Better together: isolation impedes memory formation for configural learning in Lymnaea stagnalis

Social interactions play an important role in learning and memory. There is great variability in the literature regarding the effects of social isolation on cognition. Here, we investigated how memory formation was affected when Lymnaea stagnalis, our model system, were socially isolated at three different time periods: before, during or after the configural learning training procedure. Each group of snails underwent configural learning where we recorded and compared their feeding behaviour before and after the pairing of an appetitive food stimulus with predator kairomones (i.e. the training procedure). We found that isolating snails before the training procedure had no effect on their learning and memory. However, when snails were isolated either during the training procedure or immediately after the training procedure, they no longer formed memory. These data provide further insight into how isolation impacts cognitive functioning in the context of higher-order learning.

Agricultural Use of Insecticides Alters Homeostatic Behaviors and Cognitive Ability in Lymnaea stagnalis

Lymnaea stagnalis is an ecologically important, stress-sensitive, freshwater mollusk that is at risk for exposure to insecticides via agricultural practices. We provide insight into the impact insecticides have on L. stagnalis by comparing specific behaviors including feeding, locomotion, shell regeneration, and cognition between snails collected at two different sites: one contaminated by insecticides and one not. We hypothesized that each of the behaviors would be altered in the insecticide-exposed snails and that similar alterations would be induced when control snails were exposed to the contaminated environment. We found no significant differences in locomotion, feeding, and shell regeneration of insecticide-exposed L. stagnalis compared with nonexposed individuals. Significant changes in feeding and shell repair were observed in nonexposed snails inhabiting insecticide-contaminated pond water. Most importantly, snails maintained and trained in insecticide-contaminated pond water did not form configural learning, but this cognitive deficit was reversed when these snails were maintained in insecticide-free pond water. Our findings conclude that insecticides have a primarily negative impact on this higher form of cognition in L. stagnalis. Environ Toxicol Chem 2023;42:2466-2477. © 2023 The Authors. Environmental Toxicology and Chemistry published by Wiley Periodicals LLC on behalf of SETAC.

Centring individual animals to improve research and citation practices

Modern behavioural scientists have come to acknowledge that individual animals may respond differently to the same stimuli and that the quality of welfare and lived experience can affect behavioural responses. However, much of the foundational research in behavioural science lacked awareness of the effect of both welfare and individuality on data, bringing their results into question. This oversight is rarely addressed when citing seminal works as their findings are considered crucial to our understanding of animal behaviour. Furthermore, more recent research may reflect this lack of awareness by replication of earlier methods - exacerbating the problem. The purpose of this review is threefold. First, we critique seminal papers in animal behaviour as a model for re-examining past experiments, attending to gaps in knowledge or concern about how welfare may have affected results. Second, we propose a means to cite past and future research in a way that is transparent and conscious of the abovementioned problems. Third, we propose a method of transparent reporting for future behaviour research that (i) improves replicability, (ii) accounts for individuality of non-human participants, and (iii) considers the impact of the animals' welfare on the validity of the science. With this combined approach, we aim both to advance the conversation surrounding behaviour scholarship while also serving to drive open engagement in future science.

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.

Embodiment of an Emotional State Concurs with a Stress-Induced Reconsolidation Impairment Effect on an Auditory Verbal Word-List Memory

Stress alters memory. Understanding how and when acute stress improves or impairs memory is a challenge. Stressors can affect memory depending on a combination of factors. Typically, mild stressors and stress hormones might promote consolidation of memory processing and impair memory retrieval. However, studies have shown that during reconsolidation, stressors may either enhance or impair recalled memory. We propose that a function of reconsolidation is to induce changes in the behavioral expression of memory. Here, we adapted the Rey Auditory Verbal Learning Test (RAVLT) to evaluate the effect of cold pressor stress (CPS) during the reconsolidation of this declarative memory. A decay in memory performance attributable to forgetting was found at the time of memory reactivation 5 d after training (day 6). Contrary to our initial predictions, the administration of CPS after memory reactivation impaired long-term memory expression (day 7), an effect dependent on the presence of a mismatch during Reactivation Session. No differences in recognition tests were found. To assess putative sources of the negative memory modulation effects induced during reconsolidation, current emotional state was evaluated immediately after Testing Session (day 7). An increase in arousal was revealed only when CPS was administered concurrently with memory reactivation-labilization. The possibility of integration during reconsolidation of independent associations of these emotive components in the trace is a critical factor in modulating neutral memories during reconsolidation by stressors.

