Plant roots interact with a bewilderingly complex community of microbes, including rootassociated fungi that are essential for maintaining plant health. To improve understanding of the diversity of fungi in the rhizobiome of Populus deltoides, P. trichocarpa and co-occuring plant hosts Quercus alba and Pinus taeda, we conducted field and greenhouse studies and sampled, isolated, and characterized the diversity of culturable root-associated fungi on these hosts. Using both general and selective isolation media we obtained more than 1800 fungal isolates from individual surface sterilized root tips. Sequences from the ITS and/or D1-D2 regions of the LSU rDNA were obtained from 1042 of the >1800 pure culture isolates and were compared to accessions in the NCBI nucleotide database and analyzed through phylogenetics for preliminary taxonomic identification. Sequences from these isolates were also compared to 454 sequence datasets obtained directly from the Populus rhizosphere. Although most of the ectomycorrhizal taxa known to associate with Populus evaded isolation, many of the abundant sequence types from rhizosphere and endosphere 454 datasets were isolated, including novel species belonging to the Atractiellales. Isolation and identification of key endorrhizal fungi will enable more targeted study of plant-fungal interactions. Genome sequencing is currently underway for a subset of our culture library with the aim of understanding the mechanisms involved in host-endophyte establishment and function. This diverse culture library of fungal root associates is a valuable resource for metagenomic research, experimentation and further studies on plant-fungal interactions.
Over half a century ago, George Zipf observed that more frequent words tend to be older. Corpus studies since then have confirmed this pattern, with more frequent words being replaced and regularized less often than less frequent words. Two main hypotheses have been proposed to explain this: that frequent words change less because selection against innovation is stronger at higher frequencies, or that they change less because stochastic drift is stronger at lower frequencies. Here, we report the first experimental test of these hypotheses. Participants were tasked with learning a miniature language consisting of two nouns and two plural markers. Nouns occurred at different frequencies and were subjected to treatments that varied drift and selection. Using a model that accounts for participant heterogeneity, we measured the rate of noun regularization, the strength of selection, and the strength of drift in participant responses. Results suggest that drift alone is sufficient to generate the elevated rate of regularization we observed in low‐frequency nouns, adding to a growing body of evidence that drift may be a major driver of language change.
Mechanisms for social learning have rightly been the focus of much work in cultural evolution. But mechanisms for teaching-mechanisms that determine what information is available for learners to learn in the first place-are equally important to cultural evolution, especially in the case of humans. Here, we propose a simple model of teaching in the context of skill transmission. Our model derives the evolutionary cost and benefit of teaching by explicitly representing cognitive aspects of skill transmission. Results show that there is an "explain-exploit" trade-off inherent to teaching, which can give rise to an opportunity cost that goes beyond any direct cost that it may also entail. We then discuss how this opportunity cost can cause teaching mechanisms to be self-limiting, suggesting that such mechanisms may nevertheless play an important role in the evolution of cumulative culture in humans.
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