Invertebrate learning and cognition: relating phenomena to neural substrate

Living cognition and the nature of organisms

There is no consensus about what cognition is. Different perspectives conceptualize it in different ways. In the same vein, there is no agreement about which systems are truly cognitive. This begs the question, what makes a process or a system cognitive? One of the most conspicuous features of cognition is that it is a set of processes. Cognition, in the end, is a collection of processes such as perception, memory, learning, decision-making, problem-solving, goal-directedness, attention, anticipation, communication, and maybe emotion. There is a debate about what they mean, and which systems possess these processes. One aspect of this problem concerns the level at which cognition and the single processes are conceptualized. To make this scenario clear, evolutionary and self-maintenance arguments are taken. Given the evolutive landscape, one sees processes shared by all organisms and their derivations in specific taxa. No matter which side of the complexity spectrum one favors, the similarities of the simple processes with the complex ones cannot be ignored, and the differences of some complex processes with their simple versions cannot be blurred. A final cognitive framework must make sense of both sides of the spectrum, their differences and similarities. Here, we discuss from an evolutionary perspective the basic elements shared by all living beings and whether these may be necessary and sufficient for understanding the cognitive process. Following these considerations, cognition can be expanded to every living being. Cognition is the set of informational and dynamic processes an organism must interact with and grasp aspects of its world. Understood at their most basic level, perception, memory, learning, problem-solving, decision-making, action, and other cognitive processes are basic features of biological functioning.

Resolving conflict between aversive and appetitive learning of views: how ants shift to a new route during navigation

Ants store and recall views associated with foraging success, facilitating future foraging journeys. Negative views are also learned, but instead prompt avoidance behaviors such as turning away. However, little is known about the aversive view's role in navigation, the effect of cue conflict, or the contextual relationship between learning and recalling. In this study, we tested Myrmecia midas' capacity for aversive learning of views either independently of or in conflict with appetitive events. We either captured and released foragers when reaching a location or let them pass unhindered. After a few journeys, captured foragers exhibited aversive learning by circumventing the capture location and increasing both meandering and scanning. Ants that experienced foraging-appetitive and homing-aversive events on their journeys exhibited lower rates of avoidance behavior and scans than those experiencing aversive events in both outbound and homebound journeys. The foraging-aversive and homing-aversive ants exhibited similar levels of avoidance and scanning as those that experienced the foraging-aversive and homing-appetitive. We found that foragers showed evidence of context specificity in their scanning behavior, but not in other measures of aversive learning. The foragers did not increase their meandering and scans while approaching the views associated with aversive events. In addition to shedding light on the role of aversive views in navigation, our finding has important implications for understanding the learning mechanisms triggered by handling animals.

Thoughts from the forest floor: a review of cognition in the slime mould Physarum polycephalum

Sensing, communication, navigation, decision-making, memory and learning are key components in a standard cognitive tool-kit that enhance an animal's ability to successfully survive and reproduce. However, these tools are not only useful for, or accessible to, animals-they evolved long ago in simpler organisms using mechanisms which may be either unique or widely conserved across diverse taxa. In this article, I review the recent research that demonstrates these key cognitive abilities in the plasmodial slime mould Physarum polycephalum, which has emerged as a model for non-animal cognition. I discuss the benefits and limitations of comparisons drawn between neural and non-neural systems, and the implications of common mechanisms across wide taxonomic divisions. I conclude by discussing future avenues of research that will draw the most benefit from a closer integration of Physarum and animal cognition research.

Evidence of long-term allocentric spatial memory in the Terrestrial Hermit Crab Coenobita compressus

Spatial learning is a complex cognitive skill and ecologically important trait scarcely studied in crustaceans. We investigated the ability of the Pacific (Ecuadorian) hermit crab Coenobita compressus, to learn an allocentric spatial task using a palatable novel food as reward. Crabs were trained to locate the reward in a single session of eleven consecutive trials and tested subsequently, for short- (5 min) and long-term memory 1, 3 and 7 days later. Our results indicate that crabs were able to learn the location of the reward as they showed a reduction in the time required to find the food whenever it was present, suggesting a visuo-spatial and olfactory cue-guided task resolution. Moreover, crabs also remember the location of the reward up to 7 days after training using spatial cues only (without the food), as evidenced by the longer investigation time they spent in the learned food location than in any other part of the experimental arena, suggesting a visuo-spatial memory formation. This study represents the first description of allocentric spatial long-term memory in a terrestrial hermit crab.

Associative learning: Box jellyfish learns to avoid bumps

Operant conditioning - learning to do something for a desired outcome - has never been convincingly demonstrated in Cnidaria. A study now shows that box jellyfish, Tripedalia cystophora, can learn to avoid bumping into an obstacle based on visual cues.

Associative learning in the box jellyfish Tripedalia cystophora

Associative learning, such as classical or operant conditioning, has never been unequivocally associated with animals outside bilatarians, e.g., vertebrates, arthropods, or mollusks. Learning modulates behavior and is imperative for survival in the vast majority of animals. Obstacle avoidance is one of several visually guided behaviors in the box jellyfish, Tripedalia cystophora Conant, 1897 (Cnidaria: Cubozoa), and it is intimately associated with foraging between prop roots in their mangrove habitat. The obstacle avoidance behavior (OAB) is a species-specific defense reaction (SSDR) for T. cystophora, so identifying such SSDR is essential for testing the learning capacity of a given animal. Using the OAB, we show that box jellyfish performed associative learning (operant conditioning). We found that the rhopalial nervous system is the learning center and that T. cystophora combines visual and mechanical stimuli during operant conditioning. Since T. cystophora has a dispersed central nervous system lacking a conventional centralized brain, our work challenges the notion that associative learning requires complex neuronal circuitry. Moreover, since Cnidaria is the sister group to Bilateria, it suggests the intriguing possibility that advanced neuronal processes, like operant conditioning, are a fundamental property of all nervous systems.