Fluoride alters feeding and memory in Lymnaea stagnalis

Fluoride occurs naturally in the terrestrial and aquatic environment and is a major component in tea. Prolonged fluoride exposure alters metabolic activity in several aquatic invertebrates. For the first time, we investigated the effects of fluoride on cognition in the pond snail Lymnaea stagnalis as it is capable of a higher form of associative learning called configural learning. We first showed suppressive effects of black tea and fluoride on feeding (i.e., rasping) behavior. We then investigated how fluoride may alter cognition by introducing fluoride (1.86 mg/L) before, during, after, a day before and a week before the snails underwent the configural learning training procedure. Our results show that any 45-min exposure to fluoride (before, during or after a configural learning training procedure) blocks configural learning memory formation in Lymnaea and these effects are long-lasting. One week after a fluoride exposure, snails are still unable to form a configural learning memory and this result is upheld when the snails are exposed to a lower concentration of fluoride, one which is naturally occurring in ponds that a wild strain of Lymnaea can be found (0.3 mg/L). Thus, fluoride obstructs configural learning memory formation in a fluoride-naïve, inbred strain of Lymnaea.

A flavonoid, quercetin, is capable of enhancing long-term memory formation if encountered at different times in the learning, memory formation, and memory recall continuum

A major extrinsic factor influencing memory and neuro-cognitive performances across taxa is diet. Studies from vertebrates have shown the effects of a flavonoid rich diet on cognitive performance, but the mechanism underlying this action is still poorly understood. A common and abundant flavonoid present in numerous food substances is quercetin (Q). The present study provides the first support for Q-modulated enhancement of cognitive function in an invertebrate model, the pond snail Lymnaea stagnalis, after an operant conditioning procedure. We found that when snails were exposed to Q 3 h before or after a single 0.5 h training session, which typically results in memory lasting ~ 3 h, they formed a long-term memory (LTM) lasting for at least 24 h. Additionally, we assessed the effects of the combined presentation of a single reinforcing stimulus (at 24 h post-training or 24 h before training) and Q-exposure on both LTM formation and reconsolidation. That is, when applied within 3 h of critical periods of memory, Q regulates four different phases: (1) acquisition (i.e., a learning event), (2) consolidation processes after acquisition, (3) memory recall, and (4) memory reconsolidation. In all these phases Q-exposure enhanced LTM persistence.

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.

The temperature sensitivity of memory formation and persistence is altered by cold acclimation in a pond snail

There are reports on the inability of inbred, laboratory-reared Lymnaea stagnalis to perform feeding and aerial respiration in the cold. It has also been suggested that laboratory-bred snails have an inability to perform aerial respiration in winter months in the laboratory. Here, we used an inbred, laboratory-reared strain of Lymnaea (the S-strain) to demonstrate that the snails are capable of performing those behaviours in a cold (4°C) environment after a 2 day acclimation period. In addition, the inbred snails were able to perform aerial respiration during winter months at room temperature (20°C) in the laboratory. The persistence of long-term memory (LTM) was extended for at least 4 weeks by placing S-strain snails into a 4°C environment following training. Typically, the cold block (CB) procedure (1 h at 4°C) immediately after a training session blocks LTM formation in the S-strain but not in a freshly collected strain. Four weeks at 4°C transformed the S-strain phenotype into one resisting the CB procedure. Thus, with a 4 week cold spell snails gain a resistance to the CB procedure, and that would explain why freshly collected snails are resistant to the procedure. However, we found that F1 progeny of a freshly collected strain reared in the laboratory were resistant to the CB procedure. This suggests that an unknown selection resulted in the S-strain being susceptible to the CB procedure.

A thermal stressor, propranolol and long-term memory formation in freshly collected Lymnaea

A heat stressor (1 h at 30°C) in Lymnaea stagnalis before operant conditioning training of aerial respiration is sufficient to enhance long-term memory (LTM) formation in 'average' cognitive ability, laboratory-reared, inbred snails. However, in freshly collected outbred snails, the same heat stressor blocks LTM formation in 'smart' cognitive phenotype but not in average cognitive phenotype strains. Here, we hypothesize that (1) preventing the stress associated with the heat stressor before training allows LTM to form in the smart phenotype strains; and (2) alleviating the stress before a memory recall session allows a formed LTM to be recalled in the smart phenotype strains. We found that an injection of propranolol, which mitigates the stressor, before snails experience the heat stressor enabled two strains of the smart phenotype snails to form LTM, consistent with our first hypothesis. However, the injection of propranolol before a memory test session did not alleviate a memory recall block in the smart phenotype snails. Thus, our second hypothesis was not supported. Therefore, smart cognitive phenotype snails encountering a heat stressor have an inability to form LTM, but this inability can be overcome by the pre-injection of propranolol.

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.

