Smart vs dumb, predator-experienced vs predator-naive snails: How to change the phenotype.

聪明与愚蠢，有捕食经验的蜗牛与没有捕食者经验的蜗牛：如何改变表型。

• 批准号: RGPIN-2019-03899
• 负责人: Lukowiak, Ken
• 金额: $ 4.01万
• 依托单位: University of Calgary
• 依托单位国家: 加拿大
• 项目类别: Discovery Grants Program - Individual
• 财政年份: 2020
• 资助国家: 加拿大
• 起止时间: 2020-01-01 至 2021-12-31
• 项目状态: 已结题
• 来源: https://www.nserc-crsng.gc.ca/ase-oro/Details-Detailles_eng.asp?id=714454
• 关键词: Smart; vs; dumb; predator; experienced

Our (HQP and me) proposed program arises from discoveries funded by my previous NSERC grant (48 of the 52 peer-reviewed published papers in that period). Using the Lymnaea model system we developed, we examine biologically important ideas centered on: 1) Behavioural phenotype transformation; 2) Factors modifying (enhancing or impeding) memory formation and retrieval; and 3) Their underlying neuronal basis in a neuron we have shown to be necessary for memory formation. In this proposal we ask how: 1) Lymnaea are transformed from a predator-nave state to a population that now recognizes the predator (i.e. how do they become a predator-experienced strain). The problem of invasive species in Canada and how species native and nave adapt is of great biological, ecological and in many cases economic importance; 2) A Lymnaea strain can be transformed into a population possessing differing cognitive abilities. This transformation may be due to genetic drift or targeted gene flow. It may make the animal smarter or dumber (snails that don't make memory easily). It raises the question of the dimensions of evolutionary tradeoffs (i.e. what is gained or lost by becoming smart or dumb); 3) Trauma experienced as a juvenile (e.g. a cracked shell) not only transforms juvenile behaviours but also alters subsequent adult behaviours and possibly even the behaviour of future off-spring; 4) Memory made in smart snails (i.e. snails who make memory faster and better) while made, is obstructed by stress and how stress-reduction then causes the memory to become accessible. Think of not knowing the answer to a question on an exam, but after handing in the exam you now remember it; 5) After experiencing two stimuli simultaneously, one signaling danger and the other a neutral stimulus, the previously neutral stimulus now signals danger. This is a form of higher learning known as configural learning, and is necessary if an animal is to successfully adapt to a changing environment; and 6) The neurophysiological basis for the transformations mentioned above; specifically changes in a neuron, RPeD1 that we have shown to be necessary for memory formation. Together the results of answering these questions will enable us to have a much better understanding of the how and why of important, significant behaviours, such as predator awareness and memory formation, that are altered as the Canadian environment changes. The proposed program employs techniques in everyday use in my lab and are mastered by the HQP. The HQP develop into persons able to construct and test worthwhile hypotheses and present their findings in peer-reviewed publications. Based on our past history I am confident that we will successfully answer these questions and be able to effectively communicate the findings appropriately (written and orally) to the scientific community. In addition, the popular media will be interested in many of our findings and thus the lay community will be informed.

我们（HQP 和我）提出的计划源于我之前的 NSERC 拨款资助的发现（该时期发表的 52 篇同行评审论文中的 48 篇）。使用我们开发的 Lymnaea 模型系统，我们研究了生物学上重要的想法，主要集中在：1）行为表型转变； 2）改变（增强或阻碍）记忆形成和检索的因素； 3）我们已经证明它们在神经元中的潜在神经元基础对于记忆形成是必需的。 在这个提案中，我们询问如何：1）Lymnaea从捕食者天真的状态转变为现在识别捕食者的种群（即它们如何成为经历过捕食者的品系）。加拿大的入侵物种问题以及本地物种和原生物种如何适应，具有重大的生物学、生态意义，在许多情况下还有经济意义； 2) Lymnaea 菌株可以转化为具有不同认知能力的群体。这种转变可能是由于遗传漂变或目标基因流造成的。它可能使动物变得更聪明或更笨（蜗牛不容易记忆）。它提出了进化权衡维度的问题（即变得聪明或愚蠢会得到什么或失去什么）； 3）青少年时期所经历的创伤（例如，龟壳破裂）不仅会改变青少年的行为，还会改变随后的成年行为，甚至可能改变未来后代的行为； 4）聪明的蜗牛（即使记忆更快更好的蜗牛）在形成记忆的同时，会受到压力的阻碍，而减轻压力会导致记忆变得容易访问。想象一下考试时不知道某个问题的答案，但交完试卷后你现在就记住了； 5）在同时经历两种刺激后，一种刺激发出危险信号，另一种刺激发出中性刺激信号，之前的中性刺激现在发出危险信号。这是一种被称为配置学习的高级学习形式，如果动物要成功适应不断变化的环境，这是必要的。 6）上述转变的神经生理学基础；特别是神经元 RPeD1 的变化，我们已经证明它是记忆形成所必需的。 回答这些问题的结果将使我们能够更好地理解随着加拿大环境变化而改变的重要行为（例如捕食者意识和记忆形成）的方式和原因。拟议的程序采用了我实验室日常使用的技术，并由 HQP 掌握。 HQP 培养成为能够构建和测试有价值的假设并在同行评审出版物中展示其发现的人。根据我们过去的历史，我相信我们将成功回答这些问题，并能够有效地将研究结果（书面和口头）适当地传达给科学界。此外，大众媒体会对我们的许多发现感兴趣，因此外行社区也会了解情况。