Discrimination learning with light stimuli in restrained American lobster

Tomina, Yusuke; Takahata, Masahiro

doi:10.1016/j.bbr.2011.12.044

Cited by 10 publications

(17 citation statements)

References 77 publications

(75 reference statements)

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“…; Jin et al. ; Tomina and Takahata ). In addition, all three ciliates have the a‐subunit of the V O domain of V‐type ATPases.…”

Section: Resultsmentioning

confidence: 99%

“…Of the membrane-bound components of the F-or Vtype ATPases in ciliates, only c-subunits were detected in each organism. This could be because c-subunits can also function as ductin channels involved in the release of neurotransmitters (Bloc et al 2000;Jin et al 2012;Tomina and Takahata 2012). In addition, all three ciliates have the a-subunit of the V O domain of V-type ATPases.…”

Section: Superfamiliesmentioning

confidence: 99%

See 1 more Smart Citation

Comparative Genomic Analysis of Integral Membrane Transport Proteins in Ciliates

Kumar

Saier

2014

J Eukaryotic Microbiology

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Integral membrane transport proteins homologous to those found in the Transporter Classification Database (TCDB; www.tcdb.org) were identified and bioinformatically characterized by transporter class, family, and substrate specificity in three ciliates, Paramecium tetraurelia (Para), Tetrahymena thermophila (Tetra), and Ichthyophthirius multifiliis (Ich). In these three organisms, 1,326 of 39,600 proteins (3.4%), 1,017 of 24,800 proteins (4.2%), and 504 out of 8,100 proteins (6.2%) integral membrane transport proteins were identified, respectively. Thus, an inverse relationship was observed between the % transporters identified and the number of total proteins per genome reported. This surprising observation provides insight into the evolutionary process, giving rise to genome reduction following whole genome duplication (as in the case of Para) or during pathogenic association with a host organism (Ich). Of these transport proteins in Para and Tetra, about 41% were channels (more than any other type of organism studied), 31% were secondary carriers (fewer than most eukaryotes) and 26% were primary active transporters, mostly ATP-hydrolysis driven (more than most other eukaryotes). In Ich, the number of channels was selectively reduced by 66%, relative to Para and Tetra. Para has four times more inorganic anion transporters than Tetra, and Ich has nonselectively lost most of these. Tetra and Ich preferentially transport sugars and monocarboxylates while Para prefers di-and tricarboxylates. These observations serve to characterize the transport proteins of these related ciliates, providing insight into their nutrition and metabolism.

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“…; Jin et al. ; Tomina and Takahata ). In addition, all three ciliates have the a‐subunit of the V O domain of V‐type ATPases.…”

Section: Resultsmentioning

confidence: 99%

Section: Superfamiliesmentioning

confidence: 99%

Comparative Genomic Analysis of Integral Membrane Transport Proteins in Ciliates

Kumar

Saier

2014

J Eukaryotic Microbiology

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“…122 Crayfish, Orconectes propinquus.Crayfish learned to solve a T-maze to get to a comfortable situation (wet/cool) and avoid a negative situation (hot/dry) using spatial configuration. 123 Lobster, Homarus americanus.Lobsters learned to grip a sensor bar when presented with light of different intensities to obtain food. 124 Octopus, Octopus vulgaris.…”

Section: Introductionmentioning

confidence: 99%

Invertebrate learning and cognition: relating phenomena to neural substrate

Perry

Barron

Chen

2013

WIRES Cognitive Science

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Diverse invertebrate species have been used for studies of learning and comparative cognition. Although we have gained invaluable information from this, in this study we argue that our approach to comparative learning research is rather deficient. Generally invertebrate learning research has focused mainly on arthropods, and most of that within the Hymenoptera and Diptera. Any true comparative analysis of the distribution of comparative cognitive abilities across phyla is hampered by this bias, and more fundamentally by a reporting bias toward positive results. To understand the limits of learning and cognition for a species, knowing what animals cannot do is at least as important as reporting what they can. Finally, much more effort needs to be focused on the neurobiological analysis of different types of learning to truly understand the differences and similarities of learning types. In this review, we first give a brief overview of the various forms of learning in invertebrates. We also suggest areas where further study is needed for a more comparative understanding of learning. Finally, using what is known of learning in honeybees and the well-studied honeybee brain, we present a model of how various complex forms of learning may be accounted for with the same neural circuitry required for so-called simple learning types. At the neurobiological level, different learning phenomena are unlikely to be independent, and without considering this it is very difficult to correctly interpret the phylogenetic distribution of learning and cognitive abilities. WIREs Cogn Sci 2013, 4:561-582. doi: 10.1002/wcs.1248 For further resources related to this article, please visit the WIREs website.

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“…It can be assumed that the higher an animal's cognitive abilities are developed the more flexible it may react in response to changing environments or challenging situations. Numerous experiments have been conducted on a variety of species, and simple to complex discrimination abilities have been found in both invertebrates [cephalopods [4]; crustaceans [5]; insects: ants [6], bees [7]] as well as vertebrates (fish [8]; amphibians [9]; reptiles [10], [11]; birds [12], [13]; mammals: monkeys [14], rats [15]). …”

Section: Introductionmentioning

confidence: 99%

Cognitive Abilities in Malawi Cichlids (Pseudotropheus sp.): Matching-to-Sample and Image/Mirror-Image Discriminations

2013

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The ability to recognize and distinguish between visual stimuli is fundamental for everyday survival of many species. While diverse aspects of cognition, including complex visual discrimination tasks were previously successfully assessed in fish, it remains unknown if fish can learn a matching-to-sample concept using geometrical shapes and discriminate between images and their mirror-image counterparts. For this purpose a total of nine Malawi cichlids (Pseudotropheus sp.) were trained in two matching-to-sample (MTS) and three two-choice discrimination tasks using geometrical, two-dimensional visual stimuli. Two out of the three discrimination experiments focused on the ability to discriminate between images and their mirror-images, the last was a general discrimination test. All fish showed quick associative learning but were unable to perform successfully in a simultaneous MTS procedure within a period of 40 sessions. Three out of eight fish learned to distinguish between an image and its mirror-image when reflected vertically; however none of the fish mastered the task when the stimulus was reflected horizontally. These results suggest a better discrimination ability of vertical compared to horizontal mirror-images, an observation that is widespread in literature on mirror-image discrimination in animals. All fish performed well in the general visual discrimination task, thereby supporting previous results obtained for this species.

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Discrimination learning with light stimuli in restrained American lobster

Cited by 10 publications

References 77 publications

Comparative Genomic Analysis of Integral Membrane Transport Proteins in Ciliates

Comparative Genomic Analysis of Integral Membrane Transport Proteins in Ciliates

Invertebrate learning and cognition: relating phenomena to neural substrate

Cognitive Abilities in Malawi Cichlids (Pseudotropheus sp.): Matching-to-Sample and Image/Mirror-Image Discriminations

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