Disgusted snails, oxytocin, and the avoidance of infection threat

Disgust is considered to be a fundamental affective state associated with triggering the behavioral avoidance of infection and parasite/pathogen threat. In humans, and other vertebrates, disgust affects how individuals interact with, and respond to, parasites, pathogens and potentially infected conspecifics and their sensory cues. Here we show that the land snail, Cepaea nemoralis, displays a similar "disgust-like" state eliciting behavioral avoidance responses to the mucus associated cues of infected and potentially infected snails. Brief exposure to the mucus of snails treated with the Gram-negative bacterial endotoxin, lipopolysaccharide (LPS), elicited dose-related behavioral avoidance, including acute antinociceptive responses, similar to those expressed by mammals. In addition, exposure to the mucus cues of LPS treated snails led to a subsequent avoidance of unfamiliar individuals, paralleling the recognition of and avoidance responses exhibited by vertebrates exposed to potential pathogen risk. Further, the avoidance of, and antinociceptive responses to, the mucus of LPS treated snails were attenuated in a dose-related manner by the oxytocin (OT) receptor antagonist, L-368,899. This supports the involvement of OT and OT receptor homologs in the expression of infection avoidance, and consistent with the roles of OT in the modulation of responses to salient social and infection threats by rodents and other vertebrates. These findings with land snails are indicative of evolutionarily conserved disgust-like states associated with OT/OT receptor homolog modulated behavioral avoidance responses to infection and pathogen threat.

The role of androgens and estrogens in social interactions and social cognition

Gonadal hormones are becoming increasingly recognized for their effects on cognition. Estrogens, in particular, have received attention for their effects on learning and memory that rely upon the functioning of various brain regions. However, the impacts of androgens on cognition are relatively under investigated. Testosterone, as well as estrogens, have been shown to play a role in the modulation of different aspects of social cognition. This review explores the impact of testosterone and other androgens on various facets of social cognition including social recognition, social learning, social approach/avoidance, and aggression. We highlight the relevance of considering not only the actions of the most commonly studied steroids (i.e., testosterone, 17β-estradiol, and dihydrotestosterone), but also that of their metabolites and precursors, which interact with a plethora of different receptors and signalling molecules, ultimately modulating behaviour. We point out that it is also essential to investigate the effects of androgens, their precursors and metabolites in females, as prior studies have mostly focused on males. Overall, a comprehensive analysis of the impact of steroids such as androgens on behaviour is fundamental for a full understanding of the neural mechanisms underlying social cognition, including that of humans.

Observing a trained demonstrator influences associative appetitive learning in rats

The ability to acquire information about the environment through social observation or instruction is an essential form of learning in humans and other animals. Here, we assessed the ability of rats to acquire an association between a light stimulus and the presentation of a reward that is either hidden (sucrose solution) or visible (food pellet) via observation of a trained demonstrator. Subsequent training of observers on the light-reward association indicated that while observation alone was not sufficient for observers to acquire the association, contact with the reward location was higher in observers that were paired with a demonstrator. However, this was only true when the light cue predicted a sucrose reward. Additionally, we found that in the visible reward condition, levels of demonstrator orienting and food cup contact during the observation period tended to be positively correlated with the corresponding behaviour of their observer. This relationship was only seen during later sessions of observer training. Together, these results suggest that while our models were not sufficient to induce associative learning through observation alone, demonstrator behaviour during observation did influence how their paired observer's behavioural response to the cue evolved over the course of direct individual training.

Patterns of Arc mRNA expression in the rat brain following dual recall of fear- and reward-based socially acquired information

Learning can occur via direct experience or through observation of another individual (i.e., social learning). While research focused on understanding the neural mechanisms of direct learning is prevalent, less work has examined the brain circuitry mediating the acquisition and recall of socially acquired information. Here, we aimed to further elucidate the mechanisms underlying recall of socially acquired information by having male and female rats sequentially recall a socially transmitted food preference (STFP) and a fear association via fear conditioning by-proxy (FCbP). Brain tissue was processed for mRNA expression of the immediate early gene (IEG) Arc, which expresses in the nucleus following transcription before migrating to the cytoplasm over the next 25 min. Given this timeframe, we could identify whether Arc transcription was triggered by STFP recall, FCbP recall, or both. Contrary to past research, we found no differences in any Arc expression measures across a number of prefrontal regions and the ventral CA3 of the hippocampus between controls, demonstrators, and observers. We theorize that these results may indicate that relatively little Arc-dependent neural restructuring is taking place in the prefrontal cortices and ventral CA3 following recall of recently socially acquired information or directly acquired fear associations in these areas.

Evolution and Ecology of Parasite Avoidance

Parasite avoidance is a host defense that reduces the contact rate with parasites. We investigate avoidance as a primary driver of variation among individuals in the risk of parasitism and the evolution of host-parasite interactions. To bridge mechanistic and taxonomic divides, we define and categorize avoidance by its function and position in the sequence of host defenses. We also examine the role of avoidance in limiting epidemics and evaluate evidence for the processes that drive its evolution. Throughout, we highlight important directions to advance our conceptual and theoretical understanding of the role of avoidance in host-parasite interactions. We emphasize the need to test assumptions and quantify the effect of avoidance independent of other defenses. Importantly, many open questions may be most tractable in host systems that have not been the focus of traditional behavioral avoidance research, such as plants and invertebrates.

