Der Anwendungszeitraum als lernbare Größe1

The possibility of learning time intervals was examined. 7 male BDE-rats (70 days old at the beginning of the experiments) were trained (shock avoidance learning) in a modified test chamber to learn bar-pressing only in distinguished time periods (LD 12: 12). In a second part of the experiment it was examined with 5 rats what effect an extension of the light phase has. The results show that there is a possibility of learning time intervals and of maintaining this behaviour under these specific conditions of training.     

Das Erlernen eines Anwendungszeitraumes mit Hilfe eines Signals1

It was examined if animals can learn to perform bar-pressing only within a determined period of time by the aid of light and tone signals. 6 male BDE-rats (70 days old at the beginning of the experiments) were trained in a modified test chamber to press a bar only in 2h/day (experimental subjects 1 and 2: 13.00–15.00 h; 3 and 4: 15.00–17.00 h; 5 and 6: 24.00–2.00 h). During this time light and tone signals were given and only during this time bar-pressing was rewarded. At the end of the training period all 6 rats showed a change of behavior according to the task, that means: at least 90% of the whole bar pressing activity fell into the determined period of time. Under test conditions the maintenance of this behavior was less stable.     

Animal cognition: how archer fish learn to down rapidly moving targets

In extremely rapid maneuvers, animals including man can launch ballistic motor patterns that cannot immediately be corrected. Such patterns are difficult to direct at targets that move in three-dimensional space, and it is presently unknown how animals learn to acquire the precision required. Archer fish live in groups and are renowned for their ballistic hunting technique in which they knock down stationary aerial insect prey with a precisely aimed shot of water. Here we report that these fish can learn to release their shots so as to hit prey that moves rapidly at great height, a remarkable accomplishment in which the shooter must take both the target's three-dimensional motion as well as that of its rising shot into account. To successfully perform in the three-dimensional task, training with horizontal motion suffices. Moreover, all archer fish of a group were able to learn the complex sensomotor skill from watching a performing group member, without having to practice. This instance of social learning in a fish is most remarkable as it could imply that observers can "change their viewpoint," mapping the perceived shooting characteristics of a distant team member into angles and target distances that they later must use to hit.     

Refining the standardized growth change method for pointer year detection: Accounting for statistical bias and estimating the deflection period

Detecting pointer years in tree-ring data is a central aspect of dendroecology. Pointer years are usually represented by extraordinary secondary tree growth, which is often interpreted as a response to abnormal environmental conditions such as late-frosts or droughts. Objectively identifying pointer years in larger tree-ring networks and relating those to specific climatic conditions will allow for refining our understanding of how trees perform under extreme climate and consequently, under anticipated climate change. Recently, Buras et al. (2020) demonstrated that frequently used pointer-year detection methods were either too sensitive or insensitive for such large scale analyses. In their study, Buras et al. (2020) proposed a novel approach for detecting pointer years – the standardized growth change (SGC) method which outperformed other pointer-year detection methods in pseudopopulation trials. Yet, the authors concluded that SGC could be improved further to account for the inability to detect pointer years following successive growth decline. Under this framework, we here present a refined version of the SGC-method – the bias-adjusted standardized growth change method (BSGC). The methodological adjustment to the SGC approach comprises conflated probabilities derived from standardized growth changes with probabilities derived from a time-step specific global standardization of growth changes. In addition, BSGC allows for estimating the length of the deflection period, i.e. the period before extraordinary growth values have reached normal levels. Application of BSGC to simulated and measured tree-ring data indicated an improved performance in comparison to SGC which allows for the identification of pointer years following years of successive growth decline. Also, deflection period lengths were estimated well and revealed plausible results for an existing tree-ring data set. Based on these validations, BSGC can be considered a further refinement of pointer-year detection, allowing for a more accurate identification and consequently better understanding of the radial growth response of trees to extreme events.     

Bipolar manifestation of cataleptic reactions in rats

Selection of GC rats for the predisposition to cataleptic freezing has increased not only the frequency, intensity, and duration of freezing, but also the proportion of irritable or "nervous" rats with enhanced anxiety, defensive behavior with vocalization, jerky running, and jumpiness. An increased amplitude of the startle reflex is a correlate of this "nervousness." The results of the comparison of some behavioral characters in the nervous and freezing GC rats, as well as in F1 and F2 offspring from homogeneous crosses between nervous and freezing GC rats suggest that cataleptic freezing and nervousness are two poles of the same bipolar catatonic reaction. They have a common mechanism, with the alternative or preferential expression of one particular form of the reaction is determined by the external and internal environments or the set of modifier genes in the given individual.     

