Training Lymnaea in the presence of a predator scent results in a long-lasting ability to form enhanced long-term memory

Different stressors uniquely affect the expression of endocannabinoid-metabolizing enzymes in the central ring ganglia of Lymnaea stagnalis

The endocannabinoid system (ECS) plays an important role in neuroprotection, neuroplasticity, energy balance, modulation of stress, and inflammatory responses, acting as a critical link between the brain and the body's peripheral regions, while also offering promising potential for novel therapeutic strategies. Unfortunately, in humans, pharmacological inhibitors of different ECS enzymes have led to mixed results in both preclinical and clinical studies. As the ECS has been highly conserved throughout the eukaryotic lineage, the use of invertebrate model organisms like the pond snail Lymnaea stagnalis may provide a flexible tool to unravel unexplored functions of the ECS at the cellular, synaptic, and behavioral levels. In this study, starting from the available genome and transcriptome of L. stagnalis, we first identified putative transcripts of all ECS enzymes containing an open reading frame. Each predicted protein possessed a high degree of sequence conservation to known orthologues of other invertebrate and vertebrate organisms. Sequences were confirmed by qualitative PCR and sequencing. Then, we investigated the transcriptional effects induced by different stress conditions (i.e., bacterial LPS injection, predator scent, food deprivation, and acute heat shock) on the expression levels of the enzymes of the ECS in Lymnaea's central ring ganglia. Our results suggest that in Lymnaea as in rodents, the ECS is involved in mediating inflammatory and anxiety-like responses, promoting energy balance, and responding to acute stressors. To our knowledge, this study offers the most comprehensive analysis so far of the ECS in an invertebrate model organism.

DNA Methylation Machinery in Gastropod Mollusks

The role of DNA methylation in mollusks is just beginning to be understood. This review synthesizes current knowledge on this potent molecular hallmark of epigenetic control in gastropods-the largest class of mollusks and ubiquitous inhabitants of diverse habitats. Their DNA methylation machinery shows a high degree of conservation in CG maintenance methylation mechanisms, driven mainly by DNMT1 homologues, and the presence of MBD2 and MBD2/3 proteins as DNA methylation readers. The mosaic-like DNA methylation landscape occurs mainly in a CG context and is primarily confined to gene bodies and housekeeping genes. DNA methylation emerges as a critical regulator of reproduction, development, and adaptation, with tissue-specific patterns being observed in gonadal structures. Its dynamics also serve as an important regulatory mechanism underlying learning and memory processes. DNA methylation can be affected by various environmental stimuli, including as pathogens and abiotic stresses, potentially impacting phenotypic variation and population diversity. Overall, the features of DNA methylation in gastropods are complex, being an essential part of their epigenome. However, comprehensive studies integrating developmental stages, tissues, and environmental conditions, functional annotation of methylated regions, and integrated genomic-epigenomic analyses are lacking. Addressing these knowledge gaps will advance our understanding of gastropod biology, ecology, and evolution.

Predator-prey systems as models for integrative research in biology: the value of a non-consumptive effects framework

Predator-prey interactions are a cornerstone of many ecological and evolutionary processes that influence various levels of biological organization, from individuals to ecosystems. Predators play a crucial role in shaping ecosystems through the consumption of prey species and non-consumptive effects. Non-consumptive effects (NCEs) can induce changes in prey behavior, including altered foraging strategies, habitat selection, life history and anti-predator responses. These defensive strategies have physiological consequences for prey, affecting their growth, reproduction and immune function to name a few. Numerous experimental studies have incorporated NCEs in investigating predator-prey dynamics in the past decade. Interestingly, predator-prey systems can also be used as experimental models to answer physiology, cognition and adaptability questions. In this Commentary, I highlight research that uses NCEs in predator-prey systems to provide novel insights into cognition, adaptation, epigenetic inheritance and aging. I discuss the evolution of instinct, anxiety and other cognitive disorders, the shaping of brain connectomes, stress-induced aging and the development of behavioral coping styles. I outline how studies can integrate the investigation of NCEs with advanced behavioral, genomic and neurological tools to provide novel insights into physiological and cognitive health.