Early evidence for emotional play contagion in juvenile ravens

Perceiving, evaluating and reacting towards conspecifics' emotional states are important challenges of social group living. Emotional contagion describes an alignment of emotional states between individuals and is widely believed to be based on behavioral synchronization, i.e., behavioral contagion. As basic empathy-like processes, the occurrence of both forms of contagion seems to underlie early ontogenetic trajectories in humans and non-human species. In the present study, we assessed play as a context for studying the development of emotional contagion and its interlink with behavioral contagion in ten juvenile common ravens. Ravens are exceptional players that engage in all three forms of play: object, locomotion and social play. To assess potential ontogenetic patterns of both behavioral and emotional contagion, we tested juvenile ravens at two different periods of early development, at three- and six-month post-hatching. We elicited object play in one or several ravens (demonstrators) in a standardized experimental environment, using a playground setup. At both test ages, we found evidence for emotional contagion as observer ravens showed an increase of locomotion and social play after we provided the demonstrator(s) with the playground setup, but no significant changes in the amount of object play. Hence, observers did not copy motor patterns from demonstrator(s) but engaged in other forms of play. Our findings speak for a transfer of a general mood state in the context of play in ravens as young as 3 months and against behavioral mimicry as a precondition for emotional contagion.

Integrating concepts of physiological and behavioral resistance to parasites

Conceptual parallels between physiological and behavioral forms of resistance to parasites have led to the development of terminology like "the behavioral immune system" to refer to behaviors that combat parasites. I extend this metaphor by applying findings from research on physiological resistance to generate predictions for the ecology and evolution of behavioral resistance (here, synonymous with avoidance). In certain cases, behavioral resistance may follow similar evolutionary dynamics to physiological resistance. However, more research on the nature of the costs of behavioral resistance is needed, including how parasite transmission mode may be a key determinant of these costs. In addition, "acquiring" behavioral resistance may require specific mechanisms separate from classical forms of conditioning, due to constraints on timing of host learning processes and parasite incubation periods. Given existing literature, behavioral resistance to infectious disease seems more likely to be innate than acquired within the lifetime of an individual, raising new questions about how individual experience could shape anti-parasite behaviors. This review provides a framework for using existing literature on physiological resistance to generate predictions for behavioral resistance, and highlights several important directions for future research based on this comparison.

An exploration of amygdala-prefrontal mechanisms in the intergenerational transmission of learned fear

Humans learn about their environments by observing others, including what to fear and what to trust. Observational fear learning may be especially important early in life when children turn to their parents to gather information about their world. Yet, the vast majority of empirical research on fear learning in youth has thus far focused on firsthand classical conditioning, which may fail to capture one of the primary means by which fears are acquired during development. To address this gap in the literature, the present study examined observational fear learning in youth (n = 33; age range: 6-17 years) as they watched videos of their parent and an "unfamiliar parent" (i.e., another participant's parent) undergo fear conditioning. Youth demonstrated stronger fear learning when observing their parent compared to an unfamiliar parent, as indicated by changes in their self-reported liking of the stimuli to which their parents were conditioned (CS+, a geometric shape paired with an aversive noise; CS-, a geometric shape never paired with an aversive noise) and amygdala responses. Parent trait anxiety was associated with youth learning better (i.e., reporting a stronger preference for the CS- relative to CS+), and exhibiting stronger medial prefrontal-amygdala connectivity. Neuroimaging data were additionally acquired from a subset of parents during firsthand conditioning, and parental amygdala and mPFC activation were associated with youth's neural recruitment. Together, these results suggest that youth preferentially learn fears via observation of their parents, and this learning is associated with emotional traits and neural recruitment in parents.

The Impact of Social and Behavioral Factors on Reproducibility in Terrestrial Vertebrate Models

The use of animal models remains critical in preclinical and translational research. The reliability of the animal models and aspects of their validity is likely key to effective translation of findings to medicine. However, despite considerable uniformity in animal models brought about by control of genetics, there remain a number of social as well as innate and acquired behavioral characteristics of laboratory animals that may impact on research outcomes. These include the effects of strain and genetics, age and development, sex, personality and affective states, and social factors largely brought about by housing and husbandry. In addition, aspects of the testing environment may also influence research findings. A number of considerations resulting from the animals' innate and acquired behavioral characteristics as well as their social structures are described. Suggestions for minimizing the impact of these factors on research are provided.

Action representation in the mouse parieto-frontal network

The posterior parietal cortex (PPC) and frontal motor areas comprise a cortical network supporting goal-directed behaviour, with functions including sensorimotor transformations and decision making. In primates, this network links performed and observed actions via mirror neurons, which fire both when individuals perform an action and when they observe the same action performed by a conspecific. Mirror neurons are believed to be important for social learning, but it is not known whether mirror-like neurons occur in similar networks in other social species, such as rodents, or if they can be measured in such models using paradigms where observers passively view a demonstrator. Therefore, we imaged Ca²⁺ responses in PPC and secondary motor cortex (M2) while mice performed and observed pellet-reaching and wheel-running tasks, and found that cell populations in both areas robustly encoded several naturalistic behaviours. However, neural responses to the same set of observed actions were absent, although we verified that observer mice were attentive to performers and that PPC neurons responded reliably to visual cues. Statistical modelling also indicated that executed actions outperformed observed actions in predicting neural responses. These results raise the possibility that sensorimotor action recognition in rodents could take place outside of the parieto-frontal circuit, and underscore that detecting socially-driven neural coding depends critically on the species and behavioural paradigm used.

