Electrophysiological and behavioral evidence demonstrating that predator detection alters adaptive behaviors in the snail Lymnaea

Different stressors uniquely affect the expression of endocannabinoid-metabolizing enzymes in the central ring ganglia of Lymnaea stagnalis

The endocannabinoid system (ECS) plays an important role in neuroprotection, neuroplasticity, energy balance, modulation of stress, and inflammatory responses, acting as a critical link between the brain and the body's peripheral regions, while also offering promising potential for novel therapeutic strategies. Unfortunately, in humans, pharmacological inhibitors of different ECS enzymes have led to mixed results in both preclinical and clinical studies. As the ECS has been highly conserved throughout the eukaryotic lineage, the use of invertebrate model organisms like the pond snail Lymnaea stagnalis may provide a flexible tool to unravel unexplored functions of the ECS at the cellular, synaptic, and behavioral levels. In this study, starting from the available genome and transcriptome of L. stagnalis, we first identified putative transcripts of all ECS enzymes containing an open reading frame. Each predicted protein possessed a high degree of sequence conservation to known orthologues of other invertebrate and vertebrate organisms. Sequences were confirmed by qualitative PCR and sequencing. Then, we investigated the transcriptional effects induced by different stress conditions (i.e., bacterial LPS injection, predator scent, food deprivation, and acute heat shock) on the expression levels of the enzymes of the ECS in Lymnaea's central ring ganglia. Our results suggest that in Lymnaea as in rodents, the ECS is involved in mediating inflammatory and anxiety-like responses, promoting energy balance, and responding to acute stressors. To our knowledge, this study offers the most comprehensive analysis so far of the ECS in an invertebrate model organism.

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.

Tracking the path of predator recognition in a predator-naive population of the pond snail

Organisms evolve adaptive strategies to adjust to rapidly changing environmental stressors. Predation pressure is one of the strongest selective forces and organisms respond to predatory threats via innate and learned responses. We utilized a natural, experimental set-up, where two lakes Stoney and Margo in Canada containing natural populations of the prey Lymnaea stagnalis differed in the presence and absence of an invasive, predatory Northern crayfish, Faxonius virilis. We exploited the contrast in the predation backgrounds of the snail populations from the two lakes to test, 1) predator recognition in predator-experienced snails is innate, (2) predator-naive snails learn to detect a novel invasive predator, and 3) learning about a novel predator gets transmitted to the successive generations. We quantified predator fear memory formation using a higher-order learning paradigm called configural learning. We found that 1) predator recognition in predator-experienced snails is innate, 2) predator-naive snails learned to recognize the novel predator even after a brief exposure to predator cues highlighting the role of learning in combating invasive predators and the critical time-window during development that accounts for predator recognition, and 3) the learning and predator detection mechanism in predator-naive snails are not transmitted to successive generations. The population variation observed in the predator-detection mechanism may be due to the past and current experience of predators in one population over the other. We find an interesting study system to address how fear learning occurs and prospective future directions to understand the mechanism of innate fear recognition from a learned fear recognition.

Fluoride alters feeding in lab-bred pond snails but not in wild snails or their progeny

Increasing concentrations of fluoride in natural bodies of water due to anthropogenic activities can lead to potentially detrimental effects on residing species. Here we investigated the differences in fluoride exposure on feeding behaviour between freshly collected (i.e., wild) and lab-bred Lymnaea stagnalis and if developmental exposure plays a key role in fluoride tolerance. We show that wild snails that reside in naturally fluoridated waters and their fluoride naïve lab-reared progeny have a fluoride tolerance that does not suppress feeding when introduced to a fluoridated food stimulus. These results were also seen in our lab-bred snails who were exposed to artificially fluoridated pond water (at similar concentrations to natural levels) throughout development. However, lab-bred snails that have never been exposed to fluoride, or only exposed during the egg stage demonstrated suppression of feeding in the fluoridated food stimulus condition compared to an unfluoridated food stimulus. Genetic diversity and phenotypic plasticity are suspected to be two key underlying mechanisms for fluoride ion tolerance. These results are critical in understanding how parental and developmental exposure can influence a phenotypic tolerance to a potential chemical pollutant.