Transcriptomic Analysis of the Effect of Torin-2 on the Central Nervous System of Drosophila melanogaster

Torin-2, a synthetic compound, is a highly selective inhibitor of both TORC1 and TORC2 (target of rapamycin) complexes as an alternative to the well-known immunosuppressor, geroprotector, and potential anti-cancer natural compound rapamycin. Torin-2 is effective at hundreds of times lower concentrations and prevents some negative side effects of rapamycin. Moreover, it inhibits the rapamycin-resistant TORC2 complex. In this work, we evaluated transcriptomic changes in D. melanogaster heads induced with lifetime diets containing Torin-2 and suggested possible neuroprotective mechanisms of Torin-2. The analysis included D. melanogaster of three ages (2, 4, and 6 weeks old), separately for males and females. Torin-2, taken at the lowest concentration being tested (0.5 μM per 1 L of nutrient paste), had a slight positive effect on the lifespan of D. melanogaster males (+4% on the average) and no positive effect on females. At the same time, RNA-Seq analysis revealed interesting and previously undiscussed effects of Torin-2, which differed between sexes as well as in flies of different ages. Among the cellular pathways mostly altered by Torin-2 at the gene expression level, we identified immune response, protein folding (heat shock proteins), histone modification, actin cytoskeleton organization, phototransduction and sexual behavior. Additionally, we revealed that Torin-2 predominantly reduced the expression of Srr gene responsible for the conversion of L-serine to D-serine and thus regulating activity of NMDA receptor. Via western blot analysis, we showed than in old males Torin-2 tends to increase the ratio of the active phosphorylated form of ERK, the lowest node of the MAPK cascade, which may play a significant role in neuroprotection. Thus, the complex effect of Torin-2 may be due to the interplay of the immune system, hormonal background, and metabolism. Our work is of interest for further research in the field of NMDA-mediated neurodegeneration.

Invertebrates as models of learning and memory: investigating neural and molecular mechanisms

In this Commentary, we shed light on the use of invertebrates as model organisms for understanding the causal and conserved mechanisms of learning and memory. We provide a condensed chronicle of the contribution offered by mollusks to the studies on how and where the nervous system encodes and stores memory and describe the rich cognitive capabilities of some insect species, including attention and concept learning. We also discuss the use of planarians for investigating the dynamics of memory during brain regeneration and highlight the role of stressful stimuli in forming memories. Furthermore, we focus on the increasing evidence that invertebrates display some forms of emotions, which provides new opportunities for unveiling the neural and molecular mechanisms underlying the complex interaction between stress, emotions and cognition. In doing so, we highlight experimental challenges and suggest future directions that we expect the field to take in the coming years, particularly regarding what we, as humans, need to know for preventing and/or delaying memory loss. This article has an associated ECR Spotlight interview with Veronica Rivi.

Configural learning memory can be transformed from intermediate-term to long-term in pond snail Lymnaea stagnalis

A lab bred W-strain of Lymnaea stagnalis exhibits configural learning (CL). CL is a form of higher order associative learning wherein when snails experience two contrasting stimuli together such as predatory odour (CE: crayfish effluent) and food odour (C: carrot odour) they learn and associate risk with food. The memory for CL has been shown to last 3 h. Here, we show that when only a single CL-training session is given only a 3 h memory is formed. Memory is not present 24 h after the training session. However, memory can be enhanced and snails show long term memory (24 h memory) when trained for a second time within a 7-day time period after the first CL-training. We further hypothesised that Green tea exposure will enhance memory persistence as catechins in green tea are shown to be cognitive enhancers. We thus subjected snails to CL training followed by green tea exposure which resulted in enhanced memory persistence and it occurred during memory consolidation phase. Thus, we show for the first time that CL intermediate-term memory can be transformed to long-term memory by green tea and multiple trainings in a lab bred strain of Lymnaea.

Role of a Heat Shock Transcription Factor and the Major Heat Shock Protein Hsp70 in Memory Formation and Neuroprotection

Heat shock proteins (Hsps) represent the most evolutionarily ancient, conserved, and universal system for protecting cells and the whole body from various types of stress. Among Hsps, the group of proteins with a molecular weight of 70 kDa (Hsp70) plays a particularly important role. These proteins are molecular chaperones that restore the native conformation of partially denatured proteins after exposure to proteotoxic forms of stress and are critical for the folding and intracellular trafficking of de novo synthesized proteins under normal conditions. Hsp70s are expressed at high levels in the central nervous system (CNS) of various animals and protect neurons from various types of stress, including heat shock, hypoxia, and toxins. Numerous molecular and behavioral studies have indicated that Hsp70s expressed in the CNS are important for memory formation. These proteins contribute to the folding and transport of synaptic proteins, modulate signaling cascades associated with synaptic activation, and participate in mechanisms of neurotransmitter release. In addition, HSF1, a transcription factor that is activated under stress conditions and mediates Hsps transcription, is also involved in the transcription of genes encoding many synaptic proteins, whose levels are increased in neurons under stress and during memory formation. Thus, stress activates the molecular mechanisms of memory formation, thereby allowing animals to better remember and later avoid potentially dangerous stimuli. Finally, Hsp70 has significant protective potential in neurodegenerative diseases. Increasing the level of endogenous Hsp70 synthesis or injecting exogenous Hsp70 reduces neurodegeneration, stimulates neurogenesis, and restores memory in animal models of ischemia and Alzheimer’s disease. These findings allow us to consider recombinant Hsp70 and/or Hsp70 pharmacological inducers as potential drugs for use in the treatment of ischemic injury and neurodegenerative disorders.

