:59:35,904 --> 00:59:37,608
CORTICALE BASAL GANGLION

1641
00:59:37,608 --> 00:59:39,812
THALAMIC LOOP, AND THEY MAKE

1642
00:59:39,812 --> 00:59:42,618
PREDICTIONS FROM THE LEVEL OF

1643
00:59:42,618 --> 00:59:43,887
CONNECTIVITY, CHROMATIN PEEKS

1644
00:59:43,887 --> 00:59:44,956
AND THE GENOME INSIDE THESE CELL

1645
00:59:44,956 --> 00:59:46,225
ANDS THEY MAKE PREDICTIONINGS

1646
00:59:46,225 --> 00:59:48,062
WHAT HAVE WE COULD EXPECT IN

1647
00:59:48,062 --> 00:59:49,064
HUMANS AND SOME OF THOSE ARE

1648
00:59:49,064 --> 00:59:52,504
TURNING OUT TO BE TRUE EMPLOY

1649
00:59:52,504 --> 00:59:53,306
FROM AN EVOLUTIONARY PERSPECTIVE

1650
00:59:53,306 --> 00:59:56,111
WHAT THIS MEANS TO ME IS THAT IN

1651
00:59:56,111 --> 00:59:57,715
THIS VERTEBRATE FAMILY TREE

1652
00:59:57,715 --> 00:59:59,952
HERE, HERE ARE THESE CORTICALE

1653
00:59:59,952 --> 01:00:04,061
REGIONS OF DIFFERENT TYPES IN

1654
01:00:04,061 --> 01:00:06,532
GREEN, IT MEANS IF 2 OF THESE

1655
01:00:06,532 --> 01:00:07,668
LINEAGES INVOLVE LEARNING AT

1656
01:00:07,668 --> 01:00:08,503
INDEPENDENT TIMES WITH CERTAIN

1657
01:00:08,503 --> 01:00:12,511
CELL TYPES AND MOLECULAR CHANGES

1658
01:00:12,511 --> 01:00:13,446
IN THE LAST 300 MILLION YEARS, I

1659
01:00:13,446 --> 01:00:17,020
CAN TELL YOU IF ANOTHER SPECIES

1660
01:00:17,020 --> 01:00:20,527
LIKE A CROCODILE OR TURTLE OR

1661
01:00:20,527 --> 01:00:21,996
SOME SORT, I CAN PREDICT WHAT

1662
01:00:21,996 --> 01:00:23,600
JEERNS WILL BE IPT GREATER

1663
01:00:23,600 --> 01:00:24,501
VOLVED, WHERE THOSE WILL BE AT

1664
01:00:24,501 --> 01:00:25,503
AND THE LEVELS INCREASE LIEWGZ

1665
01:00:25,503 --> 01:00:26,940
OF WINGS, THERE SEEMS TO BE A

1666
01:00:26,940 --> 01:00:28,276
LIMITED WAY IN WHICH IT CAN

1667
01:00:28,276 --> 01:00:29,912
EVOLVE SUCH A CIRCUIT THAT EVEN

1668
01:00:29,912 --> 01:00:32,250
ARK LOWS A PARROT TO IMITATE

1669
01:00:32,250 --> 01:00:32,952
HUMAN SPEECH.

1670
01:00:32,952 --> 01:00:34,922
FROM THE MOLECULAR TO THE

1671
01:00:34,922 --> 01:00:36,358
ANATOMICAL LEVEL AND MAYBE 1

1672
01:00:36,358 --> 01:00:39,899
DAY, WE CAN TRANSGENICLY

1673
01:00:39,899 --> 01:00:40,734
MANIPULATE OTHER SPECIES AND GET

1674
01:00:40,734 --> 01:00:45,276
THEM TO FIGURE OUT HOW TO SING

1675
01:00:45,276 --> 01:00:46,011
OUT LOUD.