Nature versus nurture in heat stress induced learning between inbred and outbred populations of Lymnaea stagnalis

Changing environmental conditions often lead to microevolution of traits that are adaptive under the current selection pressure. Currently, one of the major selection pressures is the rise in temperatures globally that has a severe impact on the behavioral ecology of animals. However, the role of thermal stress on neuronal plasticity and memory formation is not well understood. Thermal tolerance and sensitivity to heat stress show variation across populations of the same species experiencing different thermal regimes. We used two populations of the pond snail Lymnaea stagnalis: one lab-bred W-snails and the other wild Delta snails to test heat shock induced learning and memory formation for the Garcia effect learning paradigm. In Garcia effect, a single pairing of a heat stressor (30 °C for 1h) with a novel taste results in a taste-specific negative hedonic shift lasting 24h as long-term memory (LTM) in lab bred W-snails. In this study we used a repeated heat stress procedure to test for increased or decreased sensitivity to the heat before testing for the Garcia effect. We found that lab-bred W-snails show increased sensitivity to heat stress after repeated heat exposure for 7days, leading to enhanced LTM for Garcia effect with only 15min of heat exposure instead of standard 1h. Surprisingly, the freshly collected wild snails do not show Garcia effect. Additionally, F1 generation of wild snails raised and maintained under laboratory conditions still retain their heat stress tolerance similar to their parents and do not show a Garcia effect under standard learning paradigm or even after repeated heat stressor. Thus, we found a differential effect of heat stress on memory formation in wild and lab bred snails. Most interestingly we also show that local environmental (temperature) conditions for one generation is not enough to alter thermal sensitivity in a wild population of L. stagnalis.

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.

Bold Behavior Is Associated with Genes That Regulate Energy Use but Does Not Covary with Body Condition in Food-Restricted Snails

AbstractTheoretical models about the relationship between food restriction and individual differences in risk-taking behavior (i.e., boldness) have led to conflicting predictions: some models predict that food restriction increases boldness, while other models predict that food restriction decreases boldness. This discrepancy may be partially attributable to an underappreciation for animals' complex physiological responses to food restriction. To understand the proximate mechanisms mediating state-dependent boldness, we used freshwater snails (Helisoma trivolvis) to examine the relationships among food availability, body condition, boldness (latency to reemerge from shell and exploration), and mRNA expression of three genes (adenosine monophosphate-activated protein kinase [AMPK], molluscan insulin-like peptide [MIP], and serotonin receptor [5-HT]) involved in maintaining energy homeostasis during periods of moderate food restriction. Latency to reemerge and exploratory behavior decreased over time, but fed snails were bolder than fasted snails, suggesting that food restriction reduces bold behavior. Although food restriction decreased body condition, there was not a relationship between body condition and latency to reemerge from shell. However, expression of MIP was positively correlated with latency to reemerge from shell. Furthermore, AMPK was positively correlated with MIP and negatively correlated with body condition and 5-HT. Therefore, individual differences in physiological responses to food restriction, not overall body condition per se, appear to be more closely associated with state-dependent bold behavior. Finally, snails that experienced a novel assay environment returned to their initial "shy" behavior, suggesting that habituation to the assay environment may contribute to snails expressing bolder behavior over time.

Long-term memory of configural learning is enhanced via CREB upregulation by the flavonoid quercetin in Lymnaea stagnalis

Animals respond to acute stressors by modifying their behaviour and physiology. The pond snail Lymnaea stagnalis exhibits configural learning (CL), a form of higher order associative learning. In CL snails develop a landscape of fear when they experience a predatory cue along with a taste of food. This experience results in a suppression of the food response; but the memory only persists for 3 h. Lymnaea has also been found to upregulate heat shock proteins (HSPs) as a result of acute heat stress, which leads to the enhancement of memory formation. A plant flavonoid quercetin blocks the upregulation of HSPs when experienced prior to heat stress. Here, we used this blocking mechanism to test the hypothesis that HSP upregulation plays a critical role in CL. Snails experienced quercetin prior to CL training and surprisingly instead of blocking memory formation it enhanced the memory such that it now persisted for at least 24 h. Quercetin exposure either prior to or after CL enhanced long-term memory (LTM) up to 48 h. We quantified mRNA levels of the transcription factor CREB1 in the Lymnaea central nervous system and found LymCREB1 to be upregulated following quercetin exposure. The enhanced LTM phenotype in L. stagnalis was most pronounced when quercetin was experienced during the consolidation phase. Additionally, quercetin exposure during the memory reconsolidation phase also led to memory enhancement. Thus, we found no support of our original hypothesis but found that quercetin exposure upregulated LymCREB1 leading to LTM formation for CL.

