Variation in song structure does not predict associative learning performance in zebra finches (Taeniopygia castanotis) raised under controlled cultural conditions

Abstract Vocal learning in songbirds requires the integration of auditory perception, sensorimotor learning, and performance monitoring, yet its relationship to general cognitive abilities remains unclear. We tested whether interindividual variation in song structure predicts performance in associative learning and reversal learning tasks in domesticated zebra finches ( Taeniopygia castanotis ) raised under controlled cultural conditions, in a colony founded with males trained to sing an identical song. We quantified variation in song phenotype using a composite measure summarizing motif duration, syllable number, motif elements, and similarity to the colony song model, and assessed performance in a foraging task across three phases: training, initial learning, and reversal learning. We found that this composite measure of song structure did not predict performance in any phase. Together, these results are consistent with evidence from multiple songbird species showing that individual variation in song structure is not tightly linked to individual differences in other cognitive abilities.