1676
01:00:46,011 --> 01:00:47,280
SO TAKE HOME MESSAGES THAT

1677
01:00:47,280 --> 01:00:48,917
COMPLEX BEHAVIOR CANS EVOLVE

1678
01:00:48,917 --> 01:00:51,088
MULTIPLE TIMES FROM DEEPLY

1679
01:00:51,088 --> 01:00:52,257
HOMOLOGOUS BUT DIVERSE BRAIN

1680
01:00:52,257 --> 01:00:53,660
CIRCUIT CELLS AND THE ACTUAL

1681
01:00:53,660 --> 01:00:56,332
GENES WERE NOT DISCOVERING NEW

1682
01:00:56,332 --> 01:00:58,302
GENES, SO OLD YEENS BEING USE

1683
01:00:58,302 --> 01:00:59,705
INDEED NEW WAYS, TRAIT LIKE

1684
01:00:59,705 --> 01:01:00,540
SPOKEN LANGUAGE CAN BE

1685
01:01:00,540 --> 01:01:02,578
UNDERSTOOD FROM STUDIES OF THESE

1686
01:01:02,578 --> 01:01:05,083
DISTANTLY RELATED ANIMALS, AND

1687
01:01:05,083 --> 01:01:06,252
CONVERGENT EVOLUTION OF

1688
01:01:06,252 --> 01:01:07,721
MECHANISMS OF A TRAIT SEEMS TO

1689
01:01:07,721 --> 01:01:09,458
BE ASSOCIATE WIDE SIMILARITIES

1690
01:01:09,458 --> 01:01:10,761
AND DISORDERS OF THAT TRAIT.

1691
01:01:10,761 --> 01:01:13,433
SO PARTICULARLY FROM AN NIH

1692
01:01:13,433 --> 01:01:15,036
PERSPECTIVE, JUST BECAUSE IT'S

1693
01:01:15,036 --> 01:01:18,676
CONVERGENT DOESN'T MEAN IT'S NOT

1694
01:01:18,676 --> 01:01:19,645
RELEVANT, IT ACTUALLY MEANS IT

1695
01:01:19,645 --> 01:01:20,447
IS.

1696
01:01:20,447 --> 01:01:22,217
SO I WANT TO THANK ALL THOSE

1697
01:01:22,217 --> 01:01:26,191
THAT FUNDED ME INCLUDING THE

1698
01:01:26,191 --> 01:01:29,431
INSTITUTES HERE LIKE NINDS AND

1699
01:01:29,431 --> 01:01:32,036
NIMH AND SO FORTH AND MOST

1700
01:01:32,036 --> 01:01:33,339
RECENTLY THE DIRECTOR'S RO-1

1701
01:01:33,339 --> 01:01:35,076
AWARD THAT NEAL MENTIONED I HAD

1702
01:01:35,076 --> 01:01:36,312
AND THE PRIVATE FOUNDATIONS

1703
01:01:36,312 --> 01:01:37,213
FUNDING AS WELL.

1704
01:01:37,213 --> 01:01:39,652
SO I REALLY THANK YOU FOR YOUR

1705
01:01:39,652 --> 01:01:40,720
ATTENTION, I CAN NOW TAKE ANY

1706
01:01:40,720 --> 01:01:47,267
QUESTIONS THAT YOU HAVE.

1707
01:01:47,267 --> 01:01:47,734
[ APPLAUSE ]

1708
01:01:47,734 --> 01:01:50,039
>> YOU ARE OF COURSE FREE
TO USE

1709
01:01:50,039 --> 01:01:50,473
THE MICsOT STEPS.

1710
01:01:50,473 --> 01:01:51,843
I HAVE A COUPLE QUESTIONS FROM

1711
01:01:51,843 --> 01:01:53,913
ONLINE IF YOU'RE READY.

1712
01:01:53,913 --> 01:01:54,481
IN, YEAH.

1713
01:01:54,481 --> 01:01:55,684
NFROM EARLIER IN THE TALK, I

1714
01:01:55,684 --> 01:01:58,356
THINK IS THE ENHANCED PROBLEM

1715
01:01:58,356 --> 01:02:01,796
SOLVING ABILITIES OF VOCAL

1716
01:02:01,796 --> 01:02:03,967
LEARNING SPECIES DESCRIBED BY

1717
01:02:03,967 --> 01:02:06,772
AUDET AND COLLEAGUES CORRELATED

1718
01:02:06,772 --> 01:02:07,340
WITH WORKING MEMORY?

1719
01:02:07,340 --> 01:02:10,012
>> THAT'S A GOOD QUESTION.

1720
01:02:10,012 --> 01:02:10,680
WITH WORKING MEMORY.

1721
01:02:10,680 --> 01:02:12,450
I DON'T KNOW THE ANSWER TO THAT

1722
01:02:12,450 --> 01:02:15,757
BECAUSE WE DID NOT ACTUALLY TEST

1723
01:02:15,757 --> 01:02:18,529
WORKING MEMORY IN THESE BIRDS.

1724
01:02:18,529 --> 01:02:20,967
WE DID TEST ASSOCIATATIVE

1725
01:02:20,967 --> 01:02:22,036
LEARNING BUT WE DEPARTMENT TEST

1726
01:02:22,036 --> 01:02:24,007
HOW LONG CAN THEY STORE A MEMORY

1727
01:02:24,007 --> 01:02:26,746
CAN THEN REPEAT SOMETHING AGAIN.