What can we teach Lymnaea and what can Lymnaea teach us?

This review describes the advantages of adopting a molluscan complementary model, the freshwater snail Lymnaea stagnalis, to study the neural basis of learning and memory in appetitive and avoidance classical conditioning; as well as operant conditioning of its aerial respiratory and escape behaviour. We firstly explored ‘what we can teach Lymnaea’ by discussing a variety of sensitive, solid, easily reproducible and simple behavioural tests that have been used to uncover the memory abilities of this model system. Answering this question will allow us to open new frontiers in neuroscience and behavioural research to enhance our understanding of how the nervous system mediates learning and memory. In fact, from a translational perspective, Lymnaea and its nervous system can help to understand the neural transformation pathways from behavioural output to sensory coding in more complex systems like the mammalian brain. Moving on to the second question: ‘what can Lymnaea teach us?’, it is now known that Lymnaea shares important associative learning characteristics with vertebrates, including stimulus generalization, generalization of extinction and discriminative learning, opening the possibility to use snails as animal models for neuroscience translational research.

Inference of DNA methylation patterns in molluscs

Mollusca are the second largest and arguably most diverse phylum of the animal kingdom. This is in sharp contrast to our very limited knowledge concerning epigenetic mechanisms including DNA methylation in this invertebrate group. Here, we inferred DNA methylation patterns by analysing the normalized dinucleotide CG content in protein-coding sequences and identified DNA methyltransferases (DNMT1 and 3) in published transcriptomes and genomes of 140 species across all eight classes of molluscs. Given the evolutionary age and morphological diversity of molluscs, we expected to find evidence for diverse methylation patterns. Our inferences suggest that molluscs possess substantial levels of DNA methylation in gene bodies as a rule. Yet, we found deviations from this general picture with regard to (i) the CpG observed/expected distributions indicating a reduction in DNA methylation in certain groups and (ii) the completeness of the DNMT toolkit. Reductions were evident in Caudofoveata, Solenogastres, Polyplacophora, Monoplacophora, as well as Scaphopoda. Heterobranchia and Oegopsida were remarkable as they lacked DNMT3, usually responsible for de novo methylation, yet showed signs of DNA methylation. Our survey may serve as guidance for direct empirical analyses of DNA methylation in molluscs. This article is part of the Theo Murphy meeting issue 'Molluscan genomics: broad insights and future directions for a neglected phylum'.

Shell damage leads to enhanced memory formation in Lymnaea

Ecologically relevant stressors alter the ability of the pond snail, Lymnaea stagnalis, to form long-term memory (LTM). Here, we show that an environmentally relevant stressor, shell damage, has a dramatic effect on the enhancement of LTM formation. Damage in the form of a shell clip 24 h before operant conditioning training resulted in long-term memory (LTM) formation following a single 0.5 h training session (TS). Typically, in these snails, two 0.5 h TSs with a 1 h interval between the sessions are required to cause LTM formation. We show here that even with a 72 h interval between shell clip and training, memory enhancement still occurred. The stress associated with shell clip could be mitigated by an ongoing high-Ca^{2 +} pond water environment, an injection of propranolol and a DNA methylation blocker. However, use of an anaesthetic (MgCl₂) during the clip or intermittent exposure to the high-Ca^{2 +} pond water environment did not mitigate the stress associated with the shell clip. Shell clip was also sufficient to cause juvenile snails, which neither learn nor form memory, to gain the capacity to form LTM. Together, the experiments demonstrate that shell clipping is an environmentally relevant stressor that can cause enhancement of LTM formation.

Strain transformation: Enhancement of invertebrate memory in a new rearing environment

Memory formation is influenced by a variety of factors, including the environmental conditions in which an organism is reared. Here, we studied the memory-forming ability of the lab-bred B-strain of Lymnaea following a change in their rearing environment from Brock University to the University of Calgary. We have previously demonstrated that this move enhances memory-forming ability and here we studied the magnitude of this phenotypic change. Once reared to adulthood at the University of Calgary, the B-strain animals were first tested to determine how many training sessions were required for the formation of long-term memory (LTM) to occur. Following this change in environment, the B-strain transformed into a ‘smart’ lab-bred strain requiring only a single 0.5 h session to form LTM. Next, we tested whether exposure to physiologically relevant stressors would block the formation of LTM in this ‘transformed’ B-strain, as this obstruction has previously been observed in ‘smart’ snails collected from the wild. Interestingly, neither stressor tested in this study perturbed memory formation in this ‘transformed’ lab-bred strain. Additionally, both the ‘smart’ memory phenotype, as well as the increased stress resiliency, were observed in the second generation of ‘transformed’ B-strain at both the juvenile and adult stages. This suggests that a change in rearing environment can contribute to the memory-forming ability of lab-bred Lymnaea.

