Multisensory integration supports configural learning of a home refuge in the whip spider Phrynus marginemaculatus

Investigating boundary-geometry use by whip spiders (Phrynus marginemaculatus) during goal-directed navigation

Previous studies have shown that whip spiders (Amblypygi) can use a variety of cues to navigate to and recognize a home refuge. The current study aimed to determine whether whip spiders were capable of using the boundary geometry of an experimental space (geometric information) to guide goal-directed navigation and to investigate any preferential use of geometric or feature (visual) information. Animals were first trained to find a goal location situated in one corner of a rectangular arena (geometric information) fronting a dark-green-colored wall, which created a brightness contrast with the other three white walls (feature information). Various probe trials were then implemented to determine cue use. It was found that animals were capable of directing their choice behavior towards geometrically correct corners at a rate significantly higher than chance, even when the feature cue was removed. By contrast, choice behavior dropped to random chance when geometric information was removed (test in a square arena) and only feature information remained. Choice behavior was also reduced to chance when geometric and feature information were set in conflict (by moving the feature cue to one of the longer walls in the rectangular arena). The data thus suggest that whip spiders are capable of using geometric information to guide goal-directed navigation and that geometric information is preferred over feature guidance, although a feature cue may set the context for activating geometry-guided navigation. Experimental design limitations and future directions are discussed.

Comparative biology of spatial navigation in three arachnid orders (Amblypygi, Araneae, and Scorpiones)

From both comparative biology and translational research perspectives, there is escalating interest in understanding how animals navigate their environments. Considerable work is being directed towards understanding the sensory transduction and neural processing of environmental stimuli that guide animals to, for example, food and shelter. While much has been learned about the spatial orientation behavior, sensory cues, and neurophysiology of champion navigators such as bees and ants, many other, often overlooked animal species possess extraordinary sensory and spatial capabilities that can broaden our understanding of the behavioral and neural mechanisms of animal navigation. For example, arachnids are predators that often return to retreats after hunting excursions. Many of these arachnid central-place foragers are large and highly conducive to scientific investigation. In this review we highlight research on three orders within the Class Arachnida: Amblypygi (whip spiders), Araneae (spiders), and Scorpiones (scorpions). For each, we describe (I) their natural history and spatial navigation, (II) how they sense the world, (III) what information they use to navigate, and (IV) how they process information for navigation. We discuss similarities and differences among the groups and highlight potential avenues for future research.

Temporal configuration and modality of components determine the performance of bumble bees during the learning of a multimodal signal

Across communicative systems, the ability of compound signals to enhance receiver's perception and decoding is a potent explanation for the evolution of complexity. In nature, complex signaling involves spatiotemporal variation in perception of signal components; yet, how the synchrony between components affects performance of the receiver is much less understood. In the coevolution of plants and pollinators, bees are a model for understanding how visual and chemical components of floral displays may interact to influence performance. Understanding whether the temporal dimension of signal components impacts performance is central for evaluating hypotheses about the facilitation of information processing and for predicting how particular trait combinations function in nature. Here, I evaluated the role of the temporal dimension by testing the performance of bumble bees under restrained conditions while learning a bimodal (olfactory and visual) stimulus. I trained bumble bees under six different stimuli varying in their internal synchrony and structure. I also evaluated the acquisition of the individual components. I show that the temporal configuration and the identity of the components impact their combined and separate acquisition. Performance was favored by partial asynchrony and the initial presentation of the visual component, leading to higher acquisition of the olfactory component. This indicates that compound stimuli resembling the partially synchronous presentation of a floral display favor performance in a pollinator, thus highlighting the time dimension as crucial for the enhancement. Moreover, this supports the hypothesis that the evolution of multimodal floral signals may have been favored by the asynchrony perceived by the receiver during free flight.