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.

Neuromodulatory pathways in learning and memory: Lessons from invertebrates

In an ever-changing environment, animals have to continuously adapt their behaviour. The ability to learn from experience is crucial for animals to increase their chances of survival. It is therefore not surprising that learning and memory evolved early in evolution and are mediated by conserved molecular mechanisms. A broad range of neuromodulators, in particular monoamines and neuropeptides, have been found to influence learning and memory, although our knowledge on their modulatory functions in learning circuits remains fragmentary. Many neuromodulatory systems are evolutionarily ancient and well-conserved between vertebrates and invertebrates. Here, we highlight general principles and mechanistic insights concerning the actions of monoamines and neuropeptides in learning circuits that have emerged from invertebrate studies. Diverse neuromodulators have been shown to influence learning and memory in invertebrates, which can have divergent or convergent actions at different spatiotemporal scales. In addition, neuromodulators can regulate learning dependent on internal and external states, such as food and social context. The strong conservation of neuromodulatory systems, the extensive toolkit and the compact learning circuits in invertebrate models make these powerful systems to further deepen our understanding of neuromodulatory pathways involved in learning and memory.

Stress before training alters memory retrieval of a non-declarative memory in Lymnaea

Stress alters both memory formation and its retrieval. Here, we show that a combination of stressors before an associative learning event alters memory retrieval of a non-declarative memory in an invertebrate model system. Previously, two combinations of stressors were purported to prevent long-term memory (LTM) formation in 'smart' Lymnaea and this inability to form LTM was considered to be a cost of being smart. Here, we show that is not the case. The specific combinations of stressors used here cause emotional memory formation. Previously, it was shown that propranolol, a synthetic beta-blocker, altered emotional memory in Lymnaea. We show here that when propranolol but not saline is injected into smart snails before they perceive the combination of stressors, these snails form LTM. We then show that the injection of propranolol but not saline before a memory activation session allowed the memory to be recalled. That is, LTM formed but was not retrievable unless propranolol was injected pre-retrieval. Thus, the smart snails formed LTM in the face of the stressors but could not retrieve it.

An invasive amphibian drives antipredator responses in two prey at different trophic positions

Generalist invasive predators consume prey at different trophic levels and generate drastic changes in local communities. However, the long-term effects of predation may be reduced by eco-evolutionary responses of native populations. The capacity of prey species distributed across the trophic network to develop antipredator responses may determine the ecosystem potential to buffer against the invader. The African clawed frog is a major invader on several continents. Because of its large size, generalist diet, and aquatic lifestyle, we predicted the development of antipredator responses in prey species at different trophic levels. We tested for behavioral shifts between populations within and outside the invasive range in the herbivorous snail Physella acuta and the predatory heteropteran, the backswimmer Notonecta glauca. We detected antipredator responses in both prey species. In sympatry, P. acuta stayed higher in the water column, while N. glauca spent more time swimming underwater and less time surfacing when the predator cues were present. In allopatry, P. acuta dived deeper and N. glauca spent more time surfacing and stayed longer still underwater. In both species, sympatric populations showed evidence of olfactory recognition of the frog. Our results show that the introduction of a top predator like Xenopus laevis in the pond ecosystem drives behavioral antipredator responses in species across the trophic network. Eco-evolutionary processes may allow some degree of long-term resilience of pond communities to the invasion of X. laevis.

