抗原变异可使得多种致病微生物易于逃避宿主免疫应答。表达在感染红细胞表面的恶性疟原虫红细胞表面蛋白1（PfPMP1）与感染红细胞、内皮细胞、树突状细胞以及胎盘的单个或多个受体作用，在黏附及免疫逃避中起关键的作用。每个单倍体基因组var基因家族编码约60种成员，通过启动转录不同的var基因变异体为抗原变异提供了分子基础。

疟原虫var基因转换速率变化导致抗原变异[英]／Paul H, Robert P, Christodoulou Z, et al//Proc Natl Acad Sci U S A

The capacity to predict future events permits a creature to detect, model, and manipulate the causal structure of its interactions with its environment. Behavioral experiments suggest that learning is driven by changes in the expectations about future salient events such as rewards and punishments. Physiological work has recently complemented these studies by identifying dopaminergic neurons in the primate whose fluctuating output apparently signals changes or errors in the predictions of future salient and rewarding events. Taken together, these findings can be understood through quantitative theories of adaptive optimizing control.

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A Neural Substrate of Prediction and Reward

A DNA test to sex most birds.

While the study of psychology has offered little in the way of explaining the creative process, Koestler examines the idea that we are at our most creative when rational thought is suspended--for example, in dreams and trancelike states. All who read The Act of Creation will find it a compelling and illuminating book.

The Act of Creation

Child psychiatrists, pediatricians, and other child clinicians need to have a solid understanding of child language development. There are at least four important reasons that make this necessary. First, slowing, arrest, and deviation of language development are highly associated with, and complicate the course of, child psychopathology. Second, language competence plays a crucial role in emotional and mood regulation, evaluation, and therapy. Third, language deficits are the most frequent underpinning of the learning disorders, ubiquitous in our clinical populations. Fourth, clinicians should not confuse the rich linguistic and dialectal diversity of our clinical populations with abnormalities in child language development. The challenge for the clinician becomes, then, how to get immersed in the captivating field of child language acquisition without getting overwhelmed by its conceptual and empirical complexity. In the past 50 years and since the seminal works of Roger Brown, Jerome Bruner, and Catherine Snow, child language researchers (often known as developmental psycholinguists) have produced a remarkable body of knowledge. Linguists such as Chomsky and philosophers such as Grice have strongly influenced the science of child language. One of the major tenets of Chomskian linguistics (known as generative grammar) is that children’s capacity to acquire language is “hardwired” with “universal grammar”—an innate language acquisition device (LAD), a language “instinct”—at its core. This view is in part supported by the assertion that the linguistic input that children receive is relatively dismal and of poor quality relative to the high quantity and quality of output that they manage to produce after age 2 and that only an advanced, innate capacity to decode and organize linguistic input can enable them to “get from here (prelinguistic infant) to there (linguistic child).” In “Constructing a Language,” Tomasello presents a contrasting theory of how the child acquires language: It is not a universal grammar that allows for language development. Rather, human cognition universals of communicative needs and vocal-auditory processing result in some language universals, such as nouns and verbs as expressions of reference and predication (p. 19). The author proposes that two sets of cognitive skills resulting from biological/phylogenetic adaptations are fundamental to the ontogenetic origins of language. These sets of inherited cognitive skills are intentionreading on the one hand and pattern-finding, on the other. Intention-reading skills encompass the prelinguistic infant’s capacities to share attention to outside events with other persons, establishing joint attentional frames, to understand other people’s communicative intentions, and to imitate the adult’s communicative intentions (an intersubjective form of imitation that requires symbolic understanding and perspective-taking). Pattern-finding skills include the ability of infants as young as 7 months old to analyze concepts and percepts (most relevant here, auditory or speech percepts) and create concrete or abstract categories that contain analogous items. Tomasello, a most prominent developmental scientist with research foci on child language acquisition and on social cognition and social learning in children and primates, succinctly and clearly introduces the major points of his theory and his views on the origins of language in the initial chapters. In subsequent chapters, he delves into the details by covering most language acquisition domains, namely, word (lexical) learning, syntax, and morphology and conversation, narrative, and extended discourse. Although one of the remaining domains (pragmatics) is at the core of his theory and permeates the text throughout, the relative paucity of passages explicitly devoted to discussing acquisition and proBOOK REVIEWS

