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

我们（HQP和我）提出的项目源于我之前的NSERC资助的发现（在那段时间里，52篇同行评议的论文中有48篇）。利用我们开发的lynaea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)改变（增强或阻碍）记忆形成和检索的因素；3)它们在神经元中的潜在神经元基础，我们已经证明这是记忆形成所必需的。***在这个提议中，我们问的是：1)lynaea是如何从一个没有捕食者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有捕食者经验的品种的）。加拿大的入侵物种问题以及本地和外来物种如何适应具有重要的生物学、生态学和经济意义；2)一个淋巴菌株可以转化为具有不同认知能力的种群。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（即变聪明或变笨得到什么或失去什么）；3)幼年经历的创伤（如龟壳破裂）不仅会改变幼年的行为，也会改变成年后的行为，甚至可能改变后代的行为；4)聪明蜗牛（即能使记忆更快更好的蜗牛）的记忆在制造过程中受到压力的阻碍，而压力的减少又如何使记忆变得容易获得。想想考试时不知道问题的答案，但交卷后你却记起来了；5)在同时经历两个刺激后，一个是危险信号，另一个是中性刺激，之前的中性刺激现在是危险信号。这是一种被称为结构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基础；特别是神经元RPeD1的变化，我们已经证明这是记忆形成所必需的。***这些问题的答案将使我们能够更好地理解重要的、有意义的行为，如捕食者意识和记忆形成，是如何以及为什么随着加拿大环境的变化而改变的。所提出的程序采用了我实验室中日常使用的技术，并由HQP掌握。HQP发展成为能够构建和测试有价值的假设，并在同行评审的出版物中展示他们的发现的人。根据我们过去的历史，我相信我们将成功地回答这些问题，并能够有效地将这些发现（书面和口头）适当地传达给科学界。此外，大众媒体将对我们的许多发现感兴趣，因此外行社区将被告知

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.**