In the great pond snail (Lymnaea stagnalis), two stressors that individually enhance memory in combination block memory formation

Stress plays an important role in memory formation in the great pond snail (Lymnaea stagnalis (Linnaeus, 1758)). Individual stressors have been shown to enhance or to perturb long-term memory (LTM) formation. However, when snails perceive a combination of two stressors, it is unclear the outcome with regards to LTM formation. Here we first show that when L. stagnalis are exposed individually to either a predator stressor (crayfish effluent (CE), which is a kairomone) or a thermal stressor (30 °C), LTM formation is enhanced. In their natural environment, L. stagnalis may experience temperatures approaching 30 °C and they may encounter crayfish at the same time. How such a combination of stressors alters adaptive behaviour is unknown. Here we show that when these two stressors are combined, LTM formation is blocked. Since boiling CE inactivates the kairomone, we used previously boiled CE that we combined with the thermal stressor and found that LTM formation is again enhanced. These data show that (i) it cannot accurately be predicted how a combination of stressors when combined interact to alter LTM formation and (ii) there is a difference between hot CE and room temperature CE.

Effect of photoperiod and light intensity on learning ability and memory formation of the pond snail Lymnaea stagnalis

Natural light is regarded as a key regulator of biological systems and typically serves as a Zeitgeber for biological rhythms. As a natural abiotic factor, it is recognized to regulate multiple behavioral and physiological processes in animals. Disruption of the natural light regime due to light pollution may result in significant effects on animal learning and memory development. Here, we investigated whether sensitivity to various photoperiods or light intensities had an impact on intermediate-term memory (ITM) and long-term memory (LTM) formation in the pond snail Lymnaea stagnalis. We also investigated the change in the gene expression level of molluscan insulin-related peptide II (MIP II) is response to the given light treatments. The results show that the best light condition for proper LTM formation is exposure to a short day (8 h light) and low light intensity (1 and 10 lx). Moreover, the more extreme light conditions (16 h and 24 h light) prevent the formation of both ITM and LTM. We found no change in MIP II expression in any of the light treatments, which may indicate that MIP II is not directly involved in the operant conditioning used here, even though it is known to be involved in learning. The finding that snails did not learn in complete darkness indicates that light is a necessary factor for proper learning and memory formation. Furthermore, dim light enhances both ITM and LTM formation, which suggests that there is an optimum since both no light and too bright light prevented learning and memory. Our findings suggest that the upsurge of artificial day length and/or night light intensity may also negatively impact memory consolidation in the wild.

Preliminary Study of Multiple Stress Response Reactions in the Pond Snail Lymnaea stagnalis Exposed to Trace Metals and a Thiocarbamate Fungicide at Environmentally Relevant Concentrations

Gastropod mollusks have achieved an eminent importance as biological indicators of environmental quality. In the present study, we applied a multibiomarker approach to evaluate its applicability for the pond snail Lymnaea stagnalis, exposed to common industrial and agricultural pollutants at environmentally relevant concentrations. The snails were exposed to copper (Cu²⁺, 10 µg L^-1), zinc (Zn²⁺, 130 µg L^-1), cadmium (Cd²⁺, 15 µg L^-1), or the thiocarbamate fungicide "Tattoo" (91 µg L^-1) during 14 days. Metal treatment and exposure to "Tattoo" caused variable patterns of increase or decrease of metal levels in the digestive gland, with a clear accumulation of only Cd and Zn after respective metal exposure. Treatment with Cu and "Tattoo" caused an increase of cytochrome P450-related EROD activity. Glutathione S-transferase was inhibited by exposure to Cu, Zn, and "Tattoo." Treatment with the "Tattoo" led to an inhibition of cholinesterase activity, whereas Cu and Cd increased its activity. Caspase-3 activity was enhanced by up to 3.3 times in all treatments. A nearly uniform inhibitory effect for oxidative stress response parameters was observed in all kinds of exposure, revealing an inhibition of superoxide dismutase (Mn-SOD) activity, a depression of glutathione (GSH and GSSG) and of protein carbonyl levels. Pollutant-specific effects were observed for the catalase activity, superoxide anion production, and lipid peroxidation levels. Due to the high response sensitivity of Lymnaea stagnalis to chemical impacts, we suggest our study as a contribution for biomarker studies with this species under field conditions.