It Is Not Only Data-Freshwater Invertebrates Misused in Biological Monitoring

The article presents and discusses the issues of the use of free-living invertebrates to assess the ecological status of freshwater environments with different methods of biological monitoring. Invertebrates are excluded from ethical consideration in the procedures of environmental protection, which results in the killing of many more individuals during sampling than necessary. Biomonitoring is used as a routine method for environmental protection that results in the cruel death of even millions of aquatic animals annually. In many cases, the mortality of animals used in such types of activities has been shown as excessive, e.g., because the vast majority die due to unnecessary subsampling procedures. Improperly planned and conducted procedures which result in excessive mortality have or may have a negative impact on the environment and biodiversity. Their existence as sensitive beings is reduced to an information function; they become only data useful for biomonitoring purposes. The main problem when trying to determine the mortality of invertebrates due to biomonitoring activities and its impact on natural populations seems to be the lack of access to raw data presenting how many animals were killed during sampling.

Learning in Cnidaria: a summary

Based on a systematic literature search, I recently reviewed learning in the phylum Cnidaria, animals possessing a nerve net as a nervous system but no centralized brain. I found abundant evidence of non-associative learning, both habituation and sensitization, but only sparse evidence of associative learning. Only one well-controlled study on classical conditioning in sea anemones provided firm evidence, and no studies firmly supported operant conditioning in Cnidaria, although several provided suggestive evidence. More research on associative learning in this phylum is needed.

Spontaneous recovery from overexpectation in an insect

In associative learning in mammals, it is widely accepted that learning is determined by the prediction error, i.e., the error between the actual reward and the reward predicted by the animal. However, it is unclear whether error-based learning theories are applicable to the learning occurring in other non-mammalian species. Here, we examined whether overexpectation, a phenomenon that supports error-based learning theories, occurs in crickets. Crickets were independently trained with two different conditioned stimuli (CSs), an odour and a visual pattern, that were followed by an appetitive unconditioned stimulus (US). Then the two CSs were presented simultaneously as a compound, followed by the same US. This treatment resulted in a reduced conditioned response to the odour CS when tested immediately after training. However, the response to the CS was partially recovered after 1 day. These results are the first to show overexpectation and its spontaneous recovery in an invertebrate species. While the results showing overexpectation are in agreement with the prediction by the Rescorla-Wagner model, a major form of error-based learning theories, the ones showing spontaneous recovery are not. Our results suggest that conventional error-based learning models account for some, but not for all essential features of Pavlovian conditioning in crickets.

The best of both worlds: Dual systems of reasoning in animals and AI

Much of human cognition involves two different types of reasoning that operate together. Type 1 reasoning systems are intuitive and fast, whereas Type 2 reasoning systems are reflective and slow. Why has our cognition evolved with these features? Both systems are coherent and in most ecological circumstances either alone is capable of coming up with the right answer most of the time. Neural tissue is costly, and thus far evolutionary models have struggled to identify a benefit of operating two systems of reasoning. To explore this issue we take a broad comparative perspective. We discuss how dual processes of cognition have enabled the emergence of selective attention in insects, transforming the learning capacities of these animals. Modern AIs using dual systems of learning are able to learn how their vast world works and how best to interact with it, allowing them to exceed human levels of performance in strategy games. We propose that the core benefits of dual processes of reasoning are to narrow down a problem space in order to focus cognitive resources most effectively.

Cause, development, function, and evolution: Toward a behavioral ecology of rescue behavior in ants

In a species of Mediterranean desert-dwelling ant, Cataglyphis piliscapa (formerly, C. cursor), some individuals, mostly foragers, engage in highly orchestrated behavior to free a trapped nestmate. Their behavior, which we have labeled rescue, is a heritable trait in this species, and it appears fully formed within a few days of an ant's emergence as an adult. Not only is the rescue behavior by these ant specialists precisely targeted, but also it involves a complex, dynamic sequence of behavioral patterns. That is, each rescue operation is responsive both to the specific circumstances of the nestmate's entrapment and to the way in which that particular rescue operation unfolds, relying on the rescuer's short-term memory of its previous actions to increase efficiency and to decrease energy expenditure. Rescue appears in several other ant species as well, and, although the specific behavioral patterns and contexts vary across species, the outcome-namely, releasing a distressed nestmate-remains the same. Here, we describe research designed to address questions about the function, evolution, cause, and development of rescue behavior in C. piliscapa-a behavior ecological approach-drawing on research in other species, and by other researchers, both to highlight comparative similarities and differences and, importantly, to draw attention to still unanswered questions. In addition, by shedding light on the rescue behavior of ants, we also hope to engender increased attention to, and research on, this extraordinary form of helping behavior in multiple other taxa.

