@article{ZilligPauliWieseretal.2023, author = {Zillig, Anna-Lena and Pauli, Paul and Wieser, Matthias and Reicherts, Philipp}, title = {Better safe than sorry? - On the influence of learned safety on pain perception}, series = {PloS One}, volume = {18}, journal = {PloS One}, number = {11}, doi = {10.1371/journal.pone.0289047}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-349905}, year = {2023}, abstract = {The experience of threat was found to result—mostly—in increased pain, however it is still unclear whether the exact opposite, namely the feeling of safety may lead to a reduction of pain. To test this hypothesis, we conducted two between-subject experiments (N = 94; N = 87), investigating whether learned safety relative to a neutral control condition can reduce pain, while threat should lead to increased pain compared to a neutral condition. Therefore, participants first underwent either threat or safety conditioning, before entering an identical test phase, where the previously conditioned threat or safety cue and a newly introduced visual cue were presented simultaneously with heat pain stimuli. Methodological changes were performed in experiment 2 to prevent safety extinction and to facilitate conditioning in the first place: We included additional verbal instructions, increased the maximum length of the ISI and raised CS-US contingency in the threat group from 50\% to 75\%. In addition to pain ratings and ratings of the visual cues (threat, safety, arousal, valence, and contingency), in both experiments, we collected heart rate and skin conductance. Analysis of the cue ratings during acquisition indicate successful threat and safety induction, however results of the test phase, when also heat pain was administered, demonstrate rapid safety extinction in both experiments. Results suggest rather small modulation of subjective and physiological pain responses following threat or safety cues relative to the neutral condition. However, exploratory analysis revealed reduced pain ratings in later trials of the experiment in the safety group compared to the threat group in both studies, suggesting different temporal dynamics for threat and safety learning and extinction, respectively. Perspective: The present results demonstrate the challenge to maintain safety in the presence of acute pain and suggest more research on the interaction of affective learning mechanism and pain processing.}, language = {en} } @article{WegenerChen2022, author = {Wegener, Christian and Chen, Jiangtian}, title = {Allatostatin A signalling: progress and new challenges from a paradigmatic pleiotropic invertebrate neuropeptide family}, series = {Frontiers in Physiology}, volume = {13}, journal = {Frontiers in Physiology}, issn = {1664-042X}, doi = {10.3389/fphys.2022.920529}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-278749}, year = {2022}, abstract = {Neuropeptides have gained broad attraction in insect neuroscience and physiology, as new genetic tools are increasingly uncovering their wide-ranging pleiotropic functions with high cellular resolution. Allatostatin A (AstA) peptides constitute one of the best studied insect neuropeptide families. In insects and other panarthropods, AstA peptides qualify as brain-gut peptides and have regained attention with the discovery of their role in regulating feeding, growth, activity/sleep and learning. AstA receptor homologs are found throughout the protostomia and group with vertebrate somatostatin/galanin/kisspeptin receptors. In this review, we summarise the current knowledge on the evolution and the pleiotropic and cell-specific non-allatostatic functions of AstA. We speculate about the core functions of AstA signalling, and derive open questions and challengesfor future research on AstA and invertebrate neuropeptides in general.}, language = {en} } @phdthesis{Thum2006, author = {Thum, Andreas Stephan}, title = {Sugar reward learning in Drosophila : neuronal circuits in Drosophila associative olfactory learning}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-17930}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2006}, abstract = {Genetic intervention in the fly Drosophila melanogaster has provided strong evidence that the mushroom bodies of the insect brain act as the seat of memory traces for aversive and appetitive olfactory learning (reviewed in Heisenberg, 2003). In flies, electroshock is mainly used as negative reinforcer. Unfortunately this fact complicates a comparative consideration with other inscets as most studies use sugar as positive reinforcer. For example, several lines of evidence from honeybee and moth have suggested another site, the antennal lobe, to house neuronal plasticity underlying appetitive olfactory memory (reviewed in Menzel, 2001; Daly et al., 2004). Because of this I focused my work mainly on appetitive olfactory learning. In the first part of my thesis, I used a novel genetic tool, the TARGET system (McGuire et al., 2003), which allows the temporally controlled expression of a given effector gene in a defined set of cells. Comparing effector genes which either block neurotransmission or ablate cells showed important differences, revealing that selection of the appropriate effector gene is critical for evaluating the function of neural circuits. In the second part, a new engram of olfactory memory in the Drosophila projection neurons is described by restoring Rutabaga adenlylate cyclase (rut-AC) activity specifically in these cells. Expression of wild-type rutabaga in the projection neurons fully rescued the defect in sugar reward memory, but not in aversive electric shock memory. No difference was found in the stability of the appetitive memories rescued either in projection neurons or Kenyon cells. In the third part of the thesis I tried to understand how the reinforcing signals for sugar reward are internally represented. In the bee Hammer (1993) described a single octopaminergic