Configural learning: a higher form of learning in Lymnaea

Events typically occur in a specific context and the ability to assign importance to this occurrence plays a significant role in memory formation and recall. When the scent of a crayfish predator (CE) is encountered in Lymnaea strains known to be predator-experienced (e.g. the W-strain), enhancement of memory formation and depression of feeding occurs, which are part of a suite of anti-predator behaviours. We hypothesized that Lymnaea possess a form of higher-order conditioning, namely configural learning. We tested this by simultaneously exposing W-strain Lymnaea to a carrot food-odour (CO) and predator scent (CE). Two hours later we operantly conditioned these snails with a single 0.5h training session in CO to determine whether training in CO results in long-term memory (LTM). In W-strain snails two 0.5h training sessions are required to cause LTM formation. A series of control experiments followed and demonstrated that only the CO+CE snails trained in CO had acquired enhanced memory forming ability. Additionally, following CE+CO pairing, CO no longer elicited an increased feeding response. Hence, snails have the ability to undergo configural learning. Following configural learning, CO becomes risk-signaling and evokes behavioural responses phenotypically similar to those elicited by exposure to CE.

The effect of rearing environment on memory formation

Lymnaea stagnalis is a well-studied model system for determining how changes in the environment influence associative learning and memory formation. For example, some wild strains of Lymnaea, collected from separate geographic locations show superior memory-forming abilities compared to others. Here, we have studied memory formation in two laboratory-bred Lymnaea strains, derived from the same original population in The Netherlands. The two strains were reared in two different laboratories at the University of Calgary (C-strain) and at Brock University (B-strain) for many years and were found to differ in their memory-forming ability. Specifically, the C-strain required only two training sessions to form long-term memory (LTM) whereas the B-strain required four sessions to form LTM. Additionally, the LTM formed by the B-strain persisted for a shorter amount of time than the memory formed by the C-strain. Thus, despite being derived from the same original population, the C- and B-strains have developed different memory-forming abilities. Next, we raised the two strains from embryos ‘Away’ from home (i.e. in the other laboratory) over two generations and assessed their memory-forming abilities. The B-strain reared and maintained at the University of Calgary demonstrated improved memory-forming ability within a single generation, while the C-strain reared at Brock University retained their normal LTM forming ability across two subsequent generations. This suggests that local environmental factors may contribute to the behavioural divergence observed between these two laboratory-bred strains.

Mechanisms underlying the control of responses to predator odours in aquatic prey

In aquatic systems, chemical cues are a major source of information through which animals are able to assess the current state of their environment to gain information about local predation risk. Prey use chemicals released by predators (including cues from a predator's diet) and other prey (such as alarm cues and disturbance cues) to mediate a range of behavioural, morphological and life-history antipredator defences. Despite the wealth of knowledge on the ecology of antipredator defences, we know surprisingly little about the physiological mechanisms that control the expression of these defensive traits. Here, we summarise the current literature on the mechanisms known to specifically mediate responses to predator odours, including dietary cues. Interestingly, these studies suggest that independent pathways may control predator-specific responses, highlighting the need for greater focus on predator-derived cues when looking at the mechanistic control of responses. Thus, we urge researchers to tease apart the effects of predator-specific cues (i.e. chemicals representing a predator's identity) from those of diet-mediated cues (i.e. chemicals released from a predator's diet), which are known to mediate different ecological endpoints. Finally, we suggest some key areas of research that would greatly benefit from a more mechanistic approach.

Juveniles of Lymnaea smart snails do not perseverate and have the capacity to form LTM

Previously, it was concluded that the nervous systems of the juvenile snails were not capable of mediating LTM. However, exposure and training of those juvenile snails in the presence of a predator cue significantly altered their ability to learn and form LTM. In addition, there are some strains of Lymnaea which have been identified as ‘smart’. These snails form LTM significantly better than the lab-bred strain. Here we show that juveniles of two smart snail strains are not only capable of associative learning, but also have the capacity to form LTM following a single 0.5h training session. We also show that freshly collected ‘wild’ ‘average’ juveniles are also not able to form LTM. Thus, the smart snail phenotype in these strains is expressed in juveniles.