Cleaner wrasse Labroides dimidiatus perform above chance in a "matching-to-sample" experiment

Concept learning have been studied widely in non-human animal species within or not an ecological context. Here we tested whether cleaner fish Labroides dimidiatus, which show generalised rule learning in an ecologically relevant context; they generalise that any predator may provide protection from being chased by other fish; can also learn a general concept when presented with abstract cues. We tested for this ability in the matching-to-sample task. In this task, a sample is shown first, and then the subject needs to choose the matching sample over a simultaneously presented different one in order to obtain a food reward. We used the most general form of the task, using each stimulus only once in a total of 200 trials. As a group, the six subjects performed above chance, and four individuals eventually reached learning criteria. However, individual performance was rather unstable, yielding overall only 57% correct choices. These results add to the growing literature that ectotherms show the ability of abstract concept learning, though the lack of stable high performance may indicate quantitative performance differences to endotherms.

Exploring Higher-Order Conceptual Learning in an Arthropod with a Large Multisensory Processing Center

Simple Summary

It is difficult to measure animal intelligence because the definition of ‘intelligence’ varies, and many animals are good at specific tasks used to measure intelligence or cognition. To address this, scientists often look for evidence of common cognitive abilities. One such ability, the ability to learn concepts, is thought to be rare in animals, especially invertebrates. Concepts include the ideas of ‘same’ and ‘different’. These concepts can be applied to anything in the environment while also being independent of those objects and can help animals understand and survive their environment. Amblypygids, a relative of spiders, live in tropical and subtropical areas, are very good learners, and have a large, complex brain region known to process information from multiple senses. We tested whether amblypygids could learn the concept of ‘same’ by training them to move toward a stimulus that matched with an initial stimulus. We also trained some individuals to learn the concept ‘different’ by training them to move toward a non-matching stimulus. When we used new stimuli, the amblypygids did not move toward the correct stimulus significantly more often than the incorrect stimulus, suggesting either they are unable to learn these higher-order concepts or our experimental design failed to elicit that ability.

Abstract

Comparative cognition aims to understand the evolutionary history and current function of cognitive abilities in a variety of species with diverse natural histories. One characteristic often attributed to higher cognitive abilities is higher-order conceptual learning, such as the ability to learn concepts independent of stimuli—e.g., ‘same’ or ‘different’. Conceptual learning has been documented in honeybees and a number of vertebrates. Amblypygids, nocturnal enigmatic arachnids, are good candidates for higher-order learning because they are excellent associational learners, exceptional navigators, and they have large, highly folded mushroom bodies, which are brain regions known to be involved in learning and memory in insects. In Experiment 1, we investigate if the amblypygid Phrynus marginimaculatus can learn the concept of same with a delayed odor matching task. In Experiment 2, we test if Paraphrynus laevifrons can learn same/different with delayed tactile matching and nonmatching tasks before testing if they can transfer this learning to a novel cross-modal odor stimulus. Our data provide no evidence of conceptual learning in amblypygids, but more solid conclusions will require the use of alternative experimental designs to ensure our negative results are not simply a consequence of the designs we employed.

Neuroecology beyond the brain: learning in Echinodermata

We propose an expansion of neuroecological comparisons to include the capabilities of brainless and non-neural organisms. We begin this enterprise by conducting a systematic search for studies on learning in echinoderms. Echinodermata are marine invertebrates comprising starfish, brittle stars, sea cucumbers, sea urchins, and sea lilies. Animals in this phylum lack any centralized brain and instead possess diffuse neural networks known as nerve nets. The learning abilities of these animals are of particular interest as, within the bilaterian clade, they are close evolutionary neighbors to chordates, a phylum whose members exhibit complex feats in learning and contain highly specialized brains. The learning capacities and limitations of echinoderms can inform the evolution of nervous systems and learning in Bilateria. We find evidence of both non-associative and associative learning (in the form of classical conditioning) in echinoderms, which was primarily focused on starfish. Additional evidence of learning is documented in brittle stars, sand dollars, and sea urchins. We then discuss the evolutionary significance of learning capabilities without a brain, the presence of embodied cognition across multiple groups, and compare the learning present in echinoderms with the impressive cognitive abilities documented in the oldest linage group within vertebrates (the major group within the phylum of chordates), fish.

Five Breakthroughs: A First Approximation of Brain Evolution From Early Bilaterians to Humans

Retracing the evolutionary steps by which human brains evolved can offer insights into the underlying mechanisms of human brain function as well as the phylogenetic origin of various features of human behavior. To this end, this article presents a model for interpreting the physical and behavioral modifications throughout major milestones in human brain evolution. This model introduces the concept of a "breakthrough" as a useful tool for interpreting suites of brain modifications and the various adaptive behaviors these modifications enabled. This offers a unique view into the ordered steps by which human brains evolved and suggests several unique hypotheses on the mechanisms of human brain function.

What Behavioral Abilities Emerged at Key Milestones in Human Brain Evolution? 13 Hypotheses on the 600-Million-Year Phylogenetic History of Human Intelligence

This paper presents 13 hypotheses regarding the specific behavioral abilities that emerged at key milestones during the 600-million-year phylogenetic history from early bilaterians to extant humans. The behavioral, intellectual, and cognitive faculties of humans are complex and varied: we have abilities as diverse as map-based navigation, theory of mind, counterfactual learning, episodic memory, and language. But these faculties, which emerge from the complex human brain, are likely to have evolved from simpler prototypes in the simpler brains of our ancestors. Understanding the order in which behavioral abilities evolved can shed light on how and why our brains evolved. To propose these hypotheses, I review the available data from comparative psychology and evolutionary neuroscience.