The role of social cognition in parasite and pathogen avoidance

The acquisition and use of social information are integral to social behaviour and parasite/pathogen avoidance. This involves social cognition which encompasses mechanisms for acquiring, processing, retaining and acting on social information. Social cognition entails the acquisition of social information about others (i.e. social recognition) and from others (i.e. social learning). Social cognition involves assessing other individuals and their infection status and the pathogen and parasite threat they pose and deciding about when and how to interact with them. Social cognition provides a framework for examining pathogen and parasite avoidance behaviours and their associated neurobiological mechanisms. Here, we briefly consider the relationships between social cognition and olfactory-mediated pathogen and parasite avoidance behaviours. We briefly discuss aspects of (i) social recognition of actual and potentially infected individuals and the impact of parasite/pathogen threat on mate and social partner choice; (ii) the roles of 'out-groups' (strangers, unfamiliar individuals) and 'in-groups' (familiar individuals) in the expression of parasite/pathogen avoidance behaviours; (iii) individual and social learning, i.e. the utilization of the pathogen recognition and avoidance responses of others; and (iv) the neurobiological mechanisms, in particular the roles of the nonapeptide, oxytocin and steroid hormones (oestrogens) associated with social cognition and parasite/pathogen avoidance.This article is part of the Theo Murphy meeting issue 'Evolution of pathogen and parasite avoidance behaviours'.

Biological mechanisms for observational learning

Observational learning occurs when an animal capitalizes on the experience of another to change its own behavior in a given context. This form of learning is an efficient strategy for adapting to changes in environmental conditions, but little is known about the underlying neural mechanisms. There is an abundance of literature supporting observational learning in humans and other primates, and more recent studies have begun documenting observational learning in other species such as birds and rodents. The neural mechanisms for observational learning depend on the species' brain organization and on the specific behavior being acquired. However, as a general rule, it appears that social information impinges on neural circuits for direct learning, mimicking or enhancing neuronal activity patterns that function during pavlovian, spatial or instrumental learning. Understanding the biological mechanisms for social learning could boost translational studies into behavioral interventions for a wide range of learning disorders.

Social transfer of alcohol withdrawal-induced hyperalgesia in female prairie voles

The expression of pain serves as a way for animals to communicate potential dangers to nearby conspecifics. Recent research demonstrated that mice undergoing alcohol or morphine withdrawal, or inflammation, could socially communicate their hyperalgesia to nearby mice. However, it is unknown whether such social transfer of hyperalgesia can be observed in other species of rodents. Therefore, the present study investigated if the social transfer of hyperalgesia occurs in the highly social prairie vole (Microtus ochrogaster). We observe that adult female prairie voles undergoing withdrawal from voluntary two-bottle choice alcohol drinking display an increase in nociception. This alcohol withdrawal-induced hypersensitiity is socially transferred to female siblings within the same cage and female strangers housed in separate cages within the same room. These experiments reveal that the social transfer of pain phenomenon is not specific to inbred mouse strains and that prairie voles display alcohol withdrawal and social transfer-induced hyperalgesia.

Neural Circuit Motifs in Valence Processing

How do our brains determine whether something is good or bad? How is this computational goal implemented in biological systems? Given the critical importance of valence processing for survival, the brain has evolved multiple strategies to solve this problem at different levels. The psychological concept of "emotional valence" is now beginning to find grounding in neuroscience. This review aims to bridge the gap between psychology and neuroscience on the topic of emotional valence processing. Here, I highlight a subset of studies that exemplify circuit motifs that repeatedly appear as implementational systems in valence processing. The motifs I identify as being important in valence processing include (1) Labeled Lines, (2) Divergent Paths, (3) Opposing Components, and (4) Neuromodulatory Gain. Importantly, the functionality of neural substrates in valence processing is dynamic, context-dependent, and changing across short and long timescales due to synaptic plasticity, competing mechanisms, and homeostatic need.

Behavioral changes in Japanese quails exposed to predicted environmentally relevant abamectin concentrations

Abamectin (ABA) toxicity in fish, amphibian and mammals was already proven, but its effect on birds is almost unknown. Thus, the aim of our study is to assess the impact of exposure to water with ABA for 40 days at predicted environmentally relevant concentrations on the behavior of female Japanese quails (Coturnix coturnix japonica). The three following experimental groups (n = 10 each) were set: "control", quails exposed to drinking water, without ABA, "EC1x" and "EC1000x" (0.31 mg a.i./L and 310.0 a.i./L, respectively; via commercial formulation Kraft® 36EC). The open field test showed anxiolytic response in birds exposed to ABA. These birds did not show locomotor changes or aggressive behavior in the aggressiveness test. Quails exposed to the pesticide did not react to the introduction of an object in the experimental box during the object recognition test, and it suggested perception deficit due to ABA. Moreover, these birds did not recognize the cat (Felix catus) and the vocalization of a hawk (Rupornis magnirostris) as potential predatory threats. These responses also suggest anti-predatory behavior deficit due to the pesticide. Thus, our study is pioneer in showing that water with ABA, at tested concentrations, influences the behavior of C. coturnix japonica, as well as in highlighting the potential impacts of this pesticide on this group of birds.

