Behavioral modification in choice process of<Emphasis Type="Italic">Drosophila</Emphasis>

In visual operant conditioning ofDrosophila at the flight simulator, only motor output of flies—yaw torque—is recorded, which is involved in the conditioning process. The current study used a newly-designed data analysis method to study the torque distribution ofDrosophila. Modification of torque distribution represents the effects of operant conditioning on flies’ behavioral mode. Earlier works^[10] showed that, when facing contradictory visual cues, flies could make choices based upon the relative weightiness of different cues, and it was demonstrated that mushroom bodies might play an important role in such choice behavior. The new “torque-position map” method was used to explore the CS-US associative learning and choice behavior inDrosophila from the aspect of its behavioral mode. Finally, this work also discussed various possible neural bases involved in visual associative learning, choice processing and modification processing of the behavioral mode in the visual operant conditioning ofDrosophila.     

Dissociation of visual associative and motor learning in Drosophila at the flight simulator

Ever since operant conditioning was studied experimentally, the relationship between associative learning and possible motor learning has become controversial. Although motor learning and its underlying neural substrates have been extensively studied in mammals, it is still poorly understood in invertebrates. The visual discriminative avoidance paradigm of Drosophila at the flight simulator has been widely used to study the flies' visual associative learning and related functions, but it has not been used to study the motor learning process. In this study, newly-designed data analysis was employed to examine the flies' solitary behavioural variable that was recorded at the flight simulator-yaw torque. Analysis was conducted to explore torque distributions of both wild-type and mutant flies in conditioning, with the following results: (1) Wild-type Canton-S flies had motor learning performance in conditioning, which was proved by modifications of the animal's behavioural mode in conditioning. (2) Repetition of training improved the motor learning performance of wild-type Canton-S flies. (3) Although mutant dunce(1) flies were defective in visual associative learning, they showed essentially normal motor learning performance in terms of yaw torque distribution in conditioning. Finally, we tentatively proposed that both visual associative learning and motor learning were involved in the visual operant conditioning of Drosophila at the flight simulator, that the two learning forms could be dissociated and they might have different neural bases.     

Associative learning and memory in Drosophila: beyond olfactory conditioning

The associative learning abilities of the fruit fly, Drosophila melanogaster, have been demonstrated in both classical and operant conditioning paradigms. Efforts to identify the neural pathways and cellular mechanisms of learning have focused largely on olfactory classical conditioning. Results derived from various genetic and molecular manipulations provide considerable evidence that this form of associative learning depends critically on neural activity and cAMP signaling in brain neuropil structures called mushroom bodies. Three other behavioral learning paradigms in Drosophila serve as the main subject of this review. These are (1) visual and motor learning of flies tethered in a flight simulator, (2) a form of spatial learning that is independent of visual and olfactory cues, and (3) experience-dependent changes in male courtship behavior. The present evidence suggests that at least some of these modes of learning are independent of mushroom bodies. Applying targeted genetic manipulations to these behavioral paradigms should allow for a more comprehensive understanding of neural mechanisms responsible for diverse forms of associative learning and memory.     

Multisensory Control of Multimodal Behavior: Do the Legs Know What the Tongue Is Doing?

Understanding of adaptive behavior requires the precisely controlled presentation of multisensory stimuli combined with simultaneous measurement of multiple behavioral modalities. Hence, we developed a virtual reality apparatus that allows for simultaneous measurement of reward checking, a commonly used measure in associative learning paradigms, and navigational behavior, along with precisely controlled presentation of visual, auditory and reward stimuli. Rats performed a virtual spatial navigation task analogous to the Morris maze where only distal visual or auditory cues provided spatial information. Spatial navigation and reward checking maps showed experience-dependent learning and were in register for distal visual cues. However, they showed a dissociation, whereby distal auditory cues failed to support spatial navigation but did support spatially localized reward checking. These findings indicate that rats can navigate in virtual space with only distal visual cues, without significant vestibular or other sensory inputs. Furthermore, they reveal the simultaneous dissociation between two reward-driven behaviors.     

Molecular mechanisms underlying a cellular analog of operant reward learning

Operant conditioning is a ubiquitous but mechanistically poorly understood form of associative learning in which an animal learns the consequences of its behavior. Using a single-cell analog of operant conditioning in neuron B51 of Aplysia, we examined second-messenger pathways engaged by activity and reward and how they may provide a biochemical association underlying operant learning. Conditioning was blocked by Rp-cAMP, a peptide inhibitor of PKA, a PKC inhibitor, and by expressing a dominant-negative isoform of Ca2+-dependent PKC (apl-I). Thus, both PKA and PKC were necessary for operant conditioning. Injection of cAMP into B51 mimicked the effects of operant conditioning. Activation of PKC also mimicked conditioning but was dependent on both cAMP and PKA, suggesting that PKC acted at some point upstream of PKA activation. Our results demonstrate how these molecules can interact to mediate operant conditioning in an individual neuron important for the expression of the conditioned behavior.     