No sex differences in learning in wild bumblebees

Females and males often face different sources of selection, resulting in dimorphism in morphological, physiological, and even cognitive traits. Sex differences are often studied in respect to spatial cognition, yet the different ecological roles of males and females might shape cognition in multiple ways. For example, in dietary generalist bumblebees (Bombus), the ability to learn associations is critical to female workers, who face informationally rich foraging scenarios as they collect nectar and pollen from thousands of flowers over a period of weeks to months to feed the colony. While male bumblebees likely need to learn associations as well, they only forage for themselves while searching for potential mates. It is thus less clear whether foraging males would benefit from the same associative learning performance as foraging females. In this system, as in others, cognitive performance is typically studied in lab-reared animals under captive conditions, which may not be representative of patterns in the wild. In the first test of sex and species differences in cognition using wild bumblebees, we compared the performance of Bombus vancouverensis nearcticus (formerly bifarius) and Bombus vosnesenskii of both sexes on an associative learning task at Sierra Nevada (CA) field sites. Across both species, we found that males and females did not differ in their ability to learn, although males were slower to respond to the sucrose reward. These results offer the first evidence from natural populations that male bumblebees may be equally as able to learn associations as females, supporting findings from captive colonies of commercial bees. The observed interspecific variation in learning ability opens the door to using the Bombus system to test hypotheses about comparative cognition.

Learning in Cnidaria: A systematic review

Using the database Web of Science, a systematic search for literature on learning in Cnidaria, both non-associative and associative, was conducted. Cnidaria comprise hydras, box jellies, (true) jellyfish, corals, and sea anemones, a group of animals possessing diffuse networks of nerves known as nerve nets or neural nets. Being neighbors on the animal evolutionary tree to bilaterian animals, the vast collection of (mostly) bilaterally symmetric animals with brains ranging from tiny worms to giant whales, the cognitive capacities of Cnidaria inform the evolution of nervous systems and cognition in bilateria. I failed to find literature on learning in corals and box jellies. Habituation has been amply shown in hydras, jellyfish, and sea anemones, while sensitization has been studied in detail in sea anemones, including some neurobiological details in the release of nematocysts or poisoned darts for capturing prey. One well-controlled study found evidence for classical conditioning with shock in sea anemones, in addition to two other lesser-controlled demonstrations. The relevance of associative learning in sea anemones, embodied cognition, and representationsal issues when it comes to animals without central brains is discussed.

Neuromodulatory pathways in learning and memory: Lessons from invertebrates

In an ever-changing environment, animals have to continuously adapt their behaviour. The ability to learn from experience is crucial for animals to increase their chances of survival. It is therefore not surprising that learning and memory evolved early in evolution and are mediated by conserved molecular mechanisms. A broad range of neuromodulators, in particular monoamines and neuropeptides, have been found to influence learning and memory, although our knowledge on their modulatory functions in learning circuits remains fragmentary. Many neuromodulatory systems are evolutionarily ancient and well-conserved between vertebrates and invertebrates. Here, we highlight general principles and mechanistic insights concerning the actions of monoamines and neuropeptides in learning circuits that have emerged from invertebrate studies. Diverse neuromodulators have been shown to influence learning and memory in invertebrates, which can have divergent or convergent actions at different spatiotemporal scales. In addition, neuromodulators can regulate learning dependent on internal and external states, such as food and social context. The strong conservation of neuromodulatory systems, the extensive toolkit and the compact learning circuits in invertebrate models make these powerful systems to further deepen our understanding of neuromodulatory pathways involved in learning and memory.

Cephalopods: Ambassadors for rethinking cognition

Traditional approaches in comparative cognition have a long history of focusing on a narrow range of vertebrate species. However, in recent years the range of model species has expanded. Despite this development, invertebrate taxa are still largely neglected in comparative cognition, which limits our ability to locate the origins of cognitive traits. The time has come to rethink cognition and develop a more comprehensive understanding of cognitive evolution by expanding comparative analyses to include a diverse range of invertebrate taxa. In this review, we contend that cephalopods are suitable ambassadors for rethinking cognition. Cephalopods have large complex brains, exhibit sophisticated behavioral traits, and increasing evidence suggests that they possess complex cognitive abilities once thought to be unique to large-brained vertebrates. Comparing cephalopods with vertebrates, whose cognition has evolved independently, provides prominent opportunities to circumvent current limitations in comparative cognition that have arisen from traditional vertebrate comparisons. Increased efforts in investigating the cognitive abilities of cephalopods have also led to important welfare-related improvements. These large-brained molluscs are paving the way for a more inclusive approach to investigating cognitive evolution that we hope will extend to other invertebrate taxa.

Renewal of conditioned tentacle lowering by circadian contextual cues in snails Cornu aspersum

Previous experiments using tentacle lowering conditioning in terrestrial snails Cornu aspersum have shown extinction and recovery of the conditioned response (CR) as a consequence of both inserting a delay between the extinction and test (spontaneous recovery) and of re-exposing the animal to the unconditioned stimulus after extinction (reinstatement). Two experiments that examined recovery of the CR due to a change in context (renewal effect) were carried out to continue this line of research. In Experiment 1, subjects received conditioning with an odour (CS) followed by extinction in the presence of another odour (CS + C), before being exposed to the original one (CS). In Experiment 2, conditioning and extinction of an odour CS took place in the presence of different circadian contextual cues (hour of the day and presence of light). The results showed that a return to the original context of conditioned training, after the extinction in a different context, either defined by an odour (Experiment 1) or by circadian cues (Experiment 2), produce a recovery of the CR compared to suitable control groups. These results can be interpreted as an instance of ABA renewal effect and they provide information about psychological mechanisms involved in extinction processes.