1728
01:02:26,746 --> 01:02:29,084
SO I'M GLAD YOU ASKED, I WILL GO

1729
01:02:29,084 --> 01:02:32,290
TALK TO MY POST DOC >> 
HOWARD

1730
01:02:32,290 --> 01:02:33,927
HAD ABOUT 2 SENTENCES.

1731
01:02:33,927 --> 01:02:37,968
MAYBE IT WAS AROUND THAT TIME.

1732
01:02:37,968 --> 01:02:38,235
DR. OWENS?

1733
01:02:38,235 --> 01:02:39,438
>> GREAT TALK.

1734
01:02:39,438 --> 01:02:41,976
HAS ANYBODY LOOKED FOR THESE

1735
01:02:41,976 --> 01:02:46,919
TYPES OF CIRCUITS THAT CONNECT

1736
01:02:46,919 --> 01:02:49,458
MOVEMENT AND VOCALIZATION IN

1737
01:02:49,458 --> 01:02:50,159
STROKE?

1738
01:02:50,159 --> 01:02:52,564
>> YES, SO, IT DEPENDS ON
WHAT

1739
01:02:52,564 --> 01:02:54,534
KIND OF STROKE BECAUSE IF IT'S

1740
01:02:54,534 --> 01:02:56,939
MORE ANTERIOR PART OF BRAIN, YOU

1741
01:02:56,939 --> 01:02:59,678
EXPECT SPEECH PRODUCTION MORE

1742
01:02:59,678 --> 01:03:01,148
THAN PERCEPTION.

1743
01:03:01,148 --> 01:03:02,851
SO, YES, IN TERMS OF THE

1744
01:03:02,851 --> 01:03:04,187
ANALYSIS, THAT WE'VE DONE IN THE

1745
01:03:04,187 --> 01:03:06,024
LITERATURE AND TALKING TO

1746
01:03:06,024 --> 01:03:08,896
COLLEAGUES THAT A STROKE THAT

1747
01:03:08,896 --> 01:03:10,266
ASHINGS SPEECH PRODUCTION IS

1748
01:03:10,266 --> 01:03:11,769
GOING TO AFFECT ALSO MOTOR

1749
01:03:11,769 --> 01:03:12,938
PRODUCTION DEHAD A FEWS MORE

1750
01:03:12,938 --> 01:03:15,176
THAN IT DOES FOR COGNITIVE

1751
01:03:15,176 --> 01:03:16,779
BEHAVIORS, THE BRAIN

1752
01:03:16,779 --> 01:03:18,616
ORGANIZATION TENDS TO BE SENSORY

1753
01:03:18,616 --> 01:03:19,852
AREAS OF MORE SITUATED TO THE

1754
01:03:19,852 --> 01:03:21,588
MORE IS THE BACK OF THE BRAIN

1755
01:03:21,588 --> 01:03:23,559
AND MORE MOTOR RELATED

1756
01:03:23,559 --> 01:03:24,728
FUNCTIONS, THE MORE FRONT, EACH

1757
01:03:24,728 --> 01:03:27,600
THOUGH THERE IS A MIXING OF THE

1758
01:03:27,600 --> 01:03:31,942
2 SO THE ANSWER IS YES. 

1759
01:03:31,942 --> 01:03:32,911
>> THANK YOU. 

1760
01:03:32,911 --> 01:03:35,950
>> PLEASE, GO AHEAD.

1761
01:03:35,950 --> 01:03:40,860
DO THE SONG BIRDS HAVE A SIMILAR

1762
01:03:40,860 --> 01:03:42,163
TEMPORAL RELATIONSHIP FOR THE

1763
01:03:42,163 --> 01:03:43,966
ACQUISITION OF VOCAL LEARNING

1764
01:03:43,966 --> 01:03:44,534
THAT HUMANS HAVE?

1765
01:03:44,534 --> 01:03:46,071
AND IF SO, HAVE YOU BEEN ABLE TO

1766
01:03:46,071 --> 01:03:48,275
FIGURE OUT WHAT THE LIMITING

1767
01:03:48,275 --> 01:03:50,045
FACTOR IS FOR THE TEMPORAL

1768
01:03:50,045 --> 01:03:53,018
ACQUISITION OF VOCAL LEARNING IN

1769
01:03:53,018 --> 01:03:53,786
ANY SPECIES?