Memory built in conjunction with a stressor is privileged: Reconsolidation-resistant memories in the crab Neohelice

The dynamics of memory processes are conserved throughout evolution, a feature based on the hypothesis of a common origin of the high-order memory centers in bilateral animals. Reconsolidation is just one example. The possibility to interfere with long-term memory expression during reconsolidation has been proposed as potentially useful in clinical application to treat traumatic memories. However, several pieces of evidence in rodents show that either robust fear memories or stressful events applied before acquisition promote reconsolidation-resistant memories, i.e., memories that are resistant to the interfering effect of drugs on memory reconsolidation. Conceivably, the generation of these reconsolidation-resistant fear memories also occurs in humans. Is the induction of reconsolidation-resistant memories part of the dynamics of memory processes conserved throughout evolution? In the semiterrestrial crab Neohelice granulata, memory reconsolidation is triggered by a short reminder without reinforcement. Here, we show that an increase in the salience of the aversive stimulus augmented the memory strength; nonetheless, the protein synthesis inhibitor cycloheximide still disrupted the reconsolidation process. However, crabs stressed by a water-deprivation episode before a strong training session built up a memory that was now reconsolidation-resistant. We tested whether these reconsolidation-resistant effects can be challenged by changing parametric conditions of memory-reminder sessions; multiple memory reactivations without reinforcement were not able to trigger the labilization-reconsolidation of this resistant memory. Overall, the present findings suggest that generation of reconsolidation-resistant memories can be another part of the dynamics of memory processes conserved throughout evolution that protects privileged information from change.

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.

Monoamines, Insulin and the Roles They Play in Associative Learning in Pond Snails

Molluscan gastropods have long been used for studying the cellular and molecular mechanisms underlying learning and memory. One such gastropod, the pond snail Lymnaea stagnalis, exhibits long-term memory (LTM) following both classical and operant conditioning. Using Lymnaea, we have successfully elucidated cellular mechanisms of learning and memory utilizing an aversive classical conditioning procedure, conditioned taste aversion (CTA). Here, we present the behavioral changes following CTA training and show that the memory score depends on the duration of food deprivation. Then, we describe the relationship between the memory scores and the monoamine contents of the central nervous system (CNS). A comparison of learning capability in two different strains of Lymnaea, as well as the filial 1 (F1) cross from the two strains, presents how the memory scores are correlated in these populations with monoamine contents. Overall, when the memory scores are better, the monoamine contents of the CNS are lower. We also found that as the insulin content of the CNS decreases so does the monoamine contents which are correlated with higher memory scores. The present review deepens the relationship between monoamine and insulin contents with the memory score.

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.

Habitat and social context affect memory phenotype, exploration and covariance among these traits

Individual differences in cognitive ability are predicted to covary with other behavioural traits such as exploration and boldness. Selection within different habitats may act to either enhance or break down covariance among traits; alternatively, changing the environmental context in which traits are assessed may result in plasticity that alters trait covariance. Pond snails, Lymnaea stagnalis, from two laboratory strains (more than 20 generations in captivity) and F1 laboratory reared from six wild populations were tested for long-term memory and exploration traits (speed and thigmotaxis) following maintenance in grouped and isolated conditions to determine if isolation: (i) alters memory and exploration; and (ii) alters covariance between memory and exploration. Populations that demonstrated strong memory formation (longer duration) under grouped conditions demonstrated weaker memory formation and reduced both speed and thigmotaxis following isolation. In wild populations, snails showed no relationship between memory and exploration in grouped conditions; however, following isolation, exploration behaviour was negatively correlated with memory, i.e. slow-explorers showing low levels of thigmotaxis formed stronger memories. Laboratory strains demonstrated no covariance among exploration traits and memory independent of context. Together these data demonstrate that the relationship between cognition and exploration traits can depend on both habitat and context-specific trait plasticity.This article is part of the theme issue 'Causes and consequences of individual differences in cognitive abilities'.

Black tea differs from green tea: it suppresses long-term memory formation in Lymnaea

Foods, such as Green tea (GT), containing the flavonol, (-)-Epicatechin (Epi), enhance the formation of long-term memory (LTM) when snails are operantly conditioned in that substance. That is, a single 0.5 h training session results in LTM; whereas similar training in pond water does not result in LTM. It was of interest to determine if Black tea (BT), which is a more popular beverage than GT and which is derived from the same tea leaves, also enhances LTM formation. We found that BT, unlike GT, depressed homeostatic aerial respiratory behaviour and obstructed LTM formation. We used two different methods to determine if BT altered LTM formation and both procedures showed us that BT obstructed LTM formation. We conclude that BT obstructs LTM formation and depresses homeostatic aerial respiration