Uncovering ‘Hidden’ Signals: Previously Presumed Visual Signals Likely Generate Air Particle Movement

Wolf spiders within the genus Schizocosa have become a model system for exploring the form and function of multimodal communication. In terms of male signaling, much past research has focused on the role and importance of dynamic and static visual and substrate-borne vibratory communication. Studies on S. retrorsa, however, have found that female-male pairs were able to successfully mate in the absence of both visual and vibratory stimuli, suggesting a reduced or non-existent role of these signaling modalities in this species. Given these prior findings, it has been suggested that S. retrorsa males may utilize an additional signaling modality during courtship—air particle movement, often referred to as near-field sound—which they likely produce with rapid leg waving and receive using thin filiform sensory hairs called trichobothria. In this study, we tested the role of air-particle movement in mating success by conducting two independent sets of mating trials with randomly paired S. retrorsa females and males in the dark and on granite (i.e., without visual or vibratory signals) in two different signaling environments—(i) without (“No Noise”) and (ii) with (“Noise”) introduced air-particle movement intended to disrupt signaling in that modality. We also ran foraging trials in No Noise/Noise environments to explore the impact of our treatments on overall behavior. Across both mating experiments, our treatments significantly impacted mating success, with more mating in the No Noise signaling environments compared to the Noise environments. The rate of leg waving—a previously assumed visual dynamic movement that has also been shown to be able to produce air particle displacement—was higher in the No Noise than Noise environments. Across both treatments, males with higher rates of leg waving had higher mating success. In contrast to mating trials results, foraging success was not influenced by Noise. Our results indicate that artificially induced air particle movement disrupts successful mating and alters male courtship signaling but does not interfere with a female’s ability to receive and assess the rate of male leg waving.

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

Simple Summary

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

Abstract

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

Visual control of refuge recognition in the whip spider Phrynus marginemaculatus

Amblypygids, or whip spiders, are nocturnally active arachnids which live in structurally complex environments. Whip spiders are excellent navigators that can re-locate a home refuge without relying on visual input. Therefore, an open question is whether visual input can control any aspect of whip spider spatial behavior. In the current study, Phrynus marginemaculatus were trained to locate an escape refuge by discriminating between differently oriented black and white stripes placed either on the walls of a testing arena (frontal discrimination) or on the ceiling of the same testing arena (overhead discrimination). Regardless of the placement of the visual stimuli, the whip spiders were successful in learning the location of the escape refuge. In a follow-up study of the overhead discrimination, occluding the median eyes was found to disrupt the ability of the whip spiders to locate the shelter. The data support the conclusion that whip spiders can rely on vision to learn and recognize an escape shelter. We suggest that visual inputs to the brain's mushroom bodies enable this ability.

Odour Learning Bees Have Longer Foraging Careers Than Non-learners in a Natural Environment

Individual animals allowed the opportunity to learn generally outperform those prevented from learning, yet, within a species the capacity for learning varies markedly. The evolutionary processes that maintain this variation in learning ability are not yet well understood. Several studies demonstrate links between fitness traits and visual learning, but the selection pressures operating on cognitive traits are likely influenced by multiple sensory modalities. In addition to vision, most animals will use a combination of hearing, olfaction (smell), gustation (taste), and touch to gain information about their environment. Some animals demonstrate individual preference for, or enhanced learning performance using certain senses in relation to particular aspects of their behaviour (e.g., foraging), whereas conspecific individuals may show different preferences. By assessing fitness traits in relation to different sensory modalities we will strengthen our understanding of factors driving observed variation in learning ability. We assessed the relationship between the olfactory learning ability of bumble bees (Bombus terrestris) and their foraging performance in their natural environment. We found that bees which failed to learn this odour-reward association had shorter foraging careers; foraging for fewer days and thus provisioning their colonies with fewer resources. This was not due to a reduced propensity to forage, but may have been due to a reduced ability to return to their colony. When comparing among only individuals that did learn, we found that the rate at which floral resources were collected was similar, regardless of how they performed in the olfactory learning task. Our results demonstrate that an ability to learn olfactory cues can have a positive impact of the foraging performance of B. terrestris in a natural environment, but echo findings of earlier studies on visual learning, which suggest that enhanced learning is not necessarily beneficial for bee foragers provisioning their colony.