Lymnaea stagnalis as model for translational neuroscience research: From pond to bench

The purpose of this review is to illustrate how a reductionistic, but sophisticated, approach based on the use of a simple model system such as the pond snail Lymnaea stagnalis (L. stagnalis), might be useful to address fundamental questions in learning and memory. L. stagnalis, as a model, provides an interesting platform to investigate the dialog between the synapse and the nucleus and vice versa during memory and learning. More importantly, the "molecular actors" of the memory dialogue are well-conserved both across phylogenetic groups and learning paradigms, involving single- or multi-trials, aversion or reward, operant or classical conditioning. At the same time, this model could help to study how, where and when the memory dialog is impaired in stressful conditions and during aging and neurodegeneration in humans and thus offers new insights and targets in order to develop innovative therapies and technology for the treatment of a range of neurological and neurodegenerative disorders.

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.

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 in freshly collected, smart, wild Lymnaea

An inbred laboratory strain (W-strain) of Lymnaea is capable of configural learning (CL). CL a higher form of learning is an association between two stimuli experienced together that is different from the simple sum of their components. In our CL procedure a food substance (carrot, CO) is experienced together with crayfish effluent (CE) (i.e. CO+CE). Following CL, CO now elicits a fear-state rather than increased feeding. We hypothesized that freshly collected wild strains of predator-experiencedLymnaea also possess the ability to form CL; even though they experience crayfish daily in their environment. We therefore subjected freshly collected wild strain Lymnaea to the CL procedure. Following the CL procedure CO became a risk signal and evoked anti-predator behaviours. Thus, CL was demonstrated in wild, freshly collected snails. We believe that CL occurs in the snail's natural environment and is important for their survival.

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.

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.

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.

Impairing DNA methylation obstructs memory enhancement for at least 24 hours in Lymnaea

Stressor-induced memory enhancement has previously been shown to involve DNA methylation in the mollusc Lymnaea stagnalis. Specifically, injection of the DNA methylation inhibitor 5-AZA one hour before exposure to a memory-enhancing stressor obstructs memory augmentation. However, the duration of the influence of 5-AZA on this memory enhancement has not yet been examined. In this study, 2 memory-enhancing stressors (a thermal stress and exposure to the scent of a predator) were used to examine whether injection of the DNA methylation inhibitor 5-AZA 24 hours before stress exposure would still impair memory enhancement. Indeed, it was observed that memory is still obstructed when 5-AZA is injected 24 hours before exposure to either of these stressors in Lymnaea. Understanding that 5-AZA still effectively impairs memory enhancement after a period of 24 hours is valuable because it indicates that experimental manipulations do not need to be made within one hour after the injection of this DNA methylation inhibitor and can instead be made within one day (i.e. 24 hours). These results will allow for a future examination of the possible involvement of DNA methylation in memory enhancement related to longer-term stressors or environmental changes. This study further elucidates the involvement of epigenetic changes in memory enhancement in Lymnaea, providing insight into the process of memory formation in this mollusc.

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.

Extending the duration of long-term memories: Interactions between environmental darkness and retinoid signaling

Retinoid signaling plays an important role in hippocampal-dependent vertebrate memories. However, we have previously demonstrated that retinoids are also involved in the formation of long-term implicit memory following operant conditioning of the invertebrate mollusc Lymnaea stagnalis. Furthermore, we have discovered an interaction between environmental light/dark conditions and retinoid signaling and the ability of both to convert intermediate-term memory into long-term memory. In this study, we extend these findings to show that retinoid receptor agonists and environmental darkness can both also extend the duration of long-term memory. Interestingly, exposure to constant environmental darkness significantly increased the expression of retinoid receptors in the adult central nervous system, as well as induced specific changes in a key neuron mediating the conditioned behaviour. These studies not only shed more light on how retinoids influence memory formation, but also further link environmental light conditions to the retinoid signaling pathway.

Epicatechin, a component of dark chocolate, enhances memory formation if applied during the memory consolidation period

Epicatechin (Epi), a flavanol found in foods such as dark chocolate has previously been shown to enhance memory formation in our model system, operant conditioning of aerial respiration in Lymnaea. In those experiments snails were trained in Epi. Here we ask whether snails exposed to Epi before training, during the consolidation period immediately following training, or 1 h after training would enhance memory formation. We report here that Epi is only able to enhance memory if snails are placed in Epi-containing pond water immediately after training. That is, Epi enhances memory formation if it is applied during the memory consolidation period as well as if snails are trained in Epi-containing pond water.