Social stress contagion in rats: Behavioural, autonomic and neuroendocrine correlates

The negative emotional consequences associated with life stress exposure in an individual can affect the emotional state of social partners. In this study, we describe an experimental rat model of social stress contagion and its effects on social behaviour and cardiac autonomic and neuroendocrine functions. Adult male Wistar rats were pair-housed and one animal (designated as "demonstrator" (DEM)) was submitted to either social defeat stress (STR) by an aggressive male Wild-type rat in a separate room or just exposed to an unfamiliar empty cage (control condition, CTR), once a day for 4 consecutive days. We evaluated the influence of cohabitation with a STR DEM on behavioural, cardiac autonomic and neuroendocrine outcomes in the cagemate (defined "observer" (OBS)). After repeated social stress, STR DEM rats showed clear signs of social avoidance when tested in a new social context compared to CTR DEM rats. Interestingly, also their cagemate STR OBSs showed higher levels of social avoidance compared to CTR OBSs. Moreover, STR OBS rats exhibited a higher heart rate and a larger shift of cardiac autonomic balance toward sympathetic prevalence (as indexed by heart rate variability analysis) immediately after the first reunification with their STR DEMs, compared to the control condition. This heightened cardiac autonomic responsiveness habituated over time. Finally, STR OBSs showed elevated plasma corticosterone levels at the end of the experimental protocol compared to CTR OBSs. These findings demonstrate that cohabitation with a DEM rat, which has experienced repeated social defeat stress, substantially disrupts social behaviour and induces short-lasting cardiac autonomic activation and hypothalamic-pituitary-adrenal axis hyperactivity in the OBS rat, thus suggesting emotional state-matching between the OBS and the DEM rats. We conclude that this rodent model may be further exploited for investigating the neurobiological bases of negative affective sharing between social partners under chronic social stress conditions.

Social Reward and Empathy as Proximal Contributions to Altruism: The Camaraderie Effect

Natural selection favors individuals to act in their own interests, implying that wild animals experience a competitive psychology. Animals in the wild also express helping behaviors, presumably at their own expense and suggestive of a more compassionate psychology. This apparent paradox can be partially explained by ultimate mechanisms that include kin selection, reciprocity, and multilevel selection, yet some theorists argue such ultimate explanations may not be sufficient and that an additional "stake in others" is necessary for altruism's evolution. We suggest this stake is the "camaraderie effect," a by-product of two highly adaptive psychological experiences: social motivation and empathy. Rodents can derive pleasure from access to others and this appetite for social rewards motivates individuals to live together, a valuable psychology when group living is adaptive. Rodents can also experience empathy, the generation of an affective state more appropriate to the situation of another compared to one's own. Empathy is not a compassionate feeling but it has useful predictive value. For instance, empathy allows an individual to feel an unperceived danger from social cues. Empathy of another's stance toward one's self would predict either social acceptance or ostracism and amplify one's physiological sensitivity to social isolation, including impaired immune responses and delayed wound healing. By contrast, altruistic behaviors would promote well-being in others and feelings of camaraderie from others, thereby improving one's own physiological well-being. Together, these affective states engender a stake in others necessary for the expression of altruistic behavior.

Learned parasite avoidance is driven by host personality and resistance to infection in a fish-trematode interaction

Cognitive abilities related to the assessment of risk improve survival. While earlier studies have examined the ability of animals to learn to avoid predators, learned parasite avoidance has received little interest. In a series of behavioural trials with the trematode parasite Diplostomum pseudospathaceum, we asked whether sea trout (Salmo trutta trutta) hosts show associative learning in the context of parasitism and if so, whether learning capacity is related to the likelihood of infection mediated through host personality and resistance. We show that animals are capable of learning to avoid visual cues associated with the presence of parasites. However, avoidance behaviour ceased after the likely activation of host resistance following consecutive exposures during learning, suggesting that resistance to infection outweighs avoidance. Further, we found a positive relationship between learning ability and boldness, suggesting a compensation of risky lifestyles through increased investment in cognitive abilities. By contrast, an increased risk of infection due to low resistance was not balanced by learning ability. Instead, these traits were positively related, which may be explained by inherent physiological qualities controlling both traits. Overall, the results demonstrate that parasitism, in addition to other biological interactions such as predation, is an important selective factor in the evolution of animal cognition.

Behavioral and mechanistic insight into rodent empathy

Empathy is a psychological construct that allows individuals to understand and share the emotions of others. The ability to share emotional states relies on basic social mechanisms, such as mimicry and emotional contagion, which are considered building blocks for empathy. Mimicking another's emotional or physical state is essential for successful social interactions and is found in a number of animal species. For the current review we focus on emotional state sharing in rodents, a core feature of empathy that is often measured using pain and fear as proxies; we also discuss prosociality in rodents. The evidence for empathy in rodents shows that rats and mice consistently imitate arousal states and behaviors of conspecifics and will even sacrifice personal gain to relieve the distress of a conspecific. These behaviors support basic processes that are crucial for the survival of individual animals and give us insight into the neural mechanisms that govern empathy-related behaviors.