Elements for a general memory structure: properties of recurrent neural networks used to form situation models

We study how individual memory items are stored assuming that situations given in the environment can be represented in the form of synaptic-like couplings in recurrent neural networks. Previous numerical investigations have shown that specific architectures based on suppression or max units can successfully learn static or dynamic stimuli (situations). Here we provide a theoretical basis concerning the learning process convergence and the network response to a novel stimulus. We show that, besides learning “simple” static situations, a nD network can learn and replicate a sequence of up to n different vectors or frames. We find limits on the learning rate and show coupling matrices developing during training in different cases including expansion of the network into the case of nonlinear interunit coupling. Furthermore, we show that a specific coupling matrix provides low-pass-filter properties to the units, thus connecting networks constructed by static summation units with continuous-time networks. We also show under which conditions such networks can be used to perform arithmetic calculations by means of pattern completion.     

Social learning of predators in the dark: understanding the role of visual,chemical and mechanical information

The ability of prey to observe and learn to recognize potential predators from the behaviour of nearby individuals can dramatically increase survival and, not surprisingly, is widespread across animal taxa. A range of sensory modalities are available for this learning, with visual and chemical cues being well-established modes of transmission in aquatic systems. The use of other sensory cues in mediating social learning in fishes, including mechano-sensory cues, remains unexplored. Here, we examine the role of different sensory cues in social learning of predator recognition, using juvenile damselfish (Amphiprion percula). Specifically, we show that a predator-naive observer can socially learn to recognize a novel predator when paired with a predator-experienced conspecific in total darkness. Furthermore, this study demonstrates that when threatened, individuals release chemical cues (known as disturbance cues) into the water. These cues induce an anti-predator response in nearby individuals; however, they do not facilitate learnt recognition of the predator. As such, another sensory modality, probably mechano-sensory in origin, is responsible for information transfer in the dark. This study highlights the diversity of sensory cues used by coral reef fishes in a social learning context.     

Hand-preference training in the mouse reveals key elements of its learning and memory process and resolves the phenotypic complexity in the behaviour.

Handedness in the mouse comprises 2 different behaviours. Some strains have a conditional behaviour, in that the mice learn a direction of hand preference in response to reaching for food, whereas other strains have an innate or constitutive behaviour, and prior experience has no measurable effect on their hand preference. However, hybrids from different strains have revealed both recessive and dominant forms of constitutive hand preference. We proposed that kinetic parameters of the learning process would resolve this genetic heterogeneity as well as the phenotypic complexity in the behaviour. We conducted and report here a detailed kinetic analysis of hand-preference training in the C57BL/6J strain. It revealed elements of the fundamental process of learning and long-term memory that underlies the behaviour by documenting consolidation of memory, blocking of this consolidation by an inhibitor of protein synthesis, retention of memory, and speed of learning in response to training reaches. Furthermore, speed of learning is clearly described by 2 parameters that we call "capacity" (or maximum amount of learned preference) and "ability" (or number of training reaches to achieve half the capacity). These 2 kinetic parameters can vary independently among genetically different strains that learn a preference, and we used them to demonstrate that the respective recessive and dominant forms of constitutive hand-preference may be the consequence of a true null or loss of function and a gain of function, possibly a memory regulator, in the learning process. The quantitative measures provide a sensitive and selective method to establish the fundamental learning process underlying mouse hand preference and to demonstrate empirically how genes and contextual environment shape its phenotypic complexity.     

Chronic sodium depletion suppresses the area postrema pressor pathway

Sodium depletion in dogs is known to affect both the renin-angiotensin as well as the sympathetic nervous system. The effect of this dietary regime upon the area postrema pressor pathway, as evaluated by the cardiovascular responses to centrally acting angiotensin II, has not been determined previously. With this in mind, male mongrel dogs were maintained on either a normal or a sodium restricted diet supplemented with furosemide and dose-response curves for intravertebral and intravenous angiotensin II (range: 1-20 ng/kg/min) were obtained. Sodium depletion results in not only a blunted intravenous pressor response to angiotensin II but also the abolition of the centrally mediated pressor responses mediated by the area postrema. Because accumulating evidence indicates that in sodium depleted dogs sympathetic nerve activity is reduced while central noradrenergic inhibitory activity is increased the reduced effects of angiotensin II upon the central sympathetically mediated pressor response may in part be related to decreases in sympathetic nerve activity.     

Structure Learning in a Sensorimotor Association Task

Learning is often understood as an organism''s gradual acquisition of the association between a given sensory stimulus and the correct motor response. Mathematically, this corresponds to regressing a mapping between the set of observations and the set of actions. Recently, however, it has been shown both in cognitive and motor neuroscience that humans are not only able to learn particular stimulus-response mappings, but are also able to extract abstract structural invariants that facilitate generalization to novel tasks. Here we show how such structure learning can enhance facilitation in a sensorimotor association task performed by human subjects. Using regression and reinforcement learning models we show that the observed facilitation cannot be explained by these basic models of learning stimulus-response associations. We show, however, that the observed data can be explained by a hierarchical Bayesian model that performs structure learning. In line with previous results from cognitive tasks, this suggests that hierarchical Bayesian inference might provide a common framework to explain both the learning of specific stimulus-response associations and the learning of abstract structures that are shared by different task environments.     