Training Lymnaea in the presence of a predator scent results in a long-lasting ability to form enhanced long-term memory

Lymnaea exposed to crayfish effluent (CE) gain an enhanced ability to form long-term memory (LTM). We test the hypothesis that a single CE exposure and operant conditioning training leads to long lasting changes in the capability of snails to form LTM when tested in pond water four weeks later. We trained both juvenile and adult snails with a single 0.5 h training session in CE and show that LTM was present 24 h later. Snails trained in a similar manner in just pond water show no LTM. We then asked if such training in CE conferred enhanced memory forming capabilities on these snails four weeks later. That is, would LTM be formed in these snails four weeks later following a single 0.5 h training session in pond water? We found that both adult and juvenile snails previously trained in CE one month previously had enhanced LTM formation abilities. The injection of a DNA methylation blocker, 5-AZA, prior to training in adult snails blocked enhanced LTM formation four weeks later. Finally, this enhanced LTM forming ability was not passed on to the next generation of snails.

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.

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.

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.

Environmentally relevant stressors alter memory formation in the pond snail Lymnaea

Stress alters adaptive behaviours such as learning and memory. Stressors can either enhance or diminish learning, memory formation and/or memory recall. We focus attention here on how environmentally relevant stressors alter learning, memory and forgetting in the pond snail, Lymnaea stagnalis. Operant conditioning of aerial respiration causes associative learning that may lead to long-term memory (LTM) formation. However, individual ecologically relevant stressors, combinations of stressors, and bio-active substances can alter whether or not learning occurs or memory forms. While the behavioural memory phenotype may be similar as a result of exposure to different stressors, how each stressor alters memory formation may occur differently. In addition, when a combination of stressors are presented it is difficult to predict ahead of time what the outcome will be regarding memory formation. Thus, how combinations of stressors act is an emergent property of how the snail perceives the stressors.

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.

Combining stressors that individually impede long-term memory blocks all memory processes

The effects of stress on memory are typically assessed individually; however, in reality different stressors are often experienced simultaneously. Here we determined the effect that two environmentally relevant stressors, crowding and low calcium availability, have on memory and neural activity following operant conditioning of aerial respiration in the pond snail, Lymnaea stagnalis. We measured aerial breathing behaviour and activity of a neuron necessary for memory formation, right pedal dorsal 1 (RPeD1), in the central pattern generator (CPG) that drives aerial respiration in untrained animals, and assessed how these traits changed following training. In naïve animals both crowding and combined stressors significantly depressed burst activity in RPeD1 which correlated with a depression in aerial breathing behaviour, whereas low calcium availability had no effect on RPeD1 activity. Following training, changes in burst activity in RPeD1 correlated with behavioural changes, decreasing relative to their naïve state at 3 h and 24 h in control conditions when both intermediate-term memory (ITM: 3 h) and long-term memory (LTM: 24 h) are formed, at 3 h but not 24 h when exposed to individual stressors when only ITM is formed, and did not change in combined stressors (i.e. when no memory is formed). Additionally, we also found that Lymnaea formed short-term memory (STM: 10 min) in the presence of individual stressors or under control conditions, but failed to do so in the presence of combined stressors. Our data demonstrate that by combining stressors that individually block LTM only we can block all memory processes. Therefore the effects of two stressors with similar individual affects on memory phenotype may be additive when experienced in combination.

Behavioural and network plasticity following conditioning of the aerial respiratory response of a pulmonate mollusc

Most molluscs perform respiration using gills, but the pulmonate molluscs have developed a primitive lung with which they perform pulmonary respiration. The flow of air into this lung occurs through an opening called the pneumostome, and pulmonate molluscs travel to the surface of the water to obtain oxygen from the surrounding atmosphere. The aerial respiratory behaviour of the pulmonate mollusc, the great pond snail (Lymnaea stagnalis (L., 1758)), has been well studied, and a three-neuron central pattern generator (CPG) controlling this rhythmic behaviour has been identified. The aerial respiratory behaviour of L. stagnalis can be operantly conditioned and plasticity within the CPG has been associated with the conditioned response. In this review, we describe both the aerial respiratory behaviour and the underlying neuronal network of this pulmonate mollusc, and then discuss both the behavioural and network plasticity that results from the conditioning of this behaviour.

