Low repeatability of aversive learning in zebrafish (Danio rerio)

Benzophenone-3 causes oxidative stress in the brain and impairs aversive memory in adult zebrafish

Oxybenzone (BP-3) is an ultraviolet (UV) filter widely used in industries that is directly or indirectly released into the aquatic environment. However, little is known about its effects on brain performance. Here, we investigated whether BP-3 exposure affects the redox imbalance in zebrafish and how they respond to a task that requires memory of an aversive situation. Fish were exposed to BP-3 10 and 50 μg L-1 for 15 days and then tested using an associative learning protocol with electric shock as a stimulus. Brains were extracted for reactive oxygen species (ROS) measurement and qPCR analysis of antioxidant enzyme genes. ROS production increased for exposed animals, and catalase (cat) and superoxide dismutase 2 (sod 2) were upregulated. Furthermore, learning and memory were reduced in zebrafish exposed to BP-3. These results suggested that BP-3 may lead to a redox status imbalance, causing impaired cognition and reinforcing the need to replace the toxic UV filters with filters that minimize environmental effects.

Intergenerational effects of overfeeding on aversive learning in zebrafish (Danio rerio)

The obesity epidemic is concerning as obesity appears to negatively impact cognition and behavior. Furthermore, some studies suggest that this negative effect could be carried across generations from both mothers and fathers although evidence is not consistent. Here, we attempt to address how obesogenic diets in the parental generation (F0) can impact offspring's cognition and anxiety intergenerationally (F1) in a zebrafish model. We compare both mean trait values and their variances. Using a multifactorial design, we created a total of four groups: F1T (treatment mothers × treatment fathers); F1M (treatment mothers × control fathers); F1P (treatment fathers × control mothers); and F1C (control mothers × control fathers, F1C); and subjected them to anxiety tank tests and aversive learning assays. When both parents were exposed, offspring (F1T) displayed the poorest aversive learning, while offspring that only had one parent exposed (F1P and F1M) learnt the aversive learning task the best. Zebrafish in all groups displayed no statistically significant differences in anxiety‐associated behaviors. Males and females also performed similarly in both anxiety and aversive learning assays. While all F1 groups had similar levels of fasting blood glucose, variance in glucose levels were reduced in F1P and F1T indicating the importance of investigating heteroskedasticity between groups. Furthermore, anxiety behaviors of these two groups appeared to be less repeatable. To our knowledge, this is the first study to test the intergenerational effects of an obesogenic diet on zebrafish cognition. Our multifactorial design as well as repeated tests also allowed us to disentangle maternal and paternal effects (as well as combined effects) and accurately detect subtle information such as between‐individual variation.

A zona incerta-basomedial amygdala circuit modulates aversive expectation in emotional stress-induced aversive learning deficits

A previously published study showed that stress may interfere with associative aversive learning and facilitate mood-related disorders. However, whether emotional stress alone affects aversive learning is unknown. Using three chamber-vicarious social defeat stress (3C-VSDS) model mice, we investigated the effect of emotional stress on aversive learning. An important origin of dopamine (DA) neurons, the zona incerta (ZI), is expected to be a novel target for the modulation of aversive learning. However, less is known about the circuit mechanism of ZI^DA neurons in aversive learning. Here, we subjected mice to a fear-conditioning system (FCS) and observed an increased calcium activity of ZI TH⁺ neurons in aversive expectation during the conditioning phase, especially during the late stage of the conditional stimulus (CS) when CS and unconditional stimulus (US) pairings were used. Optogenetic inhibition of ZI TH⁺ neurons at the late stage of CS disrupted conditioned fear learning in mice. We further identified a TH⁺ projection from the ZI to the basomedial amygdala (BMA) and found that optogenetic inhibition of the ZI-BMA circuit could also block aversive learning. Finally, we used 3C-VSDS mice as a model of emotional stress. We found that the 3C-VSDS model mice demonstrated reduced aversive expectation associated with ZI TH⁺ neurons in the late stage of CS and impaired aversive learning in FCS. Optogenetic activation of ZI-BMA TH⁺ projections in the late stage of CS significantly reversed the aversive FCS learning disability of 3C-VSDS model mice. These data suggest that a TH⁺ circuit from the ZI to the BMA is required for aversive expectation, both at baseline and in 3C-VSDS-induced aversive learning deficits and that this circuit is a potential target for the modulation of aversive learning. Low activity of ZI-BMA TH⁺ projections is one reason for 3C-VSDS-induced aversive learning deficits.

Sex and Population Drive Interindividual Variations in a Cognitive Task Across Three Populations of Wild Zebrafish

Animal personality refers to the consistency of variation in behavior among individuals which may be the driving force behind variations in complex behaviors as well. Individual personality could predict how well an organism would perform in behavior and cognition related tasks, as well as survive and thrive in its environment. Therefore, we would expect inter-individual variations in many behaviors, which would persist even if habituation to the experimental setup occurs, which generally results in convergence of behavior (i.e., the difference between individuals becomes less pronounced). Our study used wild-caught zebrafish (Danio rerio) from three natural habitats with differing ecological regimes, to understand how consistency and repeatability in specific traits such as boldness, exploration, and spatial ability varies across and within populations even when habituation causes change in behavior. We found that the extent of individual variation differs between populations, with dynamic habitats showing similar repeatability. This indicates that habitat conditions are important drivers of individual variation in addition to other factors, such as sex or size of individuals within populations. Although we found that sex and size played an important role within some populations for some behaviors, in others, the variation was likely caused by other factors (for example, ecological factors such as vegetation and/or resource availability), for which we have not accounted. This study underlines the importance of studying inter-individual differences as the phenomenon that underpins multiple behavioral traits and explains the possible role of environmental and inherent factors that drive these differences.

On the importance of accounting for alternative foraging tactics when assessing cognitive performance in wild animals

Research Highlight: Reichert, S., Morand-Ferron, J., Kulahci, I. G., Firth, J. A., Davidson, G. L., Crofts, S. J., & Quinn, J. L. (2021) Cognition and covariance in the producer-scrounger game. Journal of Animal Ecology, https://doi.org/10.1111/1365-2656.13551. When foraging in groups, individuals can either acquire their own resources, as producers, or profit from the work of other individuals, as scroungers. Individuals vary in how much they rely on one foraging tactic over the other. Yet, each of these foraging tactics presents unique cognitive challenges. Using a field experiment with a mixed-species flock of birds, Reichert et al. (2021) investigated how production learning (i.e. successfully feeding from their assigned rewarded feeder) and scrounging propensity (i.e. collecting food from a non-assigned feeders by following another individual) are related at an individual level, as well as the repeatability of both production learning and scrounging propensity. The authors show that overall, (a) individuals learned to scrounge, (b) individuals who rely more on scrounging took longer to learn their assigned feeder and (c) variation in each cognitive trait was mostly explained by individual behavioural flexibility rather than by consistent differences between individuals. Since learning was negatively correlated with the use of an alternative foraging tactic (i.e. scrounging), results of this study also suggest that individual choice of foraging tactics should be considered when evaluating cognitive abilities in wild animals.