Learning and Memory in Invertebrates: C. Elegans☆

Timbers, T.A.; Frame, Ariel K.; Rankin, C.H.

doi:10.1016/b978-0-12-809324-5.02184-2

Cited by 2 publications

(2 citation statements)

References 62 publications

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“…LTM seems to require protein synthesis; however, recent work on aversive olfactory conditioning in D. melanogaster has shown that LTM produced by a single-trial training can be formed immediately without the requirement for protein synthesis-dependent consolidation (Zhao et al 2019 ). Likewise, studies on Caenorhabditis elegans and Aplysia californica showed that LTM can be formed both dependent and independent of protein synthesis (Chambers et al 2015 ; Conte et al 2017 ; Stein and Murphy 2012 ; Timbers and Rankin 2009 ). Hence, further studies will be needed to identify the cellular and molecular mechanisms that act as regulators of neuronal plasticity during aerial respiration LTM formation.…”

Section: Discussionmentioning

confidence: 99%

Effect of photoperiod and light intensity on learning ability and memory formation of the pond snail Lymnaea stagnalis

et al. 2020

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Natural light is regarded as a key regulator of biological systems and typically serves as a Zeitgeber for biological rhythms. As a natural abiotic factor, it is recognized to regulate multiple behavioral and physiological processes in animals. Disruption of the natural light regime due to light pollution may result in significant effects on animal learning and memory development. Here, we investigated whether sensitivity to various photoperiods or light intensities had an impact on intermediate-term memory (ITM) and long-term memory (LTM) formation in the pond snail Lymnaea stagnalis. We also investigated the change in the gene expression level of molluscan insulin-related peptide II (MIP II) is response to the given light treatments. The results show that the best light condition for proper LTM formation is exposure to a short day (8 h light) and low light intensity (1 and 10 lx). Moreover, the more extreme light conditions (16 h and 24 h light) prevent the formation of both ITM and LTM. We found no change in MIP II expression in any of the light treatments, which may indicate that MIP II is not directly involved in the operant conditioning used here, even though it is known to be involved in learning. The finding that snails did not learn in complete darkness indicates that light is a necessary factor for proper learning and memory formation. Furthermore, dim light enhances both ITM and LTM formation, which suggests that there is an optimum since both no light and too bright light prevented learning and memory. Our findings suggest that the upsurge of artificial day length and/or night light intensity may also negatively impact memory consolidation in the wild.

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Section: Discussionmentioning

confidence: 99%

Effect of photoperiod and light intensity on learning ability and memory formation of the pond snail Lymnaea stagnalis

et al. 2020

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“…Sexual conditioning in male worms is reminiscent of the conditioned place preference that mice develop to a location where they have been exposed to the sex pheromone darcin [21]. Both sexes of C. elegans (males and hermaphrodites) can learn to associate a chemosensory stimulus with an aversive experience, such as starvation, and switch their chemosensory preferences from attraction to avoidance (reviewed in [22]). This aversive learning can be overridden by sexual conditioning only in males, however [20].…”

Section: The Intersection Of Circuits For Innate and Learned Behaviourmentioning

confidence: 99%

Sex differences in learning — shared principles across taxa

García

Barrios

2018

Current Opinion in Physiology

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Male and female brains exhibit differences in anatomy, neurochemistry and functional connectivity, all of which can influence behaviour. Flexibility through learning is an important aspect of behaviour. Learning enhances survival by allowing animals to modify their behavioural responses to a changing environment based on their previous experiences. However, despite its universality and physiological relevance, learned behaviour has been less well studied than innate behaviour within the context of sexual dimorphism. In this review, we provide a comparative overview of the cellular, molecular and evolutionary mechanisms underlying sex differences in several forms of learning across taxa. Highlights-Learning is a universal property of animals and is subject to sexual dimorphism-Sex differences in learning can be observed at the level of performance, strategy and neural mechanisms-We discuss proximal (cellular and molecular) and ultimate (evolutionary) mechanisms underlying sex differences in learning.-We review recent progress gained from studies performed in several taxa *Highlights (for review)

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Learning and Memory in Invertebrates: C. Elegans☆

Cited by 2 publications

References 62 publications

Effect of photoperiod and light intensity on learning ability and memory formation of the pond snail Lymnaea stagnalis

Effect of photoperiod and light intensity on learning ability and memory formation of the pond snail Lymnaea stagnalis

Sex differences in learning — shared principles across taxa

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