Using pupae as appetitive reinforcement to study visual and tactile associative learning in the Ponerine ant Diacamma indicum

Associative learning is of great importance to animals, as it enhances their ability to navigate, forage, evade predation and improve fitness. Even though associative learning abilities of Hymenopterans have been explored, many of these studies offered food as appetitive reinforcement. In the current study, we focus on tactile and visual cue learning in an ant Diacamma indicum using a Y-maze setup with pupa as a positive reinforcement. Using pupa as a reward resulted in a significantly higher proportion of ants completing the training in a shorter time as compared to using food as reinforcement. Ants spent significantly more time in the conditioned arm for both visual cues (white dots or black dots) and tactile cues (rough or smooth surfaces) presented on the floor when associated with pupa, thus showing that they were capable of associative learning. On encountering a conflict between visual and tactile cues during the test, ants chose to spend significantly more time on the arm with the tactile cues indicating that they had made a stronger association between pupa and the tactile cue as compared to the visual cue during training. Using pupa as an ecologically relevant reward, we show that these solitary foraging ants living in small colonies are capable of visual and tactile associative learning and are likely to learn tactile cues over visual cues in association with pupa.

A cognitive account of trace conditioning in insects

Trace conditioning is a form of Pavlovian learning in which the conditioned stimulus (CS) and the unconditioned stimulus (US) are separated by a temporal gap. Insects learn trace associations of variable nature (appetitive, aversive) and involving CSs of different sensory modalities (olfactory, visual). The accessibility of the insect neural system in behaving animals allowed identifying neural processes driving trace conditioning: the existence of prolonged neural responses to the CS after stimulus offset and the anticipation of US responses during the free-stimulus gap. Specific brain structures, such as the mushroom bodies seem to be allocated to this learning form. Here, we posit that a further component facilitating trace conditioning in insects relates to neuromodulatory mechanisms underlying enhanced attention. We thus propose a model based on different types of mushroom-body neurons, which provides a cognitive account of trace conditioning in insects.

Colour vision in ants (Formicidae, Hymenoptera)

Ants are ecologically one of the most important groups of insects and exhibit impressive capabilities for visual learning and orientation. Studies on numerous ant species demonstrate that ants can learn to discriminate between different colours irrespective of light intensity and modify their behaviour accordingly. However, the findings across species are variable and inconsistent, suggesting that our understanding of colour vision in ants and what roles ecological and phylogenetic factors play is at an early stage. This review provides a brief synopsis of the critical findings of the past century of research by compiling studies that address molecular, physiological and behavioural aspects of ant colour vision. With this, we aim to improve our understanding of colour vision and to gain deeper insights into the mysterious and colourful world of ants.

This article is part of the theme issue ‘Understanding colour vision: molecular, physiological, neuronal and behavioural studies in arthropods’.

Appetitive olfactory learning suffers in ants when octopamine or dopamine receptors are blocked

Associative learning relies on the detection of coincidence between a stimulus and a reward or punishment. In the insect brain, this process is carried out in the mushroom bodies under the control of octopaminergic and dopaminergic neurons. It was assumed that appetitive learning is governed by octopaminergic neurons, while dopamine is required for aversive learning. This view has recently been challenged: both neurotransmitters are involved in both types of learning in bees and flies. Here, we tested which neurotransmitters are required for appetitive learning in ants. We trained Lasius niger workers to discriminate two mixtures of linear hydrocarbons and to associate one of them with a sucrose reward. We analysed the walking paths of the ants using machine learning and found that the ants spent more time near the rewarded odour than near the other, a preference that was stable for at least 24 h. We then treated the ants before learning with either epinastine, an octopamine receptor blocker, or flupentixol, a dopamine receptor blocker. Ants with blocked octopamine receptors did not prefer the rewarded odour. Octopamine signalling is thus necessary for appetitive learning of olfactory cues, probably because it signals information about odours or reward to the mushroom body. In contrast, ants with blocked dopamine receptors initially learned the rewarded odour but failed to retrieve this memory 24 h later. Dopamine is thus probably required for long-term memory consolidation, independent of short-term memory formation. Our results show that appetitive olfactory learning depends on both octopamine and dopamine signalling in ants.