Considering aspects of the 3Rs principles within experimental animal biology

The 3Rs - Replacement, Reduction and Refinement - are embedded into the legislation and guidelines governing the ethics of animal use in experiments. Here, we consider the advantages of adopting key aspects of the 3Rs into experimental biology, represented mainly by the fields of animal behaviour, neurobiology, physiology, toxicology and biomechanics. Replacing protected animals with less sentient forms or species, cells, tissues or computer modelling approaches has been broadly successful. However, many studies investigate specific models that exhibit a particular adaptation, or a species that is a target for conservation, such that their replacement is inappropriate. Regardless of the species used, refining procedures to ensure the health and well-being of animals prior to and during experiments is crucial for the integrity of the results and legitimacy of the science. Although the concepts of health and welfare are developed for model organisms, relatively little is known regarding non-traditional species that may be more ecologically relevant. Studies should reduce the number of experimental animals by employing the minimum suitable sample size. This is often calculated using power analyses, which is associated with making statistical inferences based on the P-value, yet P-values often leave scientists on shaky ground. We endorse focusing on effect sizes accompanied by confidence intervals as a more appropriate means of interpreting data; in turn, sample size could be calculated based on effect size precision. Ultimately, the appropriate employment of the 3Rs principles in experimental biology empowers scientists in justifying their research, and results in higher-quality science.

Pharmacological effects of cannabinoids on learning and memory in Lymnaea

Cannabinoids are hypothesized to play an important role in modulating learning and memory formation. Here, we identified mRNAs expressed in Lymnaeastagnalis central nervous system that encode two G-protein-coupled receptors (Lymnaea CBr-like 1 and 2) that structurally resemble mammalian cannabinoid receptors (CBrs). We found that injection of a mammalian CBr agonist WIN 55,212-2 (WIN 55) into the snail before operant conditioning obstructed learning and memory formation. This effect of WIN 55 injection persisted for at least 4 days following its injection. A similar obstruction of learning and memory occurred when a severe traumatic stimulus was delivered to L. stagnalis In contrast, injection of a mammalian CBr antagonist AM 251 enhanced long-term memory formation in snails and reduced the duration of the effects of the severe traumatic stressor on learning and memory. Neither WIN 55 nor AM 251 altered normal homeostatic aerial respiratory behaviour elicited in hypoxic conditions. Our results suggest that putative cannabinoid receptors mediate stressful stimuli that alter learning and memory formation in Lymnaea This is also the first demonstration that putative CBrs are present in Lymnaea and play a key role in learning and memory formation.

Green tea and cocoa enhance cognition in Lymnaea

A flavonoid, (-)-epicatechi (Epi), enhances long-term memory (LTM) formation in Lymnaea and reverses memory obstruction caused by stress. Many foods contain substantial amounts of Epi, (e.g. green tea and cocoa). In humans eating such foods may directly or indirectly enhance cognition. We directly test whether operant conditioning training Lymnaea in these natural foods result in the same effects as training snails in pure Epi. We found that exposure to products containing high concentrations of Epi (e.g. green tea and cocoa) during training enhanced memory formation and could even reverse a learning and memory deficit brought about by stress. Epi can be photo-inactivated by exposure to ultraviolet light. We found that following photo-inactivation of Epi, memory enhancement did not occur. Photo-inactivation of foods containing Epi (e,g. green tea) blocked their ability to enhance LTM. Our data are thus consistent with the hypothesis that dietary sources of Epi can have positive benefits on cognitive ability and be able to reverse memory aversive states.

Combining Factors That Individually Enhance Memory in Lymnaea

When applied individually, thermal stress (1 hour at 30 °C) and (-)epicatechin (a flavonol found in green tea, e.g.) each enhance long-term memory formation following operant conditioning of Lymnaea aerial respiratory behavior. Snails demonstrate enhanced long-term memory formation when trained in epicatechin-treated pond water or when placed in 30 °C pond water for 1 hour, 1 hour prior to training in pond water. We ask here whether the combined application of epicatechin + thermal stress enhances long-term memory retention length beyond the maximal lengths of the individual factors alone. We report that the applied combination of epicatechin + thermal stress has a synergistic memory-enhancing effect; that is, when the two are applied in combination, memory persists longer than when either is applied alone. We then ask whether quercetin, a heat shock protein blocker, will affect the memory enhancement produced by the combined treatment of thermal stress and epicatechin. We report that quercetin does not decrease the memory enhancement of epicatechin, but it does decrease the memory enhancement by thermal stress; and it also decreases the memory persistence of snails exposed to both treatments in combination.

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.