1770
01:03:53,786 --> 01:03:56,391
>> YES, SO SONG BIRDS
UNDERGO A

1771
01:03:56,391 --> 01:03:57,460
SENSITIVE OR CRITICAL PERIOD AS

1772
01:03:57,460 --> 01:03:59,464
PEOPLE CALL THEM TODAY, OF WHERE

1773
01:03:59,464 --> 01:04:01,969
THEY'RE LIKE HUMANS WE LEARN

1774
01:04:01,969 --> 01:04:03,372
BEST EARLIER IN LIFE TO THE

1775
01:04:03,372 --> 01:04:05,509
LANGUAGE THAT REGREW UP WITH AND

1776
01:04:05,509 --> 01:04:08,515
IF WE LEARN LANGUAGE LATER IN

1777
01:04:08,515 --> 01:04:09,918
LIFE, PAST PUBERTY IT'S MUCH

1778
01:04:09,918 --> 01:04:12,123
HARDER TO DO, IT'S NOT

1779
01:04:12,123 --> 01:04:13,191
IMPOSSIBLE, FOR ZEBRA FINCH IT'S

1780
01:04:13,191 --> 01:04:14,494
DIFFICULT TO DO, FOR A CANARY

1781
01:04:14,494 --> 01:04:16,966
THEY CAN DO IT, PARROTS ARE

1782
01:04:16,966 --> 01:04:18,936
BETTER AT IT, BUT JUST LIKE

1783
01:04:18,936 --> 01:04:20,974
PARROTS, IT'S STILL EASIER AT AN

1784
01:04:20,974 --> 01:04:22,744
EARLY AGE AND THERE ARE GENES

1785
01:04:22,744 --> 01:04:25,149
THAT ARE CHANGING

1786
01:04:25,149 --> 01:04:26,852
DEVELOPMENTALLY IN THESE SONG

1787
01:04:26,852 --> 01:04:28,155
LEARNS CIRCUITS LIKE THE GRIN 2

1788
01:04:28,155 --> 01:04:29,791
B WHICH I SHOWED YOU EARLIER

1789
01:04:29,791 --> 01:04:32,096
WHICH GOES DOWN IN ADULT, THERE

1790
01:04:32,096 --> 01:04:33,432
ARE GENES THAT ARE CHANGING THAT

1791
01:04:33,432 --> 01:04:34,735
CORRELATE WITH THESE CRITICAL

1792
01:04:34,735 --> 01:04:38,141
PERIODS AND SOME PEOPLE HAVE

1793
01:04:38,141 --> 01:04:38,843
BEEN SUCCESSFULLY MANIPULATING

1794
01:04:38,843 --> 01:04:40,947
SOME OF THOSE GENES TO TRY TO

1795
01:04:40,947 --> 01:04:44,153
REOPEN THEM UP, THE PROBLEM IS

1796
01:04:44,153 --> 01:04:45,356
THE STUDDERRING THAT I SHOWED

1797
01:04:45,356 --> 01:04:46,224
YOU EARLIER, YOU WILL HAVE SIDE

1798
01:04:46,224 --> 01:04:46,926
CENTER FOR EXCELLENCE ON AGINGS

1799
01:04:46,926 --> 01:04:49,197
EMPLOY SO 1 IDEA THAT PEOPLE

1800
01:04:49,197 --> 01:04:52,103
MIGHT HAVE IS CAN WE REOPEN THE

1801
01:04:52,103 --> 01:04:52,904
CRITICAL PERIOD MANIPULATING

1802
01:04:52,904 --> 01:04:55,008
THESE YEENS WITH SOME TYPE OF

1803
01:04:55,008 --> 01:04:55,944
DRUGS GET SOMEBODY TO LEARN A

1804
01:04:55,944 --> 01:04:57,580
NEW LANGUAGE AS IF THEY WERE A

1805
01:04:57,580 --> 01:04:59,016
CHILD AND THEN CLOSE IT OFF SO

1806
01:04:59,016 --> 01:05:01,889
THEY DON'T FORGET AND CREW OTHER

1807
01:05:01,889 --> 01:05:02,523
THINGS UP.

1808
01:05:02,523 --> 01:05:03,893
>> ONE MORE ONLINE IF WE
CAN GET

1809
01:05:03,893 --> 01:05:05,162
TO IT.

1810
01:05:05,162 --> 01:05:05,429
>> YEAH.

1811
01:05:05,429 --> 01:05:08,702
>> WHAT MIGHT BE THE
REASON FOR

1812
01:05:08,702 --> 01:05:11,909
WHY CERTAIN BIRDS EVOLVE TO BE

1813
01:05:11,909 --> 01:05:12,811
VOCAL LEARNERS.