Copper decreases associative learning and memory in Drosophila melanogaster

Copper is an essential element to all living organisms. Repeated use of metal-enriched chemicals, fertilizers, and organic substances may cause contamination at a large scale. Altered levels of Cu²⁺ may result in harmful effects and can be associated with memory and cognitive dysfunction. Studying simple, genetically tractable organisms such as Drosophila melanogaster, can reveal important data on the neural basis of conditioning. D. melanogaster is an important alternative experimental model to assess the toxic response to metals. In the present study, the effects of copper on flies' development and in learning and memory retention in male and female adult flies were investigated. We paired an odorant to pain perception and observed the aversion behavior over time. Exposure of D. melanogaster eggs to Cu²⁺ increased mortality of larvae, pupae, and adults and decreased memory retention in adults. Moreover, male flies demonstrated to be more susceptible to Cu²⁺ toxicity than females. The results therefore, reinforce the importance of controlling the anthropogenic heavy-metals soil contamination given their hazardous effects to living organisms.

Temporal Profile of Brain Gene Expression After Prey Catching Conditioning in an Anuran Amphibian

A key goal in modern neurobiology is to understand the mechanisms underlying learning and memory. To that end, it is essential to identify the patterns of gene expression and the temporal sequence of molecular events associated with learning and memory processes. It is also important to ascertain if and how these molecular events vary between organisms. In vertebrates, learning and memory processes are characterized by distinct phases of molecular activity involving gene transcription, structural change, and long-term maintenance of such structural change in the nervous system. Utilizing next generation sequencing techniques, we profiled the temporal expression patterns of genes in the brain of the fire-bellied toad Bombina orientalis after prey catching conditioning. The fire-bellied toad is a basal tetrapod whose neural architecture and molecular pathways may help us understand the ancestral state of learning and memory mechanisms in tetrapods. Differential gene expression following conditioning revealed activity in molecular pathways related to immediate early genes (IEG), cytoskeletal modification, axon guidance activity, and apoptotic processes. Conditioning induced early IEG activity coinciding with transcriptional activity and neuron structural modification, followed by axon guidance and cell adhesion activity, and late neuronal pruning. While some of these gene expression patterns are similar to those found in mammals submitted to conditioning, some interesting divergent expression profiles were seen, and differential expression of some well-known learning-related mammalian genes is missing altogether. These results highlight the importance of using a comparative approach in the study of the mechanisms of leaning and memory and provide molecular resources for a novel vertebrate model in the relatively poorly studied Amphibia.

Maze learning and memory in a decapod crustacean

Spatial learning is an ecologically important trait well studied in vertebrates and a few invertebrates yet poorly understood in crustaceans. We investigated the ability of European shore crabs, Carcinus maenas, to learn a complex maze over four consecutive weeks using food as a motivator. Crabs showed steady improvement during this conditioning period in both the time taken to find the food and in the number of wrong turns taken. Crabs also clearly remembered the maze as when returned two weeks later but without any food, they all returned to the end of the maze in under 8 min. Crabs that had not been conditioned to the maze (naive animals) took far longer to reach the end, and many (42%) did not venture to the end of the maze at all during the 1 h study period. This study provides an initial description of spatial learning in a benthic decapod; a better appreciation of this adaptive trait in these animals will develop our understanding of resource exploitation by benthic crustaceans and their ecological roles.

Spatial Concept Learning: A Spiking Neural Network Implementation in Virtual and Physical Robots

This paper proposes an artificial spiking neural network (SNN) sustaining the cognitive abstract process of spatial concept learning, embedded in virtual and real robots. Based on an operant conditioning procedure, the robots learn the relationship of horizontal/vertical and left/right visual stimuli, regardless of their specific pattern composition or their location on the images. Tests with novel patterns and locations were successfully completed after the acquisition learning phase. Results show that the SNN can adapt its behavior in real time when the rewarding rule changes.

Learning and Its Neural Correlates in a Virtual Environment for Honeybees

The search for neural correlates of operant and observational learning requires a combination of two (experimental) conditions that are very difficult to combine: stable recording from high order neurons and free movement of the animal in a rather natural environment. We developed a virtual environment (VE) that simulates a simplified 3D world for honeybees walking stationary on an air-supported spherical treadmill. We show that honeybees perceive the stimuli in the VE as meaningful by transferring learned information from free flight to the virtual world. In search for neural correlates of learning in the VE, mushroom body extrinsic neurons were recorded over days during learning. We found changes in the neural activity specific to the rewarded and unrewarded visual stimuli. Our results suggest an involvement of the mushroom body extrinsic neurons in operant learning in the honeybee (Apis mellifera).