Stimulus-dependent learning and memory in the neotropical ant Ectatomma ruidum

Learning and memory are major cognitive processes strongly tied to the life histories of animals. In ants, chemotactile information generally plays a central role in social interaction, navigation and resource exploitation. However, in hunters, visual information should take special relevance during foraging, thus leading to differential use of information from different sensory modalities. Here, we aimed to test whether a hunter, the neotropical ant Ectatomma ruidum, differentially learns stimuli acquired through multiple sensory channels. We evaluated the performance of E. ruidum workers when trained using olfactory, mechanical, chemotactile and visual stimuli under a restrained protocol of appetitive learning. Conditioning of the maxilla labium extension response enabled control of the stimuli provided. Our results show that ants learn faster and remember for longer when trained using chemotactile or visual stimuli than when trained using olfactory and mechanical stimuli separately. These results agree with the life history of E. ruidum, characterized by a high relevance of chemotactile information acquired through antennation as well as the role of vision during hunting.

Modulatory effects of pheromone on olfactory learning and memory in moths

Pheromones are chemical communication signals known to elicit stereotyped behaviours and/or physiological processes in individuals of the same species, generally in relation to a specific function (e.g. mate finding in moths). However, recent research suggests that pheromones can modulate behaviours, which are not directly related to their usual function and thus potentially affect behavioural plasticity. To test this hypothesis, we studied the possible modulatory effects of pheromones on olfactory learning and memory in Agrotis ipsilon moths, which are well-established models to study sex-pheromones. To achieve this, sexually mature male moths were trained to associate an odour with either a reward (appetitive learning) or punishment (aversive learning) and olfactory memory was tested at medium- and long-term (1 h or 1.5 h, and 24 h). Our results show that male moths can learn to associate an odour with a sucrose reward, as well as a mild electric shock, and that olfactory memory persists over medium- and long-term range. Pheromones facilitated both appetitive and aversive olfactory learning: exposure to the conspecific sex-pheromone before conditioning enhanced appetitive but not aversive learning, while exposure to a sex-pheromone component of a heterospecific species (repellent) facilitated aversive but not appetitive learning. However, this effect was short-term, as medium- and long-term memory were not improved. Thus, in moths, pheromones can modulate olfactory learning and memory, indicating that they contribute to behavioural plasticity allowing optimization of the animal's behaviour under natural conditions. This might occur through an alteration of sensitization.

The effect of food preference, landmarks, and maze shift on maze-solving time in desert ants

We studied how food type and available landmarks affect spatial learning in the ant Cataglyphis niger while searching for food in a maze. We expected the ants to solve the maze faster with consecutive runs, when the preferred food type is offered, and in the presence of landmarks. Ants should also solve the maze more slowly following a mirror-route switch in the maze. As expected, maze-solving improved when searching for a preferred food type than a less preferred one, as determined in a separate food preference experiment. In contrast, adding landmarks to the maze had only little effect on maze-solving and the number of searching workers. Switching the route to a mirror-imaged route in the maze delayed maze-solving and required more workers to search for food. Our findings extend the knowledge on the ants’ learning abilities and demonstrate how foragers detect food faster when offered a high-ranking food item.

Lateralization of short- and long-term visual memories in an insect

The formation of memories within the vertebrate brain is lateralized between hemispheres across multiple modalities. However, in invertebrates evidence for lateralization is restricted to olfactory memories, primarily from social bees. Here, we use a classical conditioning paradigm with a visual conditioned stimulus to show that visual memories are lateralized in the wood ant, Formica rufa. We show that a brief contact between a sugar reward and either the right or left antenna (reinforcement) is sufficient to produce a lateralized memory, even though the visual cue is visible to both eyes throughout training and testing. Reinforcement given to the right antenna induced short-term memories, whereas reinforcement given to the left antenna induced long-term memories. Thus, short- and long-term visual memories are lateralized in wood ants. This extends the modalities across which memories are lateralized in insects and suggests that such memory lateralization may have evolved multiple times, possibly linked to the evolution of eusociality in the Hymenoptera.