1814
01:05:12,811 --> 01:05:14,080
MANY MAMMALS CAN SOUND AN ARK

1815
01:05:14,080 --> 01:05:17,019
LARM, IF NOT TIED TO MATING OR

1816
01:05:17,019 --> 01:05:18,923
SHOUTING ALARMS, WHAT PURPOSE

1817
01:05:18,923 --> 01:05:21,027
DID THIS TRAIT SERVE IN WILD

1818
01:05:21,027 --> 01:05:21,829
PARROTS IN PARTICULAR?

1819
01:05:21,829 --> 01:05:27,006
>>  YEAH, SO I THINK VOCAL

1820
01:05:27,006 --> 01:05:29,110
LEARNING, I THINK THE PRIMARY

1821
01:05:29,110 --> 01:05:30,780
REASON VOCAL LEARNING INCLUDING

1822
01:05:30,780 --> 01:05:33,619
IN ANCESTRAL HUMANS WAS FOR MATE

1823
01:05:33,619 --> 01:05:34,354
ATTRACTION, RIGHT?

1824
01:05:34,354 --> 01:05:36,224
AND THAT'S WHAT MOST OF THE

1825
01:05:36,224 --> 01:05:39,030
VOCAL LEARNING SPECIES USE THEIR

1826
01:05:39,030 --> 01:05:40,232
LEARNING VOCALIZATIONS FOR.

1827
01:05:40,232 --> 01:05:42,704
EVEN WHEN YOU HAVE THEIR INNATE

1828
01:05:42,704 --> 01:05:44,106
SOUNDS AND SPECIES THAT DON'T

1829
01:05:44,106 --> 01:05:47,279
IMITATE, USE THEIR SOUNDS FOR

1830
01:05:47,279 --> 01:05:47,981
SEMANTIC INFORMATION LIKE FOOD

1831
01:05:47,981 --> 01:05:49,718
AND TREE OR SOMETHING LIKE THAT,

1832
01:05:49,718 --> 01:05:52,022
I THINK IT'S FOR MAIN ATTRACTION

1833
01:05:52,022 --> 01:05:53,425
BECAUSE IF YOU MODULATE YOUR

1834
01:05:53,425 --> 01:05:56,932
VOICE A LOT, YOU KEEP THE OTHER

1835
01:05:56,932 --> 01:05:59,771
INDIVIDUAL LISTENING TO YOU.

1836
01:05:59,771 --> 01:06:03,412
YOU'RE PAYING ATTENTION TO MORE,

1837
01:06:03,412 --> 01:06:05,816
AND PARROTS IN THE WILD, THEY

1838
01:06:05,816 --> 01:06:08,388
STEAL LOTS OF VOCALIZATIONS FROM

1839
01:06:08,388 --> 01:06:10,259
OTHER SPECIES, THEY STEAL

1840
01:06:10,259 --> 01:06:10,826
VOCALIZATIONS FROM DIFFERENT

1841
01:06:10,826 --> 01:06:12,496
SOUNDS IN THE WILD AND THAT

1842
01:06:12,496 --> 01:06:14,133
BUILDS UP THEIR REPERTOIRE,

1843
01:06:14,133 --> 01:06:16,104
MAKES THEM MORE SEXY, OKAY,.