How foresight might support the behavioral flexibility of arthropods

The small brains of insects and other invertebrates are often thought to constrain these animals to live entirely 'in the moment'. In this view, each one of their many seemingly hard-wired behavioral routines is triggered by a precisely defined environmental stimulus configuration, but there is no mental appreciation of the possible outcomes of one's actions, and therefore little flexibility. However, many studies show problem-solving behavior in various arthropod species that falls outside the range of fixed behavior routines. We propose that a basic form of foresight, the ability to predict the outcomes of one's own actions, is at the heart of such behavioral flexibility, and that the evolutionary roots of such outcome expectation are found in the need to disentangle sensory input that is predictable from self-generated motion versus input generated by changes in the outside world. Based on this, locusts, grasshoppers, dragonflies and flies seem to use internal models of the surrounding world to tailor their actions adaptively to predict the imminent future. Honeybees and orb-weaving spiders appear to act towards a desired outcome of their respective constructions, and the genetically pre-programmed routines that govern these constructions are subordinate to achieving the desired goal. Jumping spiders seem to preplan their route to prey suggesting they recognize the spatial challenge and actions necessary to obtain prey. Bumblebees and ants utilize objects not encountered in the wild as types of tools to solve problems in a manner that suggests an awareness of the desired outcome. Here we speculate that it may be simpler, in terms of the required evolutionary changes, computation and neural architecture, for arthropods to recognize their goal and predict the outcomes of their actions towards that goal, rather than having a large number of pre-programmed behaviors necessary to account for their observed behavioral flexibility.

An Inconvenient Truth: Some Neglected Issues in Invertebrate Learning

The burgeoning field of invertebrate behavior is moving into what was the realm of human psychology concepts. This invites comparative studies not only between invertebrate and vertebrate species but also among the diverse taxa within the invertebrates, diverse even when considering only the insects. In order to make lasting progress two issues must be addressed. The first is inconsistent use of fundamental terms defining learning. The second is a focus on similarities, giving little attention to dissimilarities. In addition, much work is needed on whether behavioral similarities are grounded in the same neuronal architecture when considering disparate phyla. These concerns identify are "inconvenient truths" that weaken comparative behavioral analysis.

Application of a Prediction Error Theory to Pavlovian Conditioning in an Insect

Elucidation of the conditions in which associative learning occurs is a critical issue in neuroscience and comparative psychology. In Pavlovian conditioning in mammals, it is thought that the discrepancy, or error, between the actual reward and the predicted reward determines whether learning occurs. This theory stems from the finding of Kamin’s blocking effect, in which after pairing of a stimulus with an unconditioned stimulus (US), conditioning of a second stimulus is blocked when the two stimuli are presented in compound and paired with the same US. Whether this theory is applicable to any species of invertebrates, however, has remained unknown. We first showed blocking and one-trial blocking of Pavlovian conditioning in the cricket Gryllus bimaculatus, which supported the Rescorla–Wagner model but not attentional theories, the major competitive error-correction learning theories to account for blocking. To match the prediction error theory, a neural circuit model was proposed, and prediction from the model was tested: the results were consistent with the Rescorla–Wagner model but not with the retrieval theory, another competitive theory to account for blocking. The findings suggest that the Rescorla–Wagner model best accounts for Pavlovian conditioning in crickets and that the basic computation rule underlying Pavlovian conditioning in crickets is the same to those suggested in mammals. Moreover, results of pharmacological studies in crickets suggested that octopamine and dopamine mediate prediction error signals in appetitive and aversive conditioning, respectively. This was in contrast to the notion that dopamine mediates appetitive prediction error signals in mammals. The functional significance and evolutionary implications of these findings are discussed.

Cephalopod Brains: An Overview of Current Knowledge to Facilitate Comparison With Vertebrates

Cephalopod and vertebrate neural-systems are often highlighted as a traditional example of convergent evolution. Their large brains, relative to body size, and complexity of sensory-motor systems and behavioral repertoires offer opportunities for comparative analysis. Despite various attempts, questions on how cephalopod 'brains' evolved and to what extent it is possible to identify a vertebrate-equivalence, assuming it exists, remain unanswered. Here, we summarize recent molecular, anatomical and developmental data to explore certain features in the neural organization of cephalopods and vertebrates to investigate to what extent an evolutionary convergence is likely. Furthermore, and based on whole body and brain axes as defined in early-stage embryos using the expression patterns of homeodomain-containing transcription factors and axonal tractography, we describe a critical analysis of cephalopod neural systems showing similarities to the cerebral cortex, thalamus, basal ganglia, midbrain, cerebellum, hypothalamus, brain stem, and spinal cord of vertebrates. Our overall aim is to promote and facilitate further, hypothesis-driven, studies of cephalopod neural systems evolution.

Studying emotion in invertebrates: what has been done, what can be measured and what they can provide

Until recently, whether invertebrates might exhibit emotions was unknown. This possibility has traditionally been dismissed by many as emotions are frequently defined with reference to human subjective experience, and invertebrates are often not considered to have the neural requirements for such sophisticated abilities. However, emotions are understood in humans and other vertebrates to be multifaceted brain states, comprising dissociable subjective, cognitive, behavioural and physiological components. In addition, accumulating literature is providing evidence of the impressive cognitive capacities and behavioural flexibility of invertebrates. Alongside these, within the past few years, a number of studies have adapted methods for assessing emotions in humans and other animals, to invertebrates, with intriguing results. Sea slugs, bees, crayfish, snails, crabs, flies and ants have all been shown to display various cognitive, behavioural and/or physiological phenomena that indicate internal states reminiscent of what we consider to be emotions. Given the limited neural architecture of many invertebrates, and the powerful tools available within invertebrate research, these results provide new opportunities for unveiling the neural mechanisms behind emotions and open new avenues towards the pharmacological manipulation of emotion and its genetic dissection, with advantages for disease research and therapeutic drug discovery. Here, we review the increasing evidence that invertebrates display some form of emotion, discuss the various methods used for assessing emotions in invertebrates and consider what can be garnered from further emotion research on invertebrates in terms of the evolution and underlying neural basis of emotion in a comparative context.