Ants learn fast and do not forget: associative olfactory learning, memory and extinction in Formica fusca

Learning is a widespread phenomenon that allows behavioural flexibility when individuals face new situations. However, learned information may lose its value over time. If such a memory endures, it can be deleterious to individuals. The process of extinction allows memory updating when the initial information is not relevant anymore. Extinction is widespread among animals, including humans. We investigated associative appetitive learning in an ant species that is widely distributed in the Northern Hemisphere, Formica fusca. We studied acquisition and memory between 1 h and one week after conditioning, as well as the extinction process. Ants learn very rapidly, their memory lasts up to 3 days, decreases slowly over time and is highly resistant to extinction, even after a single conditioning trial. Using a pharmacological approach, we show that this single-trial memory critically depends on protein synthesis (long-term memory). These results indicate that individual ant workers of F. fusca show remarkable learning and memory performances. Intriguingly, they also show a strong resistance to updating learned associations. Resistance to extinction may be advantageous when the environment is stochastic and individuals need to switch often from one learned task to another.

Visual Classical Conditioning in Wood Ants

Several species of insects have become model systems for studying learning and memory formation. Although many studies focus on freely moving animals, studies implementing classical conditioning paradigms with harnessed insects have been important for investigating the exact cues that individuals learn and the neural mechanisms underlying learning and memory formation. Here we present a protocol for evoking visual associative learning in wood ants through classical conditioning. In this paradigm, ants are harnessed and presented with a visual cue (a blue cardboard), the conditional stimulus (CS), paired with an appetitive sugar reward, the unconditional stimulus (US). Ants perform a Maxilla-Labium Extension Reflex (MaLER), the unconditional response (UR), which can be used as a readout for learning. Training consists of 10 trials, separated by a 5-minute intertrial interval (ITI). Ants are also tested for memory retention 10 minutes or 1 hour after training. This protocol has the potential to allow researchers to analyze, in a precise and controlled manner, the details of visual memory formation and the neural basis of learning and memory formation in wood ants.

Innate colour preference, individual learning and memory retention in the ant Camponotus blandus

Ants are a well-characterized insect model for the study of visual learning and orientation, but the extent to which colour vision is involved in these tasks remains unknown. We investigated the colour preference, learning and memory retention of Camponotus blandus foragers under controlled laboratory conditions. Our results show that C. blandus foragers exhibit a strong innate preference for ultraviolet (UV, 365 nm) over blue (450 nm) and green (528 nm) wavelengths. The ants can learn to discriminate 365 nm from either 528 nm or 450 nm, independent of intensity changes. However, they fail to discriminate between 450 nm and 528 nm. Modelling of putative colour spaces involving different numbers of photoreceptor types revealed that colour discrimination performance of individual ants is best explained by dichromacy, comprising a short-wavelength (UV) receptor with peak sensitivity at about 360 nm, and a long-wavelength receptor with peak sensitivity between 470 nm and 560 nm. Foragers trained to discriminate blue or green from UV light are able to retain the learned colour information in an early mid-term (e-MTM), late mid-term (l-MTM), early long-term (e-LTM) and late long-term (l-LTM) memory from where it can be retrieved after 1 h, 12 h, 24 h, 3 days and 7 days after training, indicating that colour learning may induce different memory phases in ants. Overall, our results show that ants can use chromatic information in a way that should promote efficient foraging in complex natural environments.

Long-term spatial memory in Vespula germanica social wasps: the influence of past experience on foraging behavior

Social insects exhibit complex learning and memory mechanisms while foraging. Vespula germanica (Fab.) (Hymenoptera: Vespidae) is an invasive social wasp that frequently forages on undepleted food sources, making several flights between the resource and the nest. Previous studies have shown that during this relocating behavior, wasps learn to associate food with a certain site, and can recall this association 1 h later. In this work, we evaluated whether this wasp species is capable of retrieving an established association after 24 h. For this purpose, we trained free flying individuals to collect proteinaceous food from an experimental plate (feeder) located in an experimental array. A total of 150 individuals were allowed 2, 4, or 8 visits. After the training phase, the array was removed and set up again 24 h later, but this time a second baited plate was placed opposite to the first. After 24 h we recorded the rate of wasps that returned to the experimental area and those which collected food from the previously learned feeding station or the nonlearned one. During the testing phase, we observed that a low rate of wasps trained with 2 collecting visits returned to the experimental area (22%), whereas the rate of returning wasps trained with 4 or 8 collecting visits was higher (51% and 41%, respectively). Moreover, wasps trained with 8 feeding visits collected food from the previously learned feeding station at a higher rate than those that did from the nonlearned one. In contrast, wasps trained 2 or 4 times chose both feeding stations at a similar rate. Thus, significantly more wasps returned to the previously learned feeding station after 8 repeated foraging flights but not after only 2 or 4 visits. This is the first report that demonstrates the existence of long-term spatial memory in V. germanica wasps.