The Neural Mechanisms of Social Learning from Fleeting Experience with Pain

Social learning is critical for humans to adapt and cope with rapidly changing surroundings. Although, neuroscience has focused on associative learning and pain empathy, the neural mechanisms of social learning through fleeting pain remains to be determined. This functional MRI study included three participant groups, to investigate how the neuro-hemodynamic response and subjective evaluation in response to the observation of hand actions were modulated by first-hand experience (FH), as well as indirect experience through social-observational (SO), and verbal-informed (VI) learning from fleeting pain. The results indicated, that these three learning groups share the common neuro-hemodynamic activations in the brain regions implicated in emotional awareness, memory, mentalizing, perspective taking, and emotional regulation. The anterior insular cortex (AIC) was commonly activated during these learning procedures. The amygdala was only activated by the FH. Dynamic causal modeling further indicated, that the SO and VI learning exhibited weaker connectivity strength from the AIC to superior frontal gyrus than did the FH. These findings demonstrate, that social learning elicits distinct neural responses from associative learning. The ontogeny of human empathy could be better understood with social learning from fleeting experience with pain.

Emotional contagion of distress in young pigs is potentiated by previous exposure to the same stressor

This study tested whether emotional contagion occurs when piglets directly observe a penmate in distress (restraint) and whether there is an effect of previous experience on the response to subsequent restraint or exposure to conspecific distress. Piglets (49.7 ± 0.7 days) were exposed in pairs to two stress phases (SP1 and SP2) in an arena divided into two pens by a wire mesh wall. During SP1, one of the pigs of a pair was either restrained (Stress treatment) or sham-restrained (Control treatment), while the other pig was considered observer. During SP2, the previous observer was restrained, while its penmate took the observer role. Heart rate variability, locomotion, vocalizations, body/head/ear and tail postures were monitored. During SP1, observer pigs responded to conspecific distress with increased indicators of attention (looking at, proximity to and snout contacts with the distressed pigs) and increased indicators of fear (reduced locomotion, increased freezing). During SP2, the observer pigs that had been restrained previously reacted more strongly (through higher proximity, decreased locomotion, increased freezing) to observing the penmate in restraint than pigs without the previous negative experience. This study suggests that young pigs are susceptible to emotional contagion and that this contagion is potentiated by previous exposure to the same stressor. These findings have implications for pig welfare in practical animal husbandry systems.

Absence of M-Ras modulates social behavior in mice

Background

The molecular mechanisms that determine social behavior are poorly understood. Pheromones play a critical role in social recognition in most animals, including mice, but how these are converted into behavioral responses is largely unknown. Here, we report that the absence of the small GTPase M-Ras affects social behavior in mice.

Results

In their interactions with other males, Mras^−/− males exhibited high levels of territorial aggression and social investigations, and increased fear-related behavior. They also showed increased mating behavior with females. Curiously, increased aggression and mating behaviors were only observed when Mras^−/− males were paired with Mras^−/− partners, but were significantly reduced when paired with wild-type (WT) mice. Since mice use pheromonal cues to identify other individuals, we explored the possibility that pheromone detection may be altered in Mras^−/− mice. Unlike WT mice, Mras^−/− did not show a preference for exploring unfamiliar urinary pheromones or unfamiliar isogenic mice. Although this could indicate that vomeronasal function and/or olfactory learning may be compromised in Mras^−/− mice, these observations were not fully consistent with the differential behavioral responses to WT and Mras^−/− interaction partners by Mras^−/− males. In addition, induction of c-fos upon pheromone exposure or in response to mating was similar in WT and Mras^−/− mice, as was the ex vivo expansion of neural progenitors with EGF. This indicated that acute pheromone detection and processing was likely intact. However, urinary metabolite profiles differed between Mras^−/− and WT males.

Conclusions

The changes in behaviors displayed by Mras^−/− mice are likely due to a complex combination of factors that may include an inherent predisposition to increased aggression and sexual behavior, and the production of distinct pheromones that could override the preference for unfamiliar social odors. Olfactory and/or social learning processes may thus be compromised in Mras^−/− mice.

Electronic supplementary material

The online version of this article (doi:10.1186/s12868-015-0209-8) contains supplementary material, which is available to authorized users.

Demonstrator skill modulates observational aversive learning

Learning to avoid danger by observing others can be relatively safe, because it does not incur the potential costs of individual trial and error. However, information gained through social observation might be less reliable than information gained through individual experiences, underscoring the need to apply observational learning critically. In order for observational learning to be adaptive it should be modulated by the skill of the observed person, the demonstrator. To address this issue, we used a probabilistic two-choice task where participants learned to minimize the number of electric shocks through individual learning and by observing a demonstrator performing the same task. By manipulating the demonstrator's skill we varied how useful the observable information was; the demonstrator either learned the task quickly or did not learn it at all (random choices). To investigate the modulatory effect in detail, the task was performed under three conditions of available observable information; no observable information, observation of choices only, and observation of both the choices and their consequences. As predicted, our results showed that observable information can improve performance compared to individual learning, both when the demonstrator is skilled and unskilled; observation of consequences improved performance for both groups while observation of choices only improved performance for the group observing the skilled demonstrator. Reinforcement learning modeling showed that demonstrator skill modulated observational learning from the demonstrator's choices, but not their consequences, by increasing the degree of imitation over time for the group that observed a fast learner. Our results show that humans can adaptively modulate observational learning in response to the usefulness of observable information.