Basic organization of operant behavior as revealed in Drosophila flight orientation

Summary Operant behavior is studied in tethered Drosophila flies using visual motion, heat or odour as operandum and yaw torque, thrust or direction of flight as operans in various combinations (Fig. 1). On the basis of these results a conceptual framework of operant behavior is proposed: (1) It requires a goal (desired state) of which the actual state deviates. (2) To attain the goal a range of motor programs is activated (initiating activity, see Fig. 7). (3) Efference copies of the motor programs are compared to the sensory input referring to the deviation from the desired state (e.g. by cross-correlation). (4) In case of a significant coincidence the respective motor program is used to modify the sensory input in the direction towards the goal. (5) Consistent control of a sensory stimulus by a behavior may lead to a more permanent behavioral change (conditioning). In this scheme operant activity (1–4) and operant conditioning (1–5) are distinguished.Abbreviations ALU arbitrary length unit - d horizontal angular width of visual pattern - IR infrared - SEM standard error of the means - T yaw torque - Th thrust - performance index - horizontal angle between visual pattern position and longitudinal body axis of the fly - vertical angular extension of visual pattern     

Operant conditioning in invertebrates

Learning to anticipate future events on the basis of past experience with the consequences of one's own behavior (operant conditioning) is a simple form of learning that humans share with most other animals, including invertebrates. Three model organisms have recently made significant contributions towards a mechanistic model of operant conditioning, because of their special technical advantages. Research using the fruit fly Drosophila melanogaster implicated the ignorant gene in operant conditioning in the heat-box, research on the sea slug Aplysia californica contributed a cellular mechanism of behavior selection at a convergence point of operant behavior and reward, and research on the pond snail Lymnaea stagnalis elucidated the role of a behavior-initiating neuron in operant conditioning. These insights demonstrate the usefulness of a variety of invertebrate model systems to complement and stimulate research in vertebrates.     

Conditioning Mutations in DROSOPHILA MELANOGASTER Affect an Experience-Dependent Behavioral Modification in Courting Males

One aspect of courtship in male Drosophila melanogaster has been reported to be experience dependent. Males that have courted fertilized females are virtually unresponsive to virgin females for 2–3 hr. Here, this response was utilized as an assay for the effects of conditioning mutations on experience-dependent courtship. Seven strains expressing conditioning mutations (previously isolated and characterized for learning or memory defects in an electrical shock-odor association paradigm, independent of courtship) were all found to be mutant in expression of this experience-dependent change in courtship behavior. By comparison, three control strains that were unselected for conditioning defects all expressed normal experience-dependent courtship. Other results indicate that males of the conditioning-defective strains are able to elicit necessary cues from fertilized females, yet do not then modify their courtship with virgin females. Thus, it is suggested that experience-dependent modification of courtship and the previously reported associative olfactory conditioning with electric shock share common elements of processing. The possibility that experience-dependent courtship represents adaptive behavior is discussed.     

Induction of immediate early genes in the mouse auditory cortex after auditory cued fear conditioning to complex sounds

Immediate early genes (IEGs) are widely used as markers to delineate neuronal circuits because they show fast and transient expression induced by various behavioral paradigms. In this study, we investigated the expression of the IEGs c-fos and Arc in the auditory cortex of the mouse after auditory cued fear conditioning using quantitative polymerase chain reaction and microarray analysis. To test for the specificity of the IEG induction, we included several control groups that allowed us to test for factors other than associative learning to sounds that could lead to an induction of IEGs. We found that both c-fos and Arc showed strong and robust induction after auditory fear conditioning. However, we also observed increased expression of both genes in any control paradigm that involved shocks, even when no sounds were presented. Using mRNA microarrays and comparing the effect of the various behavioral paradigms on mRNA expression levels, we did not find genes being selectively upregulated in the auditory fear conditioned group. In summary, our results indicate that the use of IEGs to identify neuronal circuits involved specifically in processing of sound cues in the fear conditioning paradigm can be limited by the effects of the aversive unconditional stimulus and that activity levels in a particular primary sensory cortical area can be strongly influenced by stimuli mediated by other modalities.     

Unconventional sex: fresh approaches to courtship learning

Understanding the complex array of genes, proteins and cells involved in learning and memory is a major challenge for neuroscientists. Using the genetically powerful model system, Drosophila melanogaster, and its well-studied courtship behavior, investigators have begun to delineate essential elements of associative and nonassociative behavioral plasticity. Advances in transgenic tools and developments in behavioral assays have increased the power of studying courtship learning in the fruit fly.     