Aversive learning of odor-heat associations in ants

Ants have recently emerged as useful models for the study of olfactory learning. In this framework, the development of a protocol for the appetitive conditioning of the maxilla-labium extension response (MaLER) provided the possibility of studying Pavlovian odor-food learning in a controlled environment. Here we extend these studies by introducing the first Pavlovian aversive learning protocol for harnessed ants in the laboratory. We worked with carpenter ants Camponotus aethiops and first determined the capacity of different temperatures applied to the body surface to elicit the typical aversive mandible opening response (MOR). We determined that 75°C is the optimal temperature to induce MOR and chose the hind legs as the stimulated body region due to their high sensitivity. We then studied the ability of ants to learn and remember odor-heat associations using 75°C as unconditioned stimulus. We studied learning and short-term retention after absolute (one odor paired with heat) and differential conditioning (a punished odor versus an unpunished odor). Our results show that ants successfully learn the odor-heat association under a differential-conditioning regime and thus exhibit conditioned MOR to the punished odor. Yet, their performance under an absolute-conditioning regime is poor. These results demonstrate that ants are capable of aversive learning and confirm previous findings about the different attentional resources solicited by differential and absolute conditioning in general.

Visual associative learning in wood ants

Wood ants are a model system for studying visual learning and navigation. They can forage for food and navigate to their nests effectively by forming memories of visual features in their surrounding environment. Previous studies of freely behaving ants have revealed many of the behavioural strategies and environmental features necessary for successful navigation. However, little is known about the exact visual properties of the environment that animals learn or the neural mechanisms that allow them to achieve this. As a first step towards addressing this, we developed a classical conditioning paradigm for visual learning in harnessed wood ants that allows us to control precisely the learned visual cues. In this paradigm, ants are fixed and presented with a visual cue paired with an appetitive sugar reward. Using this paradigm, we found that visual cues learnt by wood ants through Pavlovian conditioning are retained for at least one hour. Furthermore, we found that memory retention is dependent upon the ants’ performance during training. Our study provides the first evidence that wood ants can form visual associative memories when restrained. This classical conditioning paradigm has the potential to permit detailed analysis of the dynamics of memory formation and retention, and the neural basis of learning in wood ants.

Roles of octopamine and dopamine in appetitive and aversive memory acquisition studied in olfactory conditioning of maxillary palpi extension response in crickets

Elucidation of reinforcing mechanisms for associative learning is an important subject in neuroscience. Based on results of our previous pharmacological studies in crickets, we suggested that octopamine and dopamine mediate reward and punishment signals, respectively, in associative learning. In fruit-flies, however, it was concluded that dopamine mediates both appetitive and aversive reinforcement, which differs from our suggestion in crickets. In our previous studies, the effect of conditioning was tested at 30 min after training or later, due to limitations of our experimental procedures, and thus the possibility that octopamine and dopamine were not needed for initial acquisition of learning was not ruled out. In this study we first established a conditioning procedure to enable us to evaluate acquisition performance in crickets. Crickets extended their maxillary palpi and vigorously swung them when they perceived some odors, and we found that crickets that received pairing of an odor with water reward or sodium chloride punishment exhibited an increase or decrease in percentages of maxillary palpi extension responses to the odor. Using this procedure, we found that octopamine and dopamine receptor antagonists impair acquisition of appetitive and aversive learning, respectively. This finding suggests that neurotransmitters mediating appetitive reinforcement differ in crickets and fruit-flies.