Bar-pressing for water reward: effects of nootropic drugs and peptides on discrimination learning in rats

Rats maintained on 23-hr water deprivation were first trained to bar-press for continuous water reinforcement and then to discriminate between regularly alternating periods (24 sec) during which time a light signal was either on and each response was reinforced or the light was off and bar-presses were not rewarded. The following drugs were injected s. c. prior to the sessions of discriminative learning: piracetam, 1-(4-Methyl-piperazinocarbonylmethyl)-2-pyrrolidone/hydrogen maleate (VUFB 13763), N alpha-glycyl-glycyl[8-lysine]des-9-glycinamide-vasopressin (DG-Trigly-LVP) and an analog of MIF, EUC-Leu-beta-Ala-NH2 (EUC, 2-oxoimidazolidine-1-carboxylic acid). None of the drugs influenced the total number of bar-pressing (sum of reinforced and non reinforced responses). Piracetam (100 mg.kg-1), VUFB 13763 (40 mg.kg-1) and EUC-Leu-beta-Ala-NH2 (1 mg.kg-1) improved the performance of rats on the discrimination learning task, DG-Trigly-LVP slowed the rate of acquisition.     

Ontogeny of social behaviour related to feeding in the Crab-eating fox (Cerdocyon thous) and the Bush dog (Speothos venaticus)

This study examines the development of social interactions involved in food apportionment in two captive parent-raised litters of Crab-eating foxes ( Cerdocyon thous ) and three of Bush dogs ( Speothos venaticus ), by presentation of live prey items and a regular food ration. Cerdocyon pups are initially very aggressive over food but, with experience, gradually develop the adult pattern of respecting ownership of food, without determining access by means of a dominance hierarchy. Adults mediate food transfers between pups and facilitate the learning process as well as the distribution of food resources.
Speothos pups never fight over or defend food and show no important ontogenetic changes in response to feeding situations.     

Aversive learning in honeybees revealed by the olfactory conditioning of the sting extension reflex

Invertebrates have contributed greatly to our understanding of associative learning because they allow learning protocols to be combined with experimental access to the nervous system. The honeybee Apis mellifera constitutes a standard model for the study of appetitive learning and memory since it was shown, almost a century ago, that bees learn to associate different sensory cues with a reward of sugar solution. However, up to now, no study has explored aversive learning in bees in such a way that simultaneous access to its neural bases is granted. Using odorants paired with electric shocks, we conditioned the sting extension reflex, which is exhibited by harnessed bees when subjected to a noxious stimulation. We show that this response can be conditioned so that bees learn to extend their sting in response to the odorant previously punished. Bees also learn to extend the proboscis to one odorant paired with sugar solution and the sting to a different odorant paired with electric shock, thus showing that they can master both appetitive and aversive associations simultaneously. Responding to the appropriate odorant with the appropriate response is possible because two different biogenic amines, octopamine and dopamine subserve appetitive and aversive reinforcement, respectively. While octopamine has been previously shown to substitute for appetitive reinforcement, we demonstrate that blocking of dopaminergic, but not octopaminergic, receptors suppresses aversive learning. Therefore, aversive learning in honeybees can now be accessed both at the behavioral and neural levels, thus opening new research avenues for understanding basic mechanisms of learning and memory.     

Effect of dunce and amnesiac genes on signal learning in Drosophila melanogaster: experiments with odors]

The behavior of normal Drosophila and of X-linked olfactory conditioning mutants, dunce and amnesiac, was analyzed using an olfactory search task. Normal (C-S) flies quickly learn and remember which of two odors signals the presence of food and they are capable of retaining this information for at last eight hours. Both dunce and amnesiac mutants are able to learn, whereas mutant dunce do not reach the learning level of wild type C-S flies. Also dunce flies require more than one learning trial for sizeable learning effect. Reversal learning experiments showed that normal C-S flies and amnesiac are able to switch to a new food signal in response to a new experience, while the dunce mutation inhibits the acquisition of new information in reversal learning experiments.     