Constructing a language: A usage-based theory of language acquisition

Bird song and human speech are learned early in life and for both cases engagement with live social tutors generally leads to better learning outcomes than passive audio-only exposure. Real-world tutor-tutee relations are normally not uni- but multimodal and observations suggest that visual cues related to sound production might enhance vocal learning. We tested this hypothesis by pairing appropriate, colour-realistic, high frame-rate videos of a singing adult male zebra finch tutor with song playbacks and presenting these stimuli to juvenile zebra finches (Taeniopygia guttata). Juveniles exposed to song playbacks combined with video presentation of a singing bird approached the stimulus more often and spent more time close to it than juveniles exposed to audio playback only or audio playback combined with pixelated and time-reversed videos. However, higher engagement with the realistic audio-visual stimuli was not predictive of better song learning. Thus, although multimodality increased stimulus engagement and biologically relevant video content was more salient than colour and movement equivalent videos, the higher engagement with the realistic audio-visual stimuli did not lead to enhanced vocal learning. Whether the lack of three-dimensionality of a video tutor and/or the lack of meaningful social interaction make them less suitable for facilitating song learning than audio-visual exposure to a live tutor remains to be tested.

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Adding colour-realistic video images to audio playbacks increases stimulus engagement but does not enhance vocal learning in zebra finches

Apallial-basal-ganglia-thalamic-pallialloopinsongbirdsisinvolvedinvocalmotorlearning.Damagetoitsbasal ganglia part, Area X, in adult zebra finches has been noted to have no strong effects on song and itsfunction is unclear. Here we report that neurotoxic damage to adult Area X induced changes in singingtempo and global syllable sequencing in all animals, and considerably increased syllable repetition in birdswhose song motifs ended with minor repetitions before lesioning. This stuttering-like behavior started atone month, and improved over six months. Unexpectedly, the lesioned region showed considerablerecovery,includingimmigrationofnewlygeneratedorrepairedneuronsthatbecameactiveduringsinging.The timingofthe recoveryand stutteringsuggestthat immaturerecovering activity of the circuitmight beassociated with stuttering. These findings indicate that even after juvenile learning is complete, the adultstriatum plays a role in higher level organization of learned vocalizations.

Basal ganglia function, stuttering, sequencing, and repair in adult

The transcription factor FOXP2 is crucial for the formation and function of cortico-striatal circuits. FOXP2 mutations are associated with specific speech and language impairments. In songbirds, experimentally altered FoxP2 expression levels in the striatal song nucleus Area X impair vocal learning and song production. Overall FoxP2 protein levels in Area X are low in adult zebra finches and decrease further with singing. However, some Area X medium spiny neurons (MSNs) express FoxP2 at high levels (FoxP2high MSNs) and singing does not change this. Because Area X receives many new neurons throughout adulthood, we hypothesized that the FoxP2high MSNs are newly recruited neurons, not yet integrated into the local Area X circuitry and thus not active during singing. Contrary to our expectation, FoxP2 protein levels did not predict whether new MSNs were active during singing, assayed via immediate early gene expression. However, new FoxP2high MSNs had more complex dendrites, higher spine density and more mushroom spines than new FoxP2low MSNs. In addition, FoxP2 expression levels correlated positively with nucleus size of new MSNs. Together, our data suggest that dynamic FoxP2 levels in new MSNs shape their morphology during maturation and their incorporation into a neural circuit that enables the maintenance and social modulation of adult birdsong.

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Dynamic FoxP2 levels in male zebra finches are linked to morphology of adult-born Area X medium spiny neurons.

Egg-oviduct interaction initiates reproductive behavior.

https://doi.org/10.1016/j.anbehav.2022.03.013

Constance Scharff

Papers

Adding colour-realistic video images to audio playbacks increases stimulus engagement but does not enhance vocal learning in zebra finches

Basal ganglia function, stuttering, sequencing, and repair in adult

Dynamic FoxP2 levels in male zebra finches are linked to morphology of adult-born Area X medium spiny neurons.

Egg-oviduct interaction initiates reproductive behavior.

Multimodality during live tutoring is relevant for vocal learning in zebra finches