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

我们（HQP和我）提出的计划来自我以前的NSERC资助的发现（在此期间发表的52篇同行评审论文中的48篇）。使用我们开发的神经元模型系统，我们研究了生物学上重要的思想，集中在：1）行为表型转化; 2）修改（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要的。 在这个提议中，我们要问：1）龙蜥是如何从一个捕食者幼稚的状态转变为一个现在认识捕食者的种群的（即它们是如何成为一个捕食者经验丰富的种群的）。在加拿大的入侵物种的问题，以及物种的本地和天真的适应是非常重要的生物，生态和在许多情况下经济的重要性; 2）一个arynaea菌株可以转化为具有不同的认知能力的人口。这种转变可能是由于遗传漂变或靶向基因流动。它可能使动物更聪明或更笨（蜗牛不容易记忆）。它提出了进化权衡的维度问题（即变得聪明或愚蠢会得到什么或失去什么）; 3）青少年时期经历的创伤（例如，破裂的壳）不仅改变了幼年的行为，而且还改变了随后的成年行为，甚至可能改变未来后代的行为; 4）聪明蜗牛（即使记忆更快更好的蜗牛）的记忆被压力阻碍，以及压力减轻如何使记忆变得可访问。想象一下，在考试中你不知道一个问题的答案，但是在交了试卷之后，你现在记住了它; 5）在同时经历了两个刺激之后，一个是危险的信号，另一个是中性的刺激，以前的中性刺激现在是危险的信号。这是一种被称为神经学习的高等学习形式，如果动物要成功地适应不断变化的环境，这是必要的; 6）上述转化的神经生理学基础;特别是我们已经证明的记忆形成所必需的神经元RPeD 1的变化。 回答这些问题的结果将使我们能够更好地了解如何以及为什么重要的，重要的行为，如捕食者的意识和记忆的形成，随着加拿大环境的变化而改变。建议的程序采用的技术在日常使用中，在我的实验室和掌握的HQP。HQP培养成为能够构建和检验有价值的假设并在同行评审的出版物中展示其发现的人。根据我们过去的历史，我相信我们将成功地回答这些问题，并能够有效地将研究结果适当地（书面和口头）传达给科学界。此外，大众传媒亦会对我们的调查结果感兴趣，从而令非专业人士知悉有关情况。

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-naïve 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 naïve 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.