A flavonol present in cocoa [(-)epicatechin] enhances snail memory

Dietary consumption of flavonoids (plant phytochemicals) may improve memory and neuro-cognitive performance, though the mechanism is poorly understood. Previous work has assessed cognitive effects in vertebrates; here we assess the suitability of Lymnaea stagnalis as an invertebrate model to elucidate the effects of flavonoids on cognition. (-)Epicatechin (epi) is a flavonoid present in cocoa, green tea and red wine. We studied its effects on basic snail behaviours (aerial respiration and locomotion), long-term memory (LTM) formation and memory extinction of operantly conditioned aerial respiratory behaviour. We found no significant effect of epi exposure (15 mg l(-1)) on either locomotion or aerial respiration. However, when snails were operantly conditioned in epi for a single 0.5 h training session, which typically results in memory lasting ~3 h, they formed LTM lasting at least 24 h. Snails exposed to epi also showed significantly increased resistance to extinction, consistent with the hypothesis that epi induces a more persistent LTM. Thus training in epi facilitates LTM formation and results in a more persistent and stronger memory. Previous work has indicated that memory-enhancing stressors (predator kairomones and KCl) act via sensory input from the osphradium and are dependent on a serotonergic (5-HT) signalling pathway. Here we found that the effects of epi on LTM were independent of osphradial input and 5-HT, demonstrating that an alternative mechanism of memory enhancement exists in L. stagnalis. Our data are consistent with the notion that dietary sources of epi can improve cognitive abilities, and that L. stagnalis is a suitable model with which to elucidate neuronal mechanisms.

Interaction between environmental stressors mediated via the same sensory pathway

The great pond snail, Lymnaea stagnalis, is a calciphile, requiring approximately 20 mg/l dissolved calcium for natural populations to live long and prosper. However, despite population survival we have previously demonstrated that acute exposure for 1 week to low environmental calcium (20 mg/l) acts as a stressor on the snail, blocking long-term memory (LTM) formation. This response to calcium availability is mediated by the snail directly sensing the calcium concentration in its environment using a sensory structure called the osphradium. In addition to sensing the calcium environment, the osphradium also mediates the response to predator kairomones which has an opposite effect on memory i.e. kairomone exposure during training enhances LTM formation. Here we demonstrate how these two stressors (low calcium availability and predator kairomones), that alter memory formation in opposing directions via the same sensory system, interact when experienced simultaneously.

Social snails: the effect of social isolation on cognition is dependent on environmental context

Social isolation is often considered to have negative effects on cognitive function in a wide range of species. Here we assess how environmental context alters the effect of isolation on long-term memory formation (24 h) in the pond snail Lymnaea stagnalis. We operantly trained snails to reduce aerial respiration in hypoxia following exposure to one of three social conditions: (1) maintained and trained in groups; (2) maintained in groups, trained in isolation; or (3) maintained and trained in isolation. In addition, snails also experienced four stress exposure levels: control, exposure to low calcium availability, predator kairomone exposure during training or a combination of low calcium and predator kairomones. Snails isolated during training alone demonstrated no difference in memory formation compared with the snails trained in groups. Maintaining snails in social isolation for 8 days prior to training had a neutral effect on memory in control conditions or in the presence of predator kairomones alone. However, social isolation enhanced long-term memory formation in snails exposed to low calcium conditions, a stress that blocks memory formation in snails maintained in groups. Conversely, when exposed to low calcium and predator kairomones combined, grouped snails normally demonstrate long-term memory, but following maintenance in isolation long-term memory was blocked. Therefore, the effect of social isolation on cognitive function is highly dependent on the environmental context in which it is experienced.

