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Aluminum is increasingly globally bioavailable with acidification from industrial emissions and poor mining practices. This bioavailability increases uptake by flora, contaminating products such as fruit, pollen, and nectar. Concentrations of aluminum in fruit and pollen have been reported between 0.05 and 670mg/L in North America. This is particularly concerning for pollinators that ingest pollen and nectar. Honey bees represent a globally present species experiencing decline in Europe and North America. Region specific decline may be a result of differential toxicity of exposure between subspecies. We find that European honey bees ( Apis mellifera mellifera ) may have differential toxicity as compared to two allopatric Mediterranean subspecies ( Apis mellifera carnica and Apis mellifera caucasica ) which showed no within subspecies exposure differences. European honey bees were then used in a laboratory experiment and exposed to aluminum in their daily water supply to mimic nectar contamination at several concentrations. After approximately 3 weeks of aluminum ingestion these bees showed significantly shorter captive longevity than controls at concentrations as low as 10.4mg/L and showed a possible hormetic response in motility. We also compared European honey bees to Africanized/European hybrid bees ( Apis mellifera mellifera/scutellata hybrid) in short-term free-flight experiments. Neither the European honey bee nor the hybrid showed immediate foraging deficits in flight time, color choice, or floral manipulation after aluminum exposure. We conclude that European honey bees are at the greatest risk of aluminum related decline from chronic ingestion as compared to other subspecies and offer new methods for future use in honey bee toxicology.

The current study provides evidence of learned helplessness in the honey bee (Apis mellifera L.). Bees received either avoidable or unavoidable shock during a discriminative compartment restriction task in an automated shuttle box. Decreased avoidance behavior was observed when bees received unavoidable shock prior to avoidable shock tests, conserving a non-preference response pattern. Prior training with avoidable shock created a preference that was conserved when shock was later unavoidable. Length of the training time impacted how pronounced the conserved behavior was in subsequent tests. Unlike existing learned helplessness studies in other animals, no decrease in general activity was observed. These findings identify honey bees as a unique model organism to explore the process of learned helplessness.v

The honey bees' lack of learned avoidance to EtOH mirrors that seen in human alcoholism. These findings demonstrate the usefulness of honey bees as an insect model for EtOH consumption.

The honey bee has been an important model organism for studying learning and memory. More recently, the honey bee has become a valuable model to understand perception and cognition. However, the techniques used to explore psychological phenomena in honey bees have been limited to only a few primary methodologies such as the proboscis extension reflex, sting extension reflex, and free flying target discrimination-tasks. Methods to explore operant conditioning in bees and other invertebrates are not as varied as with vertebrates. This may be due to the availability of a suitable response requirement. In this manuscript we offer a new method to explore operant conditioning in honey bees: the cap pushing response (CPR). We used the CPR to test for difference in learning curves between novel auto-shaping and more traditional explicit-shaping. The CPR protocol requires bees to exhibit a novel behavior by pushing a cap to uncover a food source. Using the CPR protocol we tested the effects of both explicit-shaping and auto-shaping techniques on operant conditioning. The goodness of fit and lack of fit of these data to the Rescorla-Wagner learning-curve model, widely used in classical conditioning studies, was tested. The model fit well to both control and explicit-shaping results, but only for a limited number of trials. Learning ceased rather than continuing to asymptotically approach the physiological most accurate possible. Rate of learning differed between shaped and control bee treatments. Learning rate was about 3 times faster for shaped bees, but for all measures of proficiency control and shaped bees reached the same level. Auto-shaped bees showed one-trial learning rather than the asymptotic approach to a maximal efficiency. However, in terms of return-time, the auto-shaped bees’ learning did not carry over to the covered-well test treatments.

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The purpose of this experiment was to investigate whether honey bees (Apis mellifera) are able to use social discriminative stimuli in a spatial aversive conditioning paradigm. We tested bees' ability to avoid shock in a shuttle box apparatus across multiple groups when either shock, or the absence of shock, was associated with a live hive mate, a dead hive mate, a live Polistes exclamans wasp or a dead wasp. Additionally, we used several control groups common to bee shuttle box research where shock was only associated with spatial cues, or where shock was associated with a blue or yellow color. While bees were able to learn the aversive task in a simple spatial discrimination, the presence of any other stimuli (color, another bee, or a wasp) reduced initial performance. While the color biases we discovered are in line with other experiments, the finding that the presence of another animal reduces performance is novel. Generally, it appears that the use of bees or wasps as stimuli initially causes an increase in overall activity that interferes with early performance in the spatial task. During the course of the experiment, the bees habituate to the insect stimuli (bee or wasp), and begin learning the aversive task. Additionally, we found that experimental subject bees did not discriminate between bees or wasps used as stimulus animals, nor did they discriminate between live or dead stimulus animals. This may occur, in part, due to the specialized nature of the worker honey bee. Results are discussed with implications for continual research on honey bees as models of aversive learning, as well as research on insect social learning in general.