1844
01:06:16,104 --> 01:06:18,275
>> I SEE, SO THAT'S
IMPORTANT

1845
01:06:18,275 --> 01:06:20,045
AND IT'S AN IMPORTANT SELECTING

1846
01:06:20,045 --> 01:06:22,450
FACTOR BUT SELECTING AGAINST IT

1847
01:06:22,450 --> 01:06:24,854
ARE PREDATORS, SO, THE MORE

1848
01:06:24,854 --> 01:06:29,497
VARIED YOUR SOUNDS ARE, THE MORE

1849
01:06:29,497 --> 01:06:31,033
LIKELY YOU'RE NOT SOME AUDITORY

1850
01:06:31,033 --> 01:06:33,238
SYSTEM WILL NOT HAPPENITUATE TO

1851
01:06:33,238 --> 01:06:34,641
AND I WILL REALIZE THAT WHEN I

1852
01:06:34,641 --> 01:06:37,079
WAS READING A PARTNERSHIP IN

1853
01:06:37,079 --> 01:06:39,484
DUKE GARDENS AND I WAS HEARING A

1854
01:06:39,484 --> 01:06:41,187
SONG BIRD AND IT'S SWITCHING THE

1855
01:06:41,187 --> 01:06:43,358
SONG EVERY 10 MINUTES, BUT I

1856
01:06:43,358 --> 01:06:46,932
LOOKED UP AND I LOOKED UP, AND

1857
01:06:46,932 --> 01:06:50,372
I'M NOT THE BIRDS LOVER OR

1858
01:06:50,372 --> 01:06:51,240
PREDATOR BUT STILL, SO EVIDENT

1859
01:06:51,240 --> 01:06:53,311
THIS MIGHT BE THE CASE THAT SONG

1860
01:06:53,311 --> 01:06:55,482
BIRDS KEPT IN CAPTIVITY FOR MANY

1861
01:06:55,482 --> 01:06:59,791
GENERATED --DPEN RAYINGS AND EVN

1862
01:06:59,791 --> 01:07:03,465
MICE KEPT IN CAPTIVITY PRODUCE

1863
01:07:03,465 --> 01:07:05,402
HORMONE VOCALIZATIONS THAN THEIR

1864
01:07:05,402 --> 01:07:05,736
COUNTERPARTS.

1865
01:07:05,736 --> 01:07:07,974
>> HI, HERRIC, THANK YOU
SO MUCH

1866
01:07:07,974 --> 01:07:09,043
FOR THAT FASCINATING TALK, SO

1867
01:07:09,043 --> 01:07:11,915
WHILE YOU WERE TALKING I WAS

1868
01:07:11,915 --> 01:07:13,986
THINKING ABOUT INDIVIDUALS WITH

1869
01:07:13,986 --> 01:07:16,491
AUTISM WHO ARE NONVERBAL AND

1870
01:07:16,491 --> 01:07:18,228
THEN YOU TALKED A LITTLE BIT

1871
01:07:18,228 --> 01:07:22,302
ABOUT IT BUT I THINK THAT THAT

1872
01:07:22,302 --> 01:07:23,438
IS JUST VERY, VERY INTERESTING

1873
01:07:23,438 --> 01:07:25,542
AND WHAT IS THE STATUS OF THAT

1874
01:07:25,542 --> 01:07:26,344
WORK?

1875
01:07:26,344 --> 01:07:28,248
ARE YOU ACTIVELY COLLABORATING

1876
01:07:28,248 --> 01:07:29,483
WITH OTHERS?

1877
01:07:29,483 --> 01:07:30,686
CAN YOU SAY A LITTLE BIT MORE

1878
01:07:30,686 --> 01:07:34,260
ABOUT THE RELEVANCE OF YOUR WORK

1879
01:07:34,260 --> 01:07:38,201
TO THAT ISSUE? 

1880
01:07:38,201 --> 01:07:39,938
>> WE HAVE APPLIED FOR
SOME

1881
01:07:39,938 --> 01:07:41,608
GRANTS USING SONG BIRDSAs A

1882
01:07:41,608 --> 01:07:43,111
MODEL AND SOME OF THE GENOMIC

1883
01:07:43,111 --> 01:07:44,514
WORK WE HAVE FOR AUTISM BUT WE

1884
01:07:44,514 --> 01:07:46,685
NEVER GOT IT FUNDED BUT WE HAVE

1885
01:07:46,685 --> 01:07:49,423
PRELIMINARY RESULTS AS OF YET AT

1886
01:07:49,423 --> 01:07:50,526
LEAST, RIGHT?