A predator's response to a prey's deterrent signal changes with experience

Prey signalling to predators is an attempt to divert or nullify an attack even before it occurs. If these signals are backed up by a potent defence, then the likelihood of the predators learning to avoid them is high. In species that use deceptive signalling, predators could learn to overcome such a display and diminish the efficacy of the display. We studied the effect of experience on the efficacy of tephritid fly displays against jumping spiders. We compared attacks on displaying flies, non-displaying flies, and two other prey species (a facile prey and a prey with a defence). Spiders were more likely to attack displaying flies over time. However, spiders that were familiar with the fly appearance but not display also increased their attack rates. We suggest that spiders attend to both components of the fly display, i.e. motion and appearance, but with motion cues taking priority.

Ants' navigation in an unfamiliar environment is influenced by their experience of a familiar route

When displaced experimentally from a food source (feeder) to unfamiliar terrain, ants run off a portion of the homeward vector or its entirety, depending on species and conditions, and then search systematically, turning in loops of ever increasing size. The Australian desert ant Melophorus bagoti runs off a smaller portion of its vector if the test site is more dissimilar to its nest area. Here we manipulated familiarity with the training route between a feeder and the ants' nest to examine its effects when the ants were displaced to a distant site from the feeder. Naïve ants that arrived at an experimentally provided feeder for the first time were compared with experienced ants that had travelled the route for two days. At the unfamiliar test site, naïve ants ran off a longer portion of their vector from path integration than did experienced ants. Naïve ants also spread out in their systematic search slower than did experienced ants. We conclude that as ants learn the views encountered on their familiar route better, they identify more readily unfamiliar views. A scene distant from their nest area may not look as unfamiliar to a naïve ant as it does to an experienced ant.

Phylogenetic origins of biological cognition: convergent patterns in the early evolution of learning

Various forms of elementary learning have recently been discovered in organisms lacking a nervous system, such as protists, fungi and plants. This finding has fundamental implications for how we view the role of convergent evolution in biological cognition. In this article, I first review the evidence for basic forms of learning in aneural organisms, focusing particularly on habituation and classical conditioning and considering the plausibility for convergent evolution of these capacities. Next, I examine the possible role of convergent evolution regarding these basic learning abilities during the early evolution of nervous systems. The evolution of nervous systems set the stage for at least two major events relevant to convergent evolution that are central to biological cognition: (i) nervous systems evolved, perhaps more than once, because of strong selection pressures for sustaining sensorimotor strategies in increasingly larger multicellular organisms and (ii) associative learning was a subsequent adaptation that evolved multiple times within the neuralia. Although convergent evolution of basic forms of learning among distantly related organisms such as protists, plants and neuralia is highly plausible, more research is needed to verify whether these forms of learning within the neuralia arose through convergent or parallel evolution.

Do addicts have free will? An empirical approach to a vexing question

INTRODUCTION

This paper addresses two overlapping questions: Do addicts have the capacity to voluntarily quit drugs? And do individuals knowingly pursue courses of action that they realize are bad for them, such as excessive drug use?

METHODS

I propose two testable versions of free will. First, the observation that activities differ in the degree to which they are susceptible to the influence of their consequences (e.g., costs and benefits) has proven a useful criterion for classifying behavior as voluntary or involuntary. Thus, we can ask if drug use in addicts is influenced by its consequences. For instance, do laws that promise legal sanctions for drug use reduce drug use in addicts? Second, the philosopher Harry Frankfurt proposed a definition of free will that takes into account desires and self-reflection. I propose that addicts who do not want to desire drugs and successfully stop craving drugs pass his test.

RESULTS

Dependence on illicit drugs typically ends after about four to six years. Dependence on cigarettes and alcohol persists for much longer, but most smokers and alcoholics eventually voluntarily quit using. Smokers and heroin addicts can voluntarily regulate their drug cravings as a function of the availability of their drug of choice. They have the capacity to pass Frankfurt's test of free will.

CONCLUSIONS

Addicts have free will as defined by the capacity to voluntary quit using drugs and to voluntarily regulate their cravings.

In search of evidence for the experience of pain in honeybees: A self-administration study

Despite their common use as model organisms in scientific experiments, pain and suffering in insects remains controversial and poorly understood. Here we explore potential pain experience in honeybees (Apis mellifera) by testing the self-administration of an analgesic drug. Foragers were subjected to two different types of injuries: (i) a clip that applied continuous pressure to one leg and (ii) amputation of one tarsus. The bees were given a choice between two feeders, one offering pure sucrose solution, the other sucrose solution plus morphine. We found that sustained pinching had no effect on the amount of morphine consumed, and hence is unlikely to be experienced as painful. The amputated bees did not shift their relative preference towards the analgesic either, but consumed more morphine and more solution in total compared to intact controls. While our data do not provide evidence for the self-administration of morphine in response to pain, they suggest that injured bees increase their overall food intake, presumably to meet the increased energy requirements for an immune response caused by wounding. We conclude that further experiments are required to gain insights into potential pain-like states in honeybees and other insects.