Role of oxytocin receptors in modulation of fear by social memory

RATIONALE

Oxytocin receptors (Oxtr) are important mediators of social learning and emotion, with bidirectional effects on fear and anxiety. Contrary to the anxiolytic actions of Oxtr in the amygdala, we recently showed that Oxtr in the lateral septum mediate the enhancement of fear conditioning by social defeat in mice.

OBJECTIVES

Using positive social interactions, which impair fear conditioning, here we attempted to delineate whether the role of septal Oxtr in fear regulation depends on the valence of the social memory.

METHODS

Pharmacological and genetic manipulations of lateral septal Oxtr were combined with the social buffering of fear paradigm, in which pre-exposure to nonfearful conspecifics reduces subsequent contextual fear conditioning, as revealed by decreased freezing behavior.

RESULTS

Antagonism and down-regulation of Oxtr in the lateral septum abolished, while oxytocin (Oxt) administration before pre-exposure to nonfearful conspecifics facilitated the decrease of freezing behavior.

CONCLUSIONS

The septal oxytocin system enhances memory of social interactions regardless of their valence, reducing fear after positive and enhancing fear after negative social encounters. These findings explain, at least in part, the seemingly bidirectional role of Oxt in fear regulation.

Social learning in humans and other animals

Decisions made by individuals can be influenced by what others think and do. Social learning includes a wide array of behaviors such as imitation, observational learning of novel foraging techniques, peer or parental influences on individual preferences, as well as outright teaching. These processes are believed to underlie an important part of cultural variation among human populations and may also explain intraspecific variation in behavior between geographically distinct populations of animals. Recent neurobiological studies have begun to uncover the neural basis of social learning. Here we review experimental evidence from the past few decades showing that social learning is a widespread set of skills present in multiple animal species. In mammals, the temporoparietal junction, the dorsomedial, and dorsolateral prefrontal cortex, as well as the anterior cingulate gyrus, appear to play critical roles in social learning. Birds, fish, and insects also learn from others, but the underlying neural mechanisms remain poorly understood. We discuss the evolutionary implications of these findings and highlight the importance of emerging animal models that permit precise modification of neural circuit function for elucidating the neural basis of social learning.

The interaction between pain and social behavior in humans and rodents

Pain elicits behaviors in humans and nonhuman animals that serve as social cues. Pain behaviors serve a communicative function in humans, and this may be true as well in other animals. This review considers the current evidence for modulation of acute pain in different social contexts in humans and rodents, with a focus on dyadic social interactions. Increasing data supports the ability of social buffering, emotional contagion (a form of empathy), vicarious learning, and social stress to modulate pain sensitivity and pain behavior in mice and rats. As in humans, many of these social factors operate, and affect pain, in a sex-dependent manner. The development of a true social neuroscience of pain, with detailed explication of the underlying neurochemistry and genetics, now seems achievable.

Post-weaning social isolation impairs observational fear conditioning

Many mammals can utilize social information to learn by observation of conspecifics (social learning). Social learning of fear is expected to be especially advantageous for survival. However, disruption of social development in early life can impair social cognition and might also be expected to disrupt social learning. Social isolation during a critical period of adolescence disrupts social development. The purpose of this study was to determine whether disruption of social development through post-weaning social isolation leads to impairments of social fear learning. Rats were reared in isolation or pair-housed from immediately post-weaning, for 3 weeks. Social fear learning in rats was acquired by observation of tone-footshock pairings administered to a conspecific. Isolation-reared rats displayed less conditioned freezing than pair-housed rats when tested the next day. This reduction of conditioned freezing was correlated with conspecific-oriented behaviors during conditioning, was measured despite similarities in demonstrator behaviors, and occurred despite a manipulation that equalized freezing during conditioning between the pair-housed and isolation-reared rats. The results could not be explained by abnormal sensitization to a repeated tone or deficits in freezing or direct fear conditioning. These results demonstrate that observational fear conditioning is impaired by social isolation, and provide a model to study impaired social affective learning. Impaired social cognition, manifested as inability to recognize or appropriately interpret social cues, is a symptom of several psychiatric disorders. Better understanding of the mechanisms of impaired social fear learning can lead to novel treatments for social cognition symptoms of psychiatric disorders.

Modulation of nociception by social factors in rodents: contribution of the opioid system

RATIONALE

The opioid system is involved in the regulation of several behavioral and physiological responses, controlling pain, reward, and addictive behaviors. Opioid administration, depending on drugs and doses, usually affects sociability reducing interactions between conspecifics, whereas some affiliative behaviors such as sexual activity, social grooming, and play behavior increase the endogenous opioid activity.

OBJECTIVES

The possible interaction between endogenous opioids released during socio/sexual behavior and their analgesic effect on pain response is reviewed in the rodent literature.