1887
01:07:50,526 --> 01:07:51,695
AND THE PRELIMINARY RESULT IS,

1888
01:07:51,695 --> 01:07:54,033
SOME OF THOSE REGIONS THAT I WAS

1889
01:07:54,033 --> 01:07:56,938
TELLING YOU THAT HAVE

1890
01:07:56,938 --> 01:07:58,074
ACCELERATED EVOLUTION, RIGHT IN

1891
01:07:58,074 --> 01:07:59,844
AND KUDOS TO THE HIGH QUALITY

1892
01:07:59,844 --> 01:08:01,447
GENOMES FOR BEING ABLE TO FIND

1893
01:08:01,447 --> 01:08:02,884
THOSE REGIONS, SOME OF THOSE

1894
01:08:02,884 --> 01:08:04,320
REGIONS THAT HAVE ACCELERATED

1895
01:08:04,320 --> 01:08:08,628
EVOLUTION ARE IN FRONT OF GENES

1896
01:08:08,628 --> 01:08:09,430
THAT OVERLAP, SIGNIFICANTLY WITH

1897
01:08:09,430 --> 01:08:11,668
YEENS THAT ARE ASSOCIATED WITH

1898
01:08:11,668 --> 01:08:14,507
AUTISM, AND PARTICULARLY VERBAL

1899
01:08:14,507 --> 01:08:17,446
DEFICITS IN AUTISM, WE THINK THE

1900
01:08:17,446 --> 01:08:19,450
LONG STORY SHORT THAT GENES THAT

1901
01:08:19,450 --> 01:08:20,753
HAVE CONVERGENT REGULATION IN

1902
01:08:20,753 --> 01:08:23,725
HUMAN SPEECH AREAS ARE MORE

1903
01:08:23,725 --> 01:08:28,134
LIKELY YOU HADITATIONS IN -

1904
01:08:28,134 --> 01:08:30,973
-MUTATIONS IN THEM TO LEAD TO

1905
01:08:30,973 --> 01:08:33,244
VERBAL AUTISTIC DEFINITIONS THAN

1906
01:08:33,244 --> 01:08:35,215
1 WIEL TRY TO GET FUNDING TO

1907
01:08:35,215 --> 01:08:35,783
PROVE IT.

1908
01:08:35,783 --> 01:08:36,818
>> ONE LAST QUESTION
BEFORE WE

1909
01:08:36,818 --> 01:08:37,553
CLOSE DOWN.

1910
01:08:37,553 --> 01:08:39,156
>> I'M CURIOUS HOW MUCH
YOU

1911
01:08:39,156 --> 01:08:41,561
THINK THESE I GUESS ENHANCED

1912
01:08:41,561 --> 01:08:42,296
PROBLEM SOLVING ABILITIES AND

1913
01:08:42,296 --> 01:08:45,569
SOME OF THE SONG BIRDS COULD BE

1914
01:08:45,569 --> 01:08:48,074
DUE TO OR ARE DUE TO A SIMILAR

1915
01:08:48,074 --> 01:08:49,577
UNDERLYING MECHANISM THAT

1916
01:08:49,577 --> 01:08:50,980
CREATES THE ENHANCED VOCAL

1917
01:08:50,980 --> 01:08:52,616
ABILITIES VERSUS THE ENHANCED

1918
01:08:52,616 --> 01:08:56,557
VOCAL ABILITIES SORT OF LEADING

1919
01:08:56,557 --> 01:08:57,760
TO CERTAIN SOCIAL SELECTIVE

1920
01:08:57,760 --> 01:08:59,697
PRESSURES THAT COULD ACTUALLY BE

1921
01:08:59,697 --> 01:09:01,701
A CAUSE OF SORT OF ENHANCED

1922
01:09:01,701 --> 01:09:03,137
COGNITION AND NEED TO INTERPRET

1923
01:09:03,137 --> 01:09:04,774
MEAN XG THINGS LICK THAT.

1924
01:09:04,774 --> 01:09:05,843
>> SO YOU'RE WONDERING HOW
I

1925
01:09:05,843 --> 01:09:06,744
WOULD MAKE THAT CONNECTION

1926
01:09:06,744 --> 01:09:08,481
BETWEEN THE 2?

1927
01:09:08,481 --> 01:09:09,951
THE ENHANCED VOCAL LEARN XG

1928
01:09:09,951 --> 01:09:10,218
COGNITION?

1929
01:09:10,218 --> 01:09:11,721
>> YEAH, DO YOU THINK THE

1930
01:09:11,721 --> 01:09:14,694
ENHANCED VOCAL LEARNING COULD

1931
01:09:14,694 --> 01:09:16,130
PRECEDE THE ENHANCED COGNITION?

1932
01:09:16,130 --> 01:09:17,566
>> YEAH, SO I WAS JUST
TELLING

1933
01:09:17,566 --> 01:09:20,973
THE FOLKS I WAS TALKING TODAY AT

1934
01:09:20,973 --> 01:09:22,943
LUNCH, THE POST DOCS HERE IS

1935
01:09:22,943 --> 01:09:26,885
THAT WHAT IS THIS RELATIONSHIP?

1936
01:09:26,885 --> 01:09:28,989
WE OFTEN, I THINK IT'S SOMEWHAT

1937
01:09:28,989 --> 01:09:30,625
UNIVERSAL, WE GREW UP IN SOCIETY

1938
01:09:30,625 --> 01:09:34,700
LEARNING THAT LANGUAGE, THE

1939
01:09:34,700 --> 01:09:37,573
ABILITY OF LANGUAGE IN HUMANS

1940
01:09:37,573 --> 01:09:39,309
HAVE BEEN MORE ADDING TO OUR

1941
01:09:39,309 --> 01:09:42,449
SPECIES THAN OTHER SPECIES.