The Transition to Minimal Consciousness through the Evolution of Associative Learning

The minimal state of consciousness is sentience. This includes any phenomenal sensory experience - exteroceptive, such as vision and olfaction; interoceptive, such as pain and hunger; or proprioceptive, such as the sense of bodily position and movement. We propose unlimited associative learning (UAL) as the marker of the evolutionary transition to minimal consciousness (or sentience), its phylogenetically earliest sustainable manifestation and the driver of its evolution. We define and describe UAL at the behavioral and functional level and argue that the structural-anatomical implementations of this mode of learning in different taxa entail subjective feelings (sentience). We end with a discussion of the implications of our proposal for the distribution of consciousness in the animal kingdom, suggesting testable predictions, and revisiting the ongoing debate about the function of minimal consciousness in light of our approach.

Place avoidance learning and memory in a jumping spider

Using a conditioned passive place avoidance paradigm, we investigated the relative importance of three experimental parameters on learning and memory in a salticid, Servaea incana. Spiders encountered an aversive electric shock stimulus paired with one side of a two-sided arena. Our three parameters were the ecological relevance of the visual stimulus, the time interval between trials and the time interval before test. We paired electric shock with either a black or white visual stimulus, as prior studies in our laboratory have demonstrated that S. incana prefer dark 'safe' regions to light ones. We additionally evaluated the influence of two temporal features (time interval between trials and time interval before test) on learning and memory. Spiders exposed to the shock stimulus learned to associate shock with the visual background cue, but the extent to which they did so was dependent on which visual stimulus was present and the time interval between trials. Spiders trained with a long interval between trials (24 h) maintained performance throughout training, whereas spiders trained with a short interval (10 min) maintained performance only when the safe side was black. When the safe side was white, performance worsened steadily over time. There was no difference between spiders tested after a short (10 min) or long (24 h) interval before test. These results suggest that the ecological relevance of the stimuli used and the duration of the interval between trials can influence learning and memory in jumping spiders.

Olfactory experience shapes the evaluation of odour similarity in ants: a behavioural and computational analysis

Perceptual similarity between stimuli is often assessed via generalization, the response to stimuli that are similar to the one which was previously conditioned. Although conditioning procedures are variable, studies on how this variation may affect perceptual similarity remain scarce. Here, we use a combination of behavioural and computational analyses to investigate the influence of olfactory conditioning procedures on odour generalization in ants. Insects were trained following either absolute conditioning, in which a single odour (an aldehyde) was rewarded with sucrose, or differential conditioning, in which one odour (the same aldehyde) was similarly rewarded and another odour (an aldehyde differing in carbon-chain length) was punished with quinine. The response to the trained odours and generalization to other aldehydes were assessed. We show that olfactory similarity, rather than being immutable, varies with the conditioning procedure. Compared with absolute conditioning, differential conditioning enhances olfactory discrimination. This improvement is best described by a multiplicative interaction between two independent processes, the excitatory and inhibitory generalization gradients induced by the rewarded and the punished odour, respectively. We show that olfactory similarity is dramatically shaped by an individual's perceptual experience and suggest a new hypothesis for the nature of stimulus interactions underlying experience-dependent changes in perceptual similarity.

Pull or Push? Octopuses Solve a Puzzle Problem

Octopuses have large brains and exhibit complex behaviors, but relatively little is known about their cognitive abilities. Here we present data from a five-level learning and problem-solving experiment. Seven octopuses (Octopus vulgaris) were first trained to open an L shaped container to retrieve food (level 0). After learning the initial task all animals followed the same experimental protocol, first they had to retrieve this L shaped container, presented at the same orientation, through a tight fitting hole in a clear Perspex partition (level 1). This required the octopuses to perform both pull and release or push actions. After reaching criterion the animals advanced to the next stage of the test, which would be a different consistent orientation of the object (level 2) at the start of the trial, an opaque barrier (level 3) or a random orientation of the object (level 4). All octopuses were successful in reaching criterion in all levels of the task. At the onset of each new level the performance of the animals dropped, shown as an increase in working times. However, they adapted quickly so that overall working times were not significantly different between levels. Our findings indicate that octopuses show behavioral flexibility by quickly adapting to a change in a task. This can be compared to tests in other species where subjects had to conduct actions comprised of a set of motor actions that cannot be understood by a simple learning rule alone.

Amblypygids: Model Organisms for the Study of Arthropod Navigation Mechanisms in Complex Environments?

Navigation is an ideal behavioral model for the study of sensory system integration and the neural substrates associated with complex behavior. For this broader purpose, however, it may be profitable to develop new model systems that are both tractable and sufficiently complex to ensure that information derived from a single sensory modality and path integration are inadequate to locate a goal. Here, we discuss some recent discoveries related to navigation by amblypygids, nocturnal arachnids that inhabit the tropics and sub-tropics. Nocturnal displacement experiments under the cover of a tropical rainforest reveal that these animals possess navigational abilities that are reminiscent, albeit on a smaller spatial scale, of true-navigating vertebrates. Specialized legs, called antenniform legs, which possess hundreds of olfactory and tactile sensory hairs, and vision appear to be involved. These animals also have enormous mushroom bodies, higher-order brain regions that, in insects, integrate contextual cues and may be involved in spatial memory. In amblypygids, the complexity of a nocturnal rainforest may impose navigational challenges that favor the integration of information derived from multimodal cues. Moreover, the movement of these animals is easily studied in the laboratory and putative neural integration sites of sensory information can be manipulated. Thus, amblypygids could serve as model organisms for the discovery of neural substrates associated with a unique and potentially sophisticated navigational capability. The diversity of habitats in which amblypygids are found also offers an opportunity for comparative studies of sensory integration and ecological selection pressures on navigation mechanisms.