RESULTS

Direct evidence for socially mediated opioid changes resulting in increase in nociceptive threshold derives from studies exploring the effects of defeat experiences, social isolation, maternal, sexual behavior, and social reunion among kin or familiar animals in laboratory rodents. Indirect evidence for endogenous activation of the opioid system, possibly affecting pain sensitivity, derives from studies investigating the relevance of natural social reward using the conditioned place preference protocols or analyzing ultrasonic vocalizations associated to positive affective contexts. Finally, genetic and epigenetic factors that affect the opioid system during development are reported to be involved in modulating the response to social stimuli as well as nociception.

CONCLUSIONS

All studies highlight the relevance of affiliative contact behavior between conspecifics that is responsible for the activation of the endogenous mu-opioid system, inducing nociceptive threshold increase.

Estrogenic involvement in social learning, social recognition and pathogen avoidance

Sociality comes with specific cognitive skills that allow the proper processing of information about others (social recognition), as well as of information originating from others (social learning). Because sociality and social interactions can also facilitate the spread of infection among individuals the ability to recognize and avoid pathogen threat is also essential. We review here various studies primarily from the rodent literature supporting estrogenic involvement in the regulation of social recognition, social learning (socially acquired food preferences and mate choice copying) and the recognition and avoidance of infected and potentially infected individuals. We consider both genomic and rapid estrogenic effects involving estrogen receptors α and β, and G-protein coupled estrogen receptor 1, along with their interactions with neuropeptide systems in the processing of social stimuli and the regulation and expression of these various socially relevant behaviors.

A mouse model for observational fear learning and the empathetic response

Research on observed fear and its relation to human mental disorders has been hampered by the lack of a suitable animal model. The empathetic response, which is impaired in various mental disorders, requires the ability to recognize the emotions and feelings of others. Due to the lack of a robust behavioral assay system, studies of empathy in laboratory animals have been absent from the literature. This unit describes a protocol for assessing social observational fear learning as a precursor of empathy in the mouse. In this assay, the observer animal is conditioned for context-dependent fear by observing the behavior of the demonstrator animal receiving aversive stimuli. The magnitude of the fear response of the observer is positively influenced by the animal's familiarity with the demonstrator. This indicates that the degree of familiarity, and its relationship to empathy, can be modeled in an animal system by a method relevant to human disease.

The Nonverbal Transmission of Intergroup Bias: A Model of Bias Contagion with Implications for Social Policy

Social and policy interventions over the last half-century have achieved laudable reductions in blatant discrimination. Yet members of devalued social groups continue to face subtle discrimination. In this article, we argue that decades of anti-discrimination interventions have failed to eliminate intergroup bias because such bias is contagious. We present a model of bias contagion in which intergroup bias is subtly communicated through nonverbal behavior. Exposure to such nonverbal bias "infects" observers with intergroup bias. The model we present details two means by which nonverbal bias can be expressed-either as a veridical index of intergroup bias or as a symptom of worry about appearing biased. Exposure to this nonverbal bias can increase perceivers' own intergroup biases through processes of implicit learning, informational influence, and normative influence. We identify critical moderators that may interfere with these processes and consequently propose several social and educational interventions based on these moderators.

Neuroendocrinology of social information processing in rats and mice

We reviewed oxytocin (OT), arginine-vasopressin (AVP) and gonadal hormone involvement in various modes of social information processing in mice and rats. Gonadal hormones regulate OT and AVP mediation of social recognition and social learning. Estrogens foster OT-mediated social recognition and the recognition and avoidance of parasitized conspecifics via estrogen receptor (ER) alpha (ERalpha) and ERbeta. Testosterone and its metabolites, including estrogens, regulate social recognition in males predominantly via the AVP V1a receptor. Both OT and AVP are involved in the social transmission of food preferences and ERalpha has inhibitory, while ERbeta has enhancing, roles. OT also enhances mate copying by females. ERalpha mediates the sexual, and ERbeta the recognition, aspects of the risk-taking enhancing effects of females on males. Thus, androgens and estrogens control social information processing by regulating OT and AVP. This control is finely tuned for different forms of social information processing.

D-cycloserine facilitation of fear extinction and exposure-based therapy might rely on lower-level, automatic mechanisms

Exposure-based therapy, a leading technique in the treatment of a range of anxiety disorders, is facilitated by D-cycloserine (DCS), a partial N-methyl-D-aspartate receptor agonist. This review discusses the potential mechanisms involved in this facilitation and its implications for developing theories of fear conditioning in humans. Basic research in rodents suggests that DCS acts by speeding up extinction. However, several laboratory-based investigations found that DCS had no effect on extinction in humans. This report proposes that these observations can be accounted for by a dual-model theory of fear conditioning in humans that engages two complementary defensive systems: a reflexive lower-order system independent of conscious awareness and a higher-order cognitive system associated with conscious awareness of danger and expectation. The DCS studies in animals seem to have explored lower-order conditioning mechanisms, whereas human studies have explored higher-order cognitive processes. These observations suggest that DCS might act preferentially on lower- rather than higher-order learning. This report presents evidence suggesting that, in humans, DCS might similarly affect lower-order learning during exposure-based therapy and, consequently, might be less effective during cognitive therapy (e.g., cognitive restructuring). Finally, it is recommended that extinction studies using DCS in humans be conducted with fear-relevant stimuli (e.g., snakes), short conditional stimulus-unconditioned stimulus intervals and intense unconditioned stimulus to promote lower-order conditioning processes.