Failure of rats to acquire a taste reversal learning set

Rats were trained using operant conditioning to discriminateeither 0.9% NaCl from 0.1% saccharin or 0.75% NaCl from 1% sucroseand were tested on a series of seven successive discriminationreversal problems. Most animals made many more errors on thefirst reversal than on original learning (negative transfer)and none demonstrated acquisition of a reversal learning set.These results, together with those of prior studies in thislaboratory, indicate that on reversal learning tasks the performanceof rats trained with taste cues is inferior to those trainedwith odors and is quantitatively and qualitatively similar tothose trained with visual or auditory cues. These results arein marked contrast to those obtained in respondent conditioningof aversions where taste cues are much more effective than olfactory,visual or auditory cues.     

Use of spatial information and search strategies in a water maze analog in Drosophila melanogaster

Learning the spatial organization of the environment is crucial to fitness in most animal species. Understanding proximate and ultimate factors underpinning spatial memory is thus a major goal in the study of animal behavior. Despite considerable interest in various aspects of its behavior and biology, the model species Drosophila melanogaster lacks a standardized apparatus to investigate spatial learning and memory. We propose here a novel apparatus, the heat maze, conceptually based on the Morris water maze used in rodents. Using the heat maze, we demonstrate that D. melanogaster flies are able to use either proximal or distal visual cues to increase their performance in navigating to a safe zone. We also show that flies are actively using the orientation of distal visual cues when relevant in targeting the safe zone, i.e., Drosophila display spatial learning. Parameter-based classification of search strategies demonstrated the progressive use of spatially precise search strategies during learning. We discuss the opportunity to unravel the mechanistic and evolutionary bases of spatial learning in Drosophila using the heat maze.     

Spontaneous decisions and operant conditioning in fruit flies

Already in the 1930s Skinner, Konorskiand colleagues debated the commonalities, differences and interactions among the processes underlying what was then known as “conditioned reflexes type I and II”, but which is today more well-known as classical (Pavlovian) and operant (instrumental) conditioning. Subsequent decades of research have confirmed that the interactions between the various learning systems engaged during operant conditioning are complex and difficult to disentangle. Today, modern neurobiological tools allow us to dissect the biological processes underlying operant conditioning and study their interactions. These processes include initiating spontaneous behavioral variability, world-learning and self-learning. The data suggest that behavioral variability is generated actively by the brain, rather than as a by-product of a complex, noisy input-output system. The function of this variability, in part, is to detect how the environment responds to such actions. World-learning denotes the biological process by which value is assigned to environmental stimuli. Self-learning is the biological process which assigns value to a specific action or movement. In an operant learning situation using visual stimuli for flies, world-learning inhibits self-learning via a prominent neuropil region, the mushroom-bodies. Only extended training can overcome this inhibition and lead to habit formation by engaging the self-learning mechanism. Self-learning transforms spontaneous, flexible actions into stereotyped, habitual responses.     

Distinct Acute Zones for Visual Stimuli in Different Visual Tasks in Drosophila

The fruit fly Drosophila melanogaster has a sophisticated visual system and exhibits complex visual behaviors. Visual responses, vision processing and higher cognitive processes in Drosophila have been studied extensively. However, little is known about whether the retinal location of visual stimuli can affect fruit fly performance in various visual tasks. We tested the response of wild-type Berlin flies to visual stimuli at several vertical locations. Three paradigms were used in our study: visual operant conditioning, visual object fixation and optomotor response. We observed an acute zone for visual feature memorization in the upper visual field when visual patterns were presented with a black background. However, when a white background was used, the acute zone was in the lower visual field. Similar to visual feature memorization, the best locations for visual object fixation and optomotor response to a single moving stripe were in the lower visual field with a white background and the upper visual field with a black background. The preferred location for the optomotor response to moving gratings was around the equator of the visual field. Our results suggest that different visual processing pathways are involved in different visual tasks and that there is a certain degree of overlap between the pathways for visual feature memorization, visual object fixation and optomotor response.     

Innate attractiveness and associative learnability of odors can be dissociated in larval Drosophila

We investigate olfactory associative learning in larval Drosophila. A reciprocal training design is used, such that one group of animals receives a reward in the presence of odor X but not in the presence of odor Y (Train: X+ // Y), whereas another group is trained reciprocally (Train: X // Y+). After training, differences in odor preference between these reciprocally trained groups in a choice test (Test: X - Y) reflect associative learning. The current study, after showing which odor pairs can be used for such learning experiments, 1) introduces a one-odor version of such reciprocal paradigm that allows estimating the learnability of single odors. Regarding this reciprocal one-odor paradigm, we show that 2) paired presentations of an odor with a reward increase odor preference above baseline, whereas unpaired presentations of odor and reward decrease odor preference below baseline; this suggests that odors can become predictive either of reward or of reward absence. Furthermore, we show that 3) innate attractiveness and associative learnability can be dissociated. These data deepen our understanding of odor-reward learning in larval Drosophila on the behavioral level, and thus foster its neurogenetic analysis.     