How stress alters memory in 'smart' snails

Cognitive ability varies within species, but whether this variation alters the manner in which memory formation is affected by environmental stress is unclear. The great pond snail, Lymnaea stagnalis, is commonly used as model species in studies of learning and memory. The majority of those studies used a single laboratory strain (i.e. the Dutch strain) originating from a wild population in the Netherlands. However, our recent work has identified natural populations that demonstrate significantly enhanced long-term memory (LTM) formation relative to the Dutch strain following operant conditioning of aerial respiratory behaviour. Here we assess how two populations with enhanced memory formation (i.e. ‘smart’ snails), one from Canada (Trans Canada 1: TC1) and one from the U.K. (Chilton Moor: CM) respond to ecologically relevant stressors. In control conditions the Dutch strain forms memory lasting 1–3 h following a single 0.5 h training session in our standard calcium pond water (80 mg/l [Ca²⁺]), whereas the TC1 and CM populations formed LTM lasting 5+ days following this training regime. Exposure to low environmental calcium pond water (20 mg/l [Ca²⁺]), which blocks LTM in the Dutch strain, reduced LTM retention to 24 h in the TC1 and CM populations. Crowding (20 snails in 100 ml) immediately prior to training blocks LTM in the Dutch strain, and also did so in TC1 and CM populations. Therefore, snails with enhanced cognitive ability respond to these ecologically relevant stressors in a similar manner to the Dutch strain, but are more robust at forming LTM in a low calcium environment. Despite the two populations (CM and TC1) originating from different continents, LTM formation was indistinguishable in both control and stressed conditions. This indicates that the underlying mechanisms controlling cognitive differences among populations may be highly conserved in L. stagnalis.

Sensory input from the osphradium modulates the response to memory-enhancing stressors in Lymnaea stagnalis

In the freshwater environment species often rely on chemosensory information to modulate behavior. The pond snail, Lymnaea stagnalis, is a model species used to characterize the causal mechanisms of long-term memory (LTM) formation. Chemical stressors including crayfish kairomones and KCl enhance LTM formation (≥24 h) in Lymnaea; however, how these stressors are sensed and the mechanism by which they affect the electrophysiological properties of neurons necessary for memory formation are poorly understood. Here, we assessed whether the osphradium, a primary chemosensory organ in Lymnaea, modulates LTM enhancement. To test this we severed the osphradial nerve proximal to the osphradium, using sham-operated animals as controls, and assessed the behavioral and electrophysiological response to crayfish kairomones and KCl. We operantly conditioned aerial respiratory behavior in intact, sham and osphradially cut animals, and tested for enhanced memory formation after exposure to the chemical stressors. Sham-operated animals displayed the same memory enhancement as intact animals but snails with a severed osphradial nerve did not show LTM enhancement. Extracellular recordings made from the osphradial nerve demonstrate that these stressors evoked afferent sensory activity. Intracellular recordings from right pedal dorsal 1 (RPeD1), a neuron necessary for LTM formation, demonstrate that its electrophysiological activity is altered by input from the osphradium following exposure to crayfish kairomones or KCl in sham and intact animals but no response is seen in RPeD1 in osphradially cut animals. Therefore, sensory input from the osphradium is necessary for LTM enhancement following exposure to these chemical stressors.

What's hot: the enhancing effects of thermal stress on long-term memory formation in Lymnaea stagnalis

The pond snail, Lymnaea stagnalis, naturally inhabits slow flowing, shallow and stagnant environments in the northern temperate zone. Consequently, it will experience wide temperature fluctuations dependent on prevailing weather conditions. We hypothesize that periods of warming act as a thermal stressor to alter memory formation. Snails were exposed to an acute 1h period of 30°C pond water and we determined how memory formation following operant conditioning of aerial respiration was affected. In snails used here (the Dutch strain), a single 0.5h training session (TS) results in intermediate-term (3h) but not long-term memory (LTM). Applying the thermal stressor during training caused memory enhancement (i.e. LTM lasting 24 h). However, the breathing rate also increased in warm water, which might explain the enhanced memory. Therefore, we applied the thermal stressor (1h at 30°C) up to 4h before or 1h after training. This did not alter baseline breathing rate during the period when snails would experience training. However, the thermal stressor weather experienced prior to or following the single TS, resulted in an enhanced memory that persisted up to 48h (i.e. LTM). We conclude that memory enhancement is due to the stress associated with the thermal stimulus.