Stress-induced analgesia

For over 30 years, scientists have been investigating the phenomenon of pain suppression upon exposure to unconditioned or conditioned stressful stimuli, commonly known as stress-induced analgesia. These studies have revealed that individual sensitivity to stress-induced analgesia can vary greatly and that this sensitivity is coupled to many different phenotypes including the degree of opioid sensitivity and startle response. Furthermore, stress-induced analgesia is influenced by age, gender, and prior experience to stressful, painful, or other environmental stimuli. Stress-induced analgesia is mediated by activation of the descending inhibitory pain pathway. Pharmacological and neurochemical studies have demonstrated involvement of a large number of neurotransmitters and neuropeptides. In particular, there are key roles for the endogenous opioid, monoamine, cannabinoid, gamma-aminobutyric acid and glutamate systems. The study of stress-induced analgesia has enhanced our understanding of the fundamental physiology of pain and stress and can be a useful approach for uncovering new therapeutic targets for the treatment of pain and stress-related disorders.

Social modeling of conditioned fear in mice by non-fearful conspecifics

Social interactions with conspecifics markedly alter the neuroendocrine, behavioral and emotional responses to stressful events. Some of these effects involve observational learning and result in lasting changes of fear-motivated behavior. While most evidence reveals increased fearfulness after observation of fearful demonstrators (models) in a number of species, a few reports from human and non-human primates indicate that observational learning can also attenuate some forms of fear. In the present study, we set out to determine the effects of social modeling and observational learning on fear conditioning in the mouse. Observers were pre-exposed to a novel context in the presence of fearful (F group) or non-fearful (NF group) demonstrators. Mice of the F group acquired control levels of conditioned fear. On the other hand, mice of the NF group exhibited profound and persistent reduction of fear. The decrease of fear in NF observers was most likely due to context-specific impairments of fear conditioning, as revealed by selective effects on long- but not short-term contextual fear memory, and normal fear conditioning in response to a novel context or cue. The effect was lasting, but constrained by the shock intensity. Attenuation of fear conditioning resulting from interactions with non-fearful conspecifics was largely, but not entirely, mediated by vicarious learning. These findings identify an important social buffering process serving to prevent a lasting induction of fear in response to isolated, moderately intense stressful events.

Empathy is moderated by genetic background in mice

Empathy, as originally defined, refers to an emotional experience that is shared among individuals. When discomfort or alarm is detected in another, a variety of behavioral responses can follow, including greater levels of nurturing, consolation or increased vigilance towards a threat. Moreover, changes in systemic physiology often accompany the recognition of distressed states in others. Employing a mouse model of cue-conditioned fear, we asked whether exposure to conspecific distress influences how a mouse subsequently responds to environmental cues that predict this distress. We found that mice are responsive to environmental cues that predict social distress, that their heart rate changes when distress vocalizations are emitted from conspecifics, and that genetic background substantially influences the magnitude of these responses. Specifically, during a series of pre-exposure sessions, repeated experiences of object mice that were exposed to a tone-shock (CS-UCS) contingency resulted in heart rate deceleration in subjects from the gregarious C57BL/6J (B6) strain, but not in subjects from the less social BALB/cJ (BALB) strain. Following the pre-exposure sessions, subjects were individually presented with the CS-only for 5 consecutive trials followed by 5 consecutive pairings of the CS with the UCS. Pre-exposure to object distress increased the freezing responses of B6 mice, but not BALB mice, on both the CS-only and the CS-UCS trials. These physiological and behavioral responses of B6 mice to social distress parallel features of human empathy. Our paradigm thus has construct and face validity with contemporary views of empathy, and provides unequivocal evidence for a genetic contribution to the expression of empathic behavior.

Social modulation of associative fear learning by pheromone communication

Mice communicate through visual, vocal, and olfactory cues that influence innate, nonassociative behavior. We here report that exposure to a recently fear-conditioned familiar mouse impairs acquisition of conditioned fear and facilitates fear extinction, effects mimicked by both an olfactory chemosignal emitted by a recently fear-conditioned familiar mouse and by the putative stress-related anxiogenic pheromone beta-phenylethylamine (beta-PEA). Together, these findings suggest social modulation of higher-order cognitive processing through pheromone communication and support the concurrent excitor hypothesis of extinction learning.

Social learning of fear

Research across species highlights the critical role of the amygdala in fear conditioning. However, fear conditioning, involving direct aversive experience, is only one means by which fears can be acquired. Exploiting aversive experiences of other individuals through social fear learning is less risky. Behavioral research provides important insights into the workings of social fear learning, and the neural mechanisms are beginning to be understood. We review research suggesting that an amygdala-centered model of fear conditioning can help to explain social learning of fear through observation and instruction. We also describe how observational and instructed fear is distinguished by involvement of additional neural systems implicated in social-emotional behavior, language and explicit memory, and propose a modified conditioning model to account for social fear learning. A better understanding of social fear learning promotes integration of biological principles of learning with cultural evolution.