Heat stress enhances LTM formation in Lymnaea: role of HSPs and DNA methylation

Environmentally relevant stressors alter the memory-forming process in Lymnaea following operant conditioning of aerial respiration. One such stressor is heat. Previously, we found that following a 1 h heat shock, long-term memory (LTM) formation was enhanced. We also had shown that the heat stressor activates at least two heat shock proteins (HSPs): HSP40 and HSP70. Here, we tested two hypotheses: (1) the production of HSPs is necessary for enhanced LTM formation; and (2) blocking DNA methylation prevents the heat stressor-induced enhancement of LTM formation. We show here that the enhancing effect of the heat stressor on LTM formation occurs even if snails experienced the stressor 3 days previously. We further show that a flavonoid, quercetin, which inhibits HSP activation, blocks the enhancing effect of the heat stressor on LTM formation. Finally, we show that injection of a DNA methylation blocker, 5-AZA, before snails experience the heat stressor prevents enhancement of memory formation.

Silver nanoparticles alter learning and memory formation in an aquatic organism, Lymnaea stagnalis

We tested the effect of silver nanoparticles (AgNPs) on the ability of the pond snail, Lymnaea stagnalis, to learn and form long-term memory (LTM) following operant conditioning of aerial respiration. We hypothesized that the AgNPs would act as a stressor and prevent learning and LTM formation. We tested snails exposed for either 72 h or only during training and testing for memory (i.e. 0.5 h) and found no difference between those treatments. We found that at a low concentration of AgNPs (5 μg/L) neither learning and nor memory formation were altered. When we increased the concentration of AgNPs (10 μg/L) we found that memory formation was enhanced. Finally, at a higher concentration (50 μg/L) memory formation was blocked. To determine if the disassociation of Ag⁺ from the AgNPs caused the effects on memory we performed similar experiments with AgNO₃ and found similar concentration-dependent results. Finally, we found that snails perceive the AgNPs differently from Ag+ as there was context specific memory. That is, snails trained in AgNPs did not show memory when tested in Ag⁺ and vice-versa. We believe that changes in memory formation may be a more sensitive determination of AgNPs on aquatic organisms than the determination of a LC₅₀.

Strain-specific differences of the effects of stress on memory in Lymnaea

Stress alters the ability to form, recall and maintain memory according to the Yerkes–Dodson/Hebb (YDH) law. The effects of environmentally relevant stressors, such as low environmental calcium and crowding, on learning and memory have previously been described in a laboratory-reared ‘average’ strain of Lymnaea stagnalis (i.e. the Dutch strain) as well as two strains of freshly collected L. stagnalis with enhanced memory formation abilities (i.e. ‘smart’ snails). Here, we use L. stagnalis to study the effects of other environmentally relevant stressors on memory formation in two other strains of freshly collected snails, one ‘smart’ and one ‘average’. The stressors we examined are thermal, resource restriction combined with food odour, predator detection and, for the first time, tissue injury (shell damage). We show that the same stressor has significantly different effects on memory formation depending on whether snails are ‘smart’ or ‘average’. Specifically, our data suggest that a stressor or a combination of stressors act to enhance memory in ‘average’ snails but obstruct memory formation in ‘smart’ snails. These results are consistent with the YDH law and our hypothesis that ‘smart’ snails are more easily stressed than ‘average’ snails.

Dietary Uptake of Cu Sorbed to Hydrous Iron Oxide is Linked to Cellular Toxicity and Feeding Inhibition in a Benthic Grazer

Whereas feeding inhibition caused by exposure to contaminants has been extensively documented, the underlying mechanism(s) are less well understood. For this study, the behavior of several key feeding processes, including ingestion rate and assimilation efficiency, that affect the dietary uptake of Cu were evaluated in the benthic grazer Lymnaea stagnalis following 4-5 h exposures to Cu adsorbed to synthetic hydrous ferric oxide (Cu-HFO). The particles were mixed with a cultured alga to create algal mats with Cu exposures spanning nearly 3 orders of magnitude at variable or constant Fe concentrations, thereby allowing first order and interactive effects of Cu and Fe to be evaluated. Results showed that Cu influx rates and ingestion rates decreased as Cu exposures of the algal mat mixture exceeded 10(4) nmol/g. Ingestion rate appeared to exert primary control on the Cu influx rate. Lysosomal destabilization rates increased directly with Cu influx rates. At the highest Cu exposure where the incidence of lysosomal membrane damage was greatest (51%), the ingestion rate was suppressed 80%. The findings suggested that feeding inhibition was a stress response emanating from excessive uptake of dietary Cu and cellular toxicity.

A flavanoid component of chocolate quickly reverses an imposed memory deficit

The ability to remember is influenced by environmental and lifestyle factors, such as stress and diet. A flavanol contained in chocolate, epicatechin (Epi), has been shown to enhance long-term memory (LTM) formation in Lymnaea. Combining two stressors (low-calcium pond water and crowding) blocks learning and all forms of memory; that is, this combination of environmentally relevant stressors creates a memory-unfriendly state. We tested the hypothesis that Epi will immediately reverse the memory-unfriendly state, i.e. that snails in the memory-deficit state when trained in Epi will immediately become competent to learn and form memory. We found that Epi not only reverses the memory-deficit state but also further enhances LTM formation. Thus, a naturally occurring bioactive plant compound can overcome a memory-unfriendly state. This supports the idea that bioactive substances may mitigate memory-making deficits that, for example, occur with ageing.