1942
01:09:42,449 --> 01:09:44,420
NO 1'S REALLY PROVEN IN THAT

1943
01:09:44,420 --> 01:09:46,858
RESULT THAT WE TOLD YOU OF, KIND

1944
01:09:46,858 --> 01:09:48,428
OF SUPPORTS THAT I DO THINK THAT

1945
01:09:48,428 --> 01:09:49,864
VOCAL LEARNING MIGHT EVOLVE

1946
01:09:49,864 --> 01:09:56,043
BEFORE THE ENHANCED COGNITIVE

1947
01:09:56,043 --> 01:09:57,446
ABILITIES, BECAUSE BECAUSE IT'S

1948
01:09:57,446 --> 01:09:58,681
LIKE THE VOCAL NONLEARNING

1949
01:09:58,681 --> 01:10:00,418
SPECIES THAT WE LOOK AT HAVE THE

1950
01:10:00,418 --> 01:10:02,021
LEAST PROBLEM SOLVING SKILLS

1951
01:10:02,021 --> 01:10:03,491
COMPARED TO VOCAL LEARNERS AND

1952
01:10:03,491 --> 01:10:07,967
THE VOCAL LEARNERS THAT HAVE THE

1953
01:10:07,967 --> 01:10:09,403
SMALL OR WEAKEST PROBLEM SOLVING

1954
01:10:09,403 --> 01:10:11,273
SKILLS ARE MORE LIKE THE

1955
01:10:11,273 --> 01:10:13,544
NONLEARNERS SO, I MOON YOU CAN'T

1956
01:10:13,544 --> 01:10:16,617
USE A CORRELATION GRAPH TO ARGUE

1957
01:10:16,617 --> 01:10:18,053
CAUSATION BUT JUST WHO THE HAVES

1958
01:10:18,053 --> 01:10:20,826
AND THE HAVE NOTS SUGGEST THAT

1959
01:10:20,826 --> 01:10:22,295
THE VOCAL LEARNING CAME FIRST

1960
01:10:22,295 --> 01:10:25,401
BEFORE THE PROBLEM SOLVING

1961
01:10:25,401 --> 01:10:26,103
SKILLS.

1962
01:10:26,103 --> 01:10:27,038
SO MAYBE TEACH--MAYBE YOU CAN

1963
01:10:27,038 --> 01:10:28,942
USE THIS AS A MODEL TO SAY TEACH

1964
01:10:28,942 --> 01:10:30,144
YOUR CHILDREN LOTS OF DIFFERENT

1965
01:10:30,144 --> 01:10:33,050
LANGUAGES IN COOL AND THEY'LL BE

1966
01:10:33,050 --> 01:10:34,954
BETTER PROBLEM SOLVERS LATER ON

1967
01:10:34,954 --> 01:10:36,423
IN LIFE.

1968
01:10:36,423 --> 01:10:38,761
>> MAYBE A PARROT OR EGG

1969
01:10:38,761 --> 01:10:39,029
QUESTION.

1970
01:10:39,029 --> 01:10:41,868
>> THAT'S IT. 

1971
01:10:41,868 --> 01:10:42,669
>> THAT'S IT.

1972
01:10:42,669 --> 01:10:43,838
>> OKAY, I THINK IT'S LEFT
FOR

1973
01:10:43,838 --> 01:10:46,944
ME TO JUST SORT OF SAY THANK YOU

1974
01:10:46,944 --> 01:10:49,349
FOR BOTH BEING HERE BUT JUST FOR

1975
01:10:49,349 --> 01:10:51,988
A FANTASTIC AND HIGHLY

1976
01:10:51,988 --> 01:10:52,389
STIMULATING TALK.

1977
01:10:52,389 --> 01:10:54,159
TOUCH OFFICE OF DIVERSITY

1978
01:10:54,159 --> 01:10:55,428
EVERYTHING ESSENTIALLY, WE'RE

1979
01:10:55,428 --> 01:10:56,931
HIGHLY APPRECIATIVE OF THAT AND

1980
01:10:56,931 --> 01:10:59,136
THERE IS A LITTLE BIT OF A

1981
01:10:59,136 --> 01:11:00,438
RECEPTION AFTERWARDS OUTSIDE FOR

1982
01:11:00,438 --> 01:11:03,678
COP COFFEE AND COOKIES.

1983
01:11:03,678 --> 01:11:06,216
OTHERWISE, JUST A GIANT THANK

1984
01:11:06,216 --> 01:11:08,488
FROM ALL OF US AND AN

1985
01:11:08,488 --> 01:11:09,723
OVERWHELMING AROUND OF APPLAUSE.

1986
01:11:09,723 --> 01:11:19,723
THANK YOU VERY MUCH.  GREAT
QUESTIONS.