The scent of mixtures: rules of odour processing in ants

Natural odours are complex blends of numerous components. Understanding how animals perceive odour mixtures is central to multiple disciplines. Here we focused on carpenter ants, which rely on odours in various behavioural contexts. We studied overshadowing, a phenomenon that occurs when animals having learnt a binary mixture respond less to one component than to the other, and less than when this component was learnt alone. Ants were trained individually with alcohols and aldehydes varying in carbon-chain length, either as single odours or binary mixtures. They were then tested with the mixture and the components. Overshadowing resulted from the interaction between chain length and functional group: alcohols overshadowed aldehydes, and longer chain lengths overshadowed shorter ones; yet, combinations of these factors could cancel each other and suppress overshadowing. Our results show how ants treat binary olfactory mixtures and set the basis for predictive analyses of odour perception in insects.

Ants' learning of nest entrance characteristics (Hymenoptera, Formicidae)

Young workers, experimentally removed from their nest and set in front of it, are not very good at finding the nest entrance and entering the nest. I examined how young ants learn their nest entrance characteristics, dealing only with the entrance sensu stricto, not with its vicinity. I observed that young ants have the innate behavior of trying to exit and re-enter their nest. I found that they are imprinted with the nest entrance odor while they are still living inside their nest and that they learn the visual aspect of their nest entrances, thanks to operant conditioning, when they exit their nest and succeed in re-entering in the course of their first short trips outside.

Larval memory affects adult nest-mate recognition in the ant Aphaenogaster senilis

Prenatal olfactory learning has been demonstrated in a wide variety of animals, where it affects development and behaviour. Young ants learn the chemical signature of their colony. This cue-learning process allows the formation of a template used for nest-mate recognition in order to distinguish alien individuals from nest-mates, thus ensuring that cooperation is directed towards group members and aliens are kept outside the colony. To date, no study has investigated the possible effect of cue learning during early developmental stages on adult nest-mate recognition. Here, we show that odour familiarization during preimaginal life affects recognition abilities of adult Aphaenogaster senilis ants, particularly when the familiarization process occurs during the first larval stages. Ants eclosed from larvae exposed to the odour of an adoptive colony showed reduced aggression towards familiar, adoptive individuals belonging to this colony compared with alien individuals (true unfamiliar), but they remained non-aggressive towards adult individuals of their natal colony. Moreover, we found that the chemical similarity between the colony of origin and the adoptive colony does not influence the degree of aggression, meaning that the observed effect is likely to be due only to preimaginal learning experience. These results help understanding the developmental processes underlying efficient recognition systems.

Chemical structure of odorants and perceptual similarity in ants

Animals are often immersed in a chemical world consisting of mixtures of many compounds rather than of single substances, and they constantly face the challenge of extracting relevant information out of the chemical landscape. To this purpose, the ability to discriminate among different stimuli with different valence is essential, but it is also important to be able to generalise, i.e. to treat different but similar stimuli as equivalent, as natural variation does not necessarily affect stimulus valence. Animals can thus extract regularities in their environment and make predictions, for instance about distribution of food resources. We studied perceptual similarity of different plant odours by conditioning individual carpenter ants to one odour, and subsequently testing their response to another, structurally different odour. We found that asymmetry in generalisation, where ants generalise from odour A to B, but not from B to A, is dependent on both chain length and functional group. By conditioning ants to a binary mixture, and testing their reaction to the individual components of the mixture, we show that overshadowing, where parts of a mixture are learned better than others, is rare. Additionally, generalisation is dependent not only on the structural similarity of odorants, but also on their functional value, which might play a crucial role. Our results provide insight into how ants make sense of the complex chemical world around them, for example in a foraging context, and provide a basis with which to investigate the neural mechanisms behind perceptual similarity.

Recognition of social identity in ants

Recognizing the identity of others, from the individual to the group level, is a hallmark of society. Ants, and other social insects, have evolved advanced societies characterized by efficient social recognition systems. Colony identity is mediated by colony specific signature mixtures, a blend of hydrocarbons present on the cuticle of every individual (the "label"). Recognition occurs when an ant encounters another individual, and compares the label it perceives to an internal representation of its own colony odor (the "template"). A mismatch between label and template leads to rejection of the encountered individual. Although advances have been made in our understanding of how the label is produced and acquired, contradictory evidence exists about information processing of recognition cues. Here, we review the literature on template acquisition in ants and address how and when the template is formed, where in the nervous system it is localized, and the possible role of learning. We combine seemingly contradictory evidence in to a novel, parsimonious theory for the information processing of nestmate recognition cues.