Path Integration of Head Direction: Updating a Packet of Neural Activity at the Correct Speed Using Axonal Conduction Delays

The head direction cell system is capable of accurately updating its current representation of head direction in the absence of visual input. This is known as the path integration of head direction. An important question is how the head direction cell system learns to perform accurate path integration of head direction. In this paper we propose a model of velocity path integration of head direction in which the natural time delay of axonal transmission between a linked continuous attractor network and competitive network acts as a timing mechanism to facilitate the correct speed of path integration. The model effectively learns a “look-up” table for the correct speed of path integration. In simulation, we show that the model is able to successfully learn two different speeds of path integration across two different axonal conduction delays, and without the need to alter any other model parameters. An implication of this model is that, by learning look-up tables for each speed of path integration, the model should exhibit a degree of robustness to damage. In simulations, we show that the speed of path integration is not significantly affected by degrading the network through removing a proportion of the cells that signal rotational velocity.     

被捕食动物对捕食者的识别研究及在放归中的应用

对捕食者的认知能力是当前生态学研究的一个热点。一些物种具有对捕食者先天的识别能力,而一些物种必须通过后天学习才能获得对捕食者的认知能力,还有许多动物通过社会学习和文化传播获得对捕食者的识别能力。本文就国外被捕食动物对捕食者的识别的研究进展进行综述,并讨论了该项研究对野外放归工作提供的重要理论意义和应用价值。     

Role of C3 in humoral immunity. Defective antibody production in C3-deficient dogs

Previous studies have shown that animals pharmacologically depleted of C3 have impaired antibody responses. However, such C depletion is neither complete nor sustained, and the C3 cleavage products generated by C3 depletion can both enhance and inhibit the immune response. To clarify the role of C3 in humoral immunity, the antibody response of dogs with genetically determined total deficiency of C3 (C3D) was examined. Serum IgG levels of the C3D animals were within the normal range, but were significantly lower than levels seen in normal controls or C3D heterozygotes. Specific antibody production was defective: the antibody titers of C3D dogs in response to primary intravenous immunization with two different T cell-dependent Ag (sheep E and bacteriophage phi X-174) were markedly reduced when compared to either normal controls or C3D heterozygotes. After secondary immunization with T-dependent Ag, the total antibody titers were normal, but the C3D dogs made proportionately more IgM and less IgG antibody than did either control group. After i.v. immunization with a T cell-independent Ag (DNP-Ficoll), the C3D dogs had reduced levels of IgM and IgG antibody after primary and secondary immunization. Neither i.m. immunization nor the use of a 20-fold increase in Ag dose i.v. could correct the defect seen in the antibody response of C3D dogs. The results herein demonstrate that C3 plays a critical role in the generation of a normal humoral immune response.     

Self-Organizing Feature Maps Identify Proteins Critical to Learning in a Mouse Model of Down Syndrome

Down syndrome (DS) is a chromosomal abnormality (trisomy of human chromosome 21) associated with intellectual disability and affecting approximately one in 1000 live births worldwide. The overexpression of genes encoded by the extra copy of a normal chromosome in DS is believed to be sufficient to perturb normal pathways and normal responses to stimulation, causing learning and memory deficits. In this work, we have designed a strategy based on the unsupervised clustering method, Self Organizing Maps (SOM), to identify biologically important differences in protein levels in mice exposed to context fear conditioning (CFC). We analyzed expression levels of 77 proteins obtained from normal genotype control mice and from their trisomic littermates (Ts65Dn) both with and without treatment with the drug memantine. Control mice learn successfully while the trisomic mice fail, unless they are first treated with the drug, which rescues their learning ability. The SOM approach identified reduced subsets of proteins predicted to make the most critical contributions to normal learning, to failed learning and rescued learning, and provides a visual representation of the data that allows the user to extract patterns that may underlie novel biological responses to the different kinds of learning and the response to memantine. Results suggest that the application of SOM to new experimental data sets of complex protein profiles can be used to identify common critical protein responses, which in turn may aid in identifying potentially more effective drug targets.     

Hypotheses on mechanisms underlying observational learning in animals

Learning through observation or vicarious learning has been systematically studied in a variety of animal species for only 20 years. Demonstrating in animals a capacity to benefit from a conspecific's experience, this type of acquisition was first thought to require superior cognitive processes and thus to be restricted to primates, if possible at all in animals. The concept of imitation was commonly applied in this line of study to any social transmission. Later, experiments on vicarious learning showed that numerous species (rodents, cats, birds, primates, etc.) learn more quickly to perform an act whenever they have the opportunity of watching a conspecific performing that act. The principal characteristic of this acquisition is that it occurs during the observation period when the observer has no opportunity of either performing a response or receiving reinforcement. Four hypothesis have been put forward to explain the mechanisms underlying this type of acquisition : local enhancement, the opportunity for mediate responses, a sensory preconditioning, and the monitoring of the observer's response by some quantitative and/or qualitative aspects of the model's response. The fact that animals prove to have such a capacity is moreover a factor to be kept in mind in all studies in the eco-ethological field (particularly those concerning the predator-prey relation).