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.

Memory block: a consequence of conflict resolution

Food deprivation for 1 day in the pond snail Lymnaea stagnalis before aversive classical conditioning results in optimal conditioned taste aversion (CTA) and long-term memory (LTM) formation, whereas 5-day food deprivation before training does not. We hypothesize that snails do in fact learn and form LTM when trained after prolonged food deprivation, but that severe food deprivation blocks their ability to express memory. We trained 5-day food-deprived snails under various conditions, and found that memory was indeed formed but is overpowered by severe food deprivation. Moreover, CTA-LTM was context dependent and was observed only when the snails were in a context similar to that in which the training occurred.

Sequential exposure to a combination of stressors blocks memory reconsolidation in Lymnaea

Stress alters the formation of long-term memory (LTM) in Lymnaea. When snails are exposed to more than one stressor, however, how the memory is altered becomes complicated. Here, we investigated how multiple stressors applied in a specific pattern affect an aspect of memory not often studied in regards to stress - reconsolidation. We hypothesized that the application of a sequence of stressors would block the reconsolidation process. Reconsolidation occurs following activation of a previously formed memory. Sequential crowding and handling were used as the stressors to block reconsolidation. When the two stressors were sequentially presented immediately following memory activation, reconsolidation was blocked. However, if the sequential presentation of the stressors was delayed for 1 h after memory activation, reconsolidation was not blocked. That is, LTM was observed. Finally, presentation of either stressor alone did not block reconsolidation. Thus, stressors can block reconsolidation, which may be preferable to pharmacological manipulations.

An increase in insulin is important for the acquisition conditioned taste aversion in Lymnaea

Conditioned taste aversion (CTA) in Lymnaea is brought about by pairing a sucrose solution (the conditioned stimulus, CS) with an electric shock (the unconditioned stimulus, US). Following repeated CS-US pairings, CTA occurs and it is consolidated into long-term memory (LTM). The best CTA is achieved, if snails are food-deprived for 1 day before training commences. With a longer period of food deprivation (5 days), learning and memory formation does not occur. It has been hypothesized that the levels of insulin in the central nervous system (CNS) are very important for CTA to occur. To test his hypothesis, we injected insulin directly into 5-day food-deprived snails. The injection of insulin, as expected, resulted in a decrease in hemolymph glucose concentration. Consistent with our hypothesis with insulin injection, learning and memory formation of CTA occurred. That is, the 'insulin spike' is more important than an increase in hemolymph glucose concentration for CTA-LTM. If we injected an insulin receptor antibody into the snails before the insulin injection, learning was formed but memory formation was not, which is consistent with our previous study. Therefore, a rise in the insulin concentration (i.e., insulin spike) in the CNS is considered to be a key determining factor in the process of CTA-LTM.

Unraveling the complexities of circadian and sleep interactions with memory formation through invertebrate research

Across phylogeny, the endogenous biological clock has been recognized as providing adaptive advantages to organisms through coordination of physiological and behavioral processes. Recent research has emphasized the role of circadian modulation of memory in generating peaks and troughs in cognitive performance. The circadian clock along with homeostatic processes also regulates sleep, which itself impacts the formation and consolidation of memory. Thus, the circadian clock, sleep and memory form a triad with ongoing dynamic interactions. With technological advances and the development of a global 24/7 society, understanding the mechanisms underlying these connections becomes pivotal for development of therapeutic treatments for memory disorders and to address issues in cognitive performance arising from non-traditional work schedules. Invertebrate models, such as Drosophila melanogaster and the mollusks Aplysia and Lymnaea, have proven invaluable tools for identification of highly conserved molecular processes in memory. Recent research from invertebrate systems has outlined the influence of sleep and the circadian clock upon synaptic plasticity. In this review, we discuss the effects of the circadian clock and sleep on memory formation in invertebrates drawing attention to the potential of in vivo and in vitro approaches that harness the power of simple invertebrate systems to correlate individual cellular processes with complex behaviors. In conclusion, this review highlights how studies in invertebrates with relatively simple nervous systems can provide mechanistic insights into corresponding behaviors in higher organisms and can be used to outline possible therapeutic options to guide further targeted inquiry.