Robustness of learning that is based on covariance-driven synaptic plasticity

It is widely believed that learning is due, at least in part, to long-lasting modifications of the strengths of synapses in the brain. Theoretical studies have shown that a family of synaptic plasticity rules, in which synaptic changes are driven by covariance, is particularly useful for many forms of learning, including associative memory, gradient estimation, and operant conditioning. Covariance-based plasticity is inherently sensitive. Even a slight mistuning of the parameters of a covariance-based plasticity rule is likely to result in substantial changes in synaptic efficacies. Therefore, the biological relevance of covariance-based plasticity models is questionable. Here, we study the effects of mistuning parameters of the plasticity rule in a decision making model in which synaptic plasticity is driven by the covariance of reward and neural activity. An exact covariance plasticity rule yields Herrnstein's matching law. We show that although the effect of slight mistuning of the plasticity rule on the synaptic efficacies is large, the behavioral effect is small. Thus, matching behavior is robust to mistuning of the parameters of the covariance-based plasticity rule. Furthermore, the mistuned covariance rule results in undermatching, which is consistent with experimentally observed behavior. These results substantiate the hypothesis that approximate covariance-based synaptic plasticity underlies operant conditioning. However, we show that the mistuning of the mean subtraction makes behavior sensitive to the mistuning of the properties of the decision making network. Thus, there is a tradeoff between the robustness of matching behavior to changes in the plasticity rule and its robustness to changes in the properties of the decision making network.     

Double dissociation of PKC and AC manipulations on operant and classical learning in Drosophila

Learning about relationships between stimuli (i.e., classical conditioning [1]) and learning about consequences of one's own behavior (i.e., operant conditioning [2]) constitute the major part of our predictive understanding of the world. Since these forms of learning were recognized as two separate types 80 years ago [3], a recurrent concern has been the issue of whether one biological process can account for both of them [4, 5, 6, 7, 8, 9]. Today, we know the anatomical structures required for successful learning in several different paradigms, e.g., operant and classical processes can be localized to different brain regions in rodents [9] and an identified neuron in Aplysia shows opposite biophysical changes after operant and classical training, respectively [5]. We also know to some detail the molecular mechanisms underlying some forms of learning and memory consolidation. However, it is not known whether operant and classical learning can be distinguished at the molecular level. Therefore, we investigated whether genetic manipulations could differentiate between operant and classical learning in Drosophila. We found a double dissociation of protein kinase C and adenylyl cyclase on operant and classical learning. Moreover, the two learning systems interacted hierarchically such that classical predictors were learned preferentially over operant predictors.     

Latheo, a New Gene Involved in Associative Learning and Memory in Drosophila Melanogaster, Identified from P Element Mutagenesis

Genetic dissection of learning and memory in Drosophila has been limited by the existence of ethyl methanesulfonate (EMS)-induced mutations in only a small number of X-linked genes. To remedy this shortcoming, we have begun a P element mutagenesis to screen for autosomal mutations that disrupt associative learning and/or memory. The generation of "P-tagged" mutant alleles will expedite molecular cloning of these new genes. Here, we describe a behavior-genetic characterization of latheoP1, a recessive, hypomorphic mutation of an essential gene. latheoP1 flies perform poorly in olfactory avoidance conditioning experiments. This performance deficit could not be attributed to abnormal olfactory acuity or shock reactivity-two task-relevant "peripheral" behaviors which are used during classical conditioning. Thus, the latheoP1 mutation appears to affect learning/memory specifically. Consistent with chromosomal in situ localization of the P element insertion, deficiencies of the 49F region of the second chromosome failed to complement the behavioral effect of the latheoP1 mutation. Further complementation analyses between latheoP1 and lethal alleles, produced by excision of the latheoP1 insert or by EMS or gamma-rays, in the 49F region mapped the latheo mutation to one vital complementation group. Flies heterozygous for latheoP1 and one of two EMS lethal alleles or one lethal excision allele also show the behavioral deficits, thereby demonstrating that the behavioral and lethal phenotypes co-map to the same locus.     

苯甲醛对果蝇视觉联想记忆的阻断

采用飞行模拟系统,以视觉模式为线索、热惩罚为负强化因子,对于在不同发育时期经受苯甲醛处理过的果蝇的视觉飞行定向条件化进行了检验。苯甲醛气味分别作用于果蝇幼虫和成虫阶段,将阻断果蝇成虫建立视觉联想记忆的能力;雌性果蝇在处女期对苯甲醛气味的接触,会阻断其子代建立视觉联想记忆,这种视觉联想记忆的能力可以通过对其子代连续３代的正常饲养而逐渐得到恢复。