Novel interactive effects of darkness and retinoid signaling in the ability to form long-term memory following aversive operant conditioning

The vitamin A metabolite, retinoic acid, is important for memory formation and hippocampal synaptic plasticity in vertebrate species. In our studies in the mollusc Lymnaea stagnalis, we have shown that retinoic acid plays a role in memory formation following operant conditioning of the aerial respiratory behaviour. Inhibition of either retinaldehyde dehydrogenase (RALDH) or the retinoid receptors prevents long-term memory (LTM) formation, whereas synthetic retinoid receptor agonists promote memory formation by converting intermediate-term memory (ITM) into LTM. In this study, animals were exposed to constant darkness in order to test whether light-sensitive retinoic acid would promote memory formation. However, we found that exposure to constant darkness alone (in the absence of retinoic acid) enhanced memory formation. To determine whether the memory-promoting effects of darkness could override the memory-inhibiting effects of the retinoid signaling inhibitors, we exposed snails to RALDH inhibitors or a retinoid receptor antagonist in constant darkness. We found that darkness overcame the inhibitory effects of RALDH inhibition, but did not overcome the inhibitory effects of the retinoid receptor antagonist. We also tested whether constant darkness and training affected the mRNA levels of the retinoid metabolic enzymes RALDH and Cyp26, or the mRNA levels of the retinoid receptors, but found no significant effect. Overall, these data demonstrate an interaction between environmental light conditions and the retinoid signaling pathway, which influence long-term memory formation in a mollusc.

Enhanced memory persistence is blocked by a DNA methyltransferase inhibitor in the snail Lymnaea stagnalis

Lymnaea stagnalis provides an excellent model system for studying memory because these snails have a well-described set of neurons, a single one of which controls expression of long-term memory of operantly conditioned respiratory behavior. We have shown that several different manipulations, including pre-training exposure to serotonin (5-HT) or methamphetamine, submersion of snails after training to prevent memory interference, and exposure to effluent from predatory crayfish (CE), enhance memory persistence. Changes in DNA methylation underlie formation of strong memories in mammals and 5-HT-enhanced long-term facilitation in Aplysia. Here we determined the impact of the DNA methyltransferase inhibitor, 5-aza-2'-deoxycytidine (5-AZA; 87 μmol l(-1)), on enhanced memory persistence by all four manipulations. We found that 5-HT (100 μmol l(-1)) enhanced memory persistence, which was blocked by 5-AZA pretreatment. Snails pre-exposed to 3.3 μmol l(-1) Meth 4 h prior to training demonstrated memory 72 h later, which was not present in controls. This memory-enhancing effect was blocked by pre-treatment with 87 μmol l(-1) 5-AZA. Similarly, submersion to prevent interference learning as well as training in CE produced memory that was not present in controls, and these effects were blocked by pre-treatment with 87 μmol l(-1) 5-AZA. In contrast, 5-AZA injection did not alter expression of normal (non-enhanced) memory, suggesting that these four stimuli enhance memory persistence by increasing DNA methyltransferase activity, which, in turn, increases expression of memory-enhancing genes and/or inhibits memory suppressor genes. These studies lay important groundwork for delineating gene methylation changes that are common to persistent memory produced by different stimuli.

The Yerkes-Dodson law and appropriate stimuli for conditioned taste aversion in Lymnaea

The pond snail Lymnaea stagnalis can learn conditioned taste aversion and then consolidate it into long-term memory (LTM). A high voltage electric shock was used as the unconditioned stimulus (US), whereas we previously used KCl. We varied both the strength of the conditioned stimulus (CS) and US to determine if the so-called Yerkes-Dodson law prevailed. This is an empirical relationship between the state of arousal and LTM formation, showing that there is an optimal level of arousal leading to memory formation. However, too little or too much arousal results in poorer LTM. We found here that the most appropriate stimuli to use in taste aversion training in Lymnaea were a 10 mmol l-1 sucrose solution as the CS and a 3-s electric shock as the US.

A flavonol, epicatechin, reverses the suppressive effects of a stressor on LTM formation

Learning and subsequent memory formation are influenced by both environmental and lifestyle factors, such as stress and diet. Epicatechin, a plant flavonol found in cocoa, red wine, and green tea enhances long term memory formation (LTM) in Lymnaea; while an ecologically relevant stressor, low calcium pond water, suppress LTM formation. We tested the hypothesis that epicatechin overcomes the suppressive effects of the stressor on LTM formation in the continued presence of the stressor. Snails trained in low calcium pond water exhibit learning but not LTM. Epicatechin (15 mg/L) in control pond water enhances LTM formation. When epicatechin was added to the low calcium pond water an enhanced LTM similar to that seen in control pond water was observed. Thus, a naturally occurring bioactive plant compound was able to overcome the suppressive effects of an ecologically relevant stressor on LTM formation.