neuron - called VUMmx1 - that mediates the sugar stimulus in associative olfactory reward learning. Analysis of single VUM neurons in the fly (Selcho, 2006) identified a neuron with a similar morphology as the VUMmx1 neuron. As there is a mutant in Drosophila lacking the last enzymatic step in octopamine synthesis (Monastirioti et al., 1996), Tyramine beta Hydroxylase, I was able to show that local Tyramine beta Hydroxylase expression successfully rescued sugar reward learning. This allows to conclude that about 250 cells including the VUM cluster are sufficient for mediating the sugar reinforcement signal in the fly. The description of a VUMmx1 similar neuron and the involvement of the VUM cluster in mediating the octopaminergic sugar stimulus are the first steps in establishing a neuronal map for US processing in Drosophila. Based on this work several experiments are contrivable to reach this ultimate goal in the fly. Taken together, the described similiarities between Drosophila and honeybee regarding the memory organisation in MBs and PNs and the proposed internal representation of the sugar reward suggest an evolutionarily conserved mechanism for appetitive olfactory learning in insects.}, subject = {Taufliege}, language = {en} } @article{SommerlandtSpaetheRoessleretal.2016, author = {Sommerlandt, Frank M. J. and Spaethe, Johannes and R{\"o}ssler, Wolfgang and Dyer, Adrian G.}, title = {Does Fine Color Discrimination Learning in Free-Flying Honeybees Change Mushroom-Body Calyx Neuroarchitecture?}, series = {PLoS One}, volume = {11}, journal = {PLoS One}, number = {10}, doi = {10.1371/journal.pone.0164386}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-147932}, pages = {e0164386}, year = {2016}, abstract = {Honeybees learn color information of rewarding flowers and recall these memories in future decisions. For fine color discrimination, bees require differential conditioning with a concurrent presentation of target and distractor stimuli to form a long-term memory. Here we investigated whether the long-term storage of color information shapes the neural network of microglomeruli in the mushroom body calyces and if this depends on the type of conditioning. Free-flying honeybees were individually trained to a pair of perceptually similar colors in either absolute conditioning towards one of the colors or in differential conditioning with both colors. Subsequently, bees of either conditioning groups were tested in non-rewarded discrimination tests with the two colors. Only bees trained with differential conditioning preferred the previously learned color, whereas bees of the absolute conditioning group, and a stimuli-na{\"i}ve group, chose randomly among color stimuli. All bees were then kept individually for three days in the dark to allow for complete long-term memory formation. Whole-mount immunostaining was subsequently used to quantify variation of microglomeruli number and density in the mushroom-body lip and collar. We found no significant differences among groups in neuropil volumes and total microglomeruli numbers, but learning performance was negatively correlated with microglomeruli density in the absolute conditioning group. Based on these findings we aim to promote future research approaches combining behaviorally relevant color learning tests in honeybees under free-flight conditions with neuroimaging analysis; we also discuss possible limitations of this approach.q}, language = {en} } @phdthesis{Schwaerzel2003, author = {Schw{\"a}rzel, Martin}, title = {Localizing engrams of olfactory memories in Drosophila}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-5065}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2003}, abstract = {Zars and co-workers were able to localize an engram of aversive olfactory memory to the mushroom bodies of Drosophila (Zars et al., 2000). In this thesis, I followed up on this finding in two ways. Inspired by Zars et al. (2000), I first focused on the whether it would also be possible to localize memory extinction.While memory extinction is well established behaviorally, little is known about the underlying circuitry and molecular mechanisms. In extension to the findings by Zars et al (2000), I show that aversive olfactory memories remain localized to a subset of mushroom body Kenyon cells for up to 3 hours. Extinction localizes to the same set of Kenyon cells. This common localization suggests a model in which unreinforced presentations of a previously learned odorant intracellularly antagonizes the signaling cascades underlying memory formation. The second part also targets memory localization, but addresses appetitive memory. I show that memories for the same olfactory cue can be established through either sugar or electric shock reinforcement. Importantly, these memories localize to the same set of neurons within the mushroom body. Thus, the question becomes apparent how the same signal can be associated with different events. It is shown that two different monoamines are specificaly necessary for formation of either of these memories, dopamine in case of electric shock and octopamine in case of sugar memory, respectively. Taking the representation of the olfactory cue within the mushroom bodies into account, the data suggest that the two memory traces are located in the same Kenyon cells, but in separate subcellular domains, one modulated by dopamine, the other by octopamine. Taken together, this study takes two further steps in the search for the engram. (1) The result that in Drosophila olfactory learning several memories are organized within the same set of Kenyon cells is in contrast to the pessimism expressed by Lashley that is might not be possible to localize an engram. (2) Beyond localization, a possibible mechanism how several engrams about the same stimulus can be localized within the same neurons might be suggested by the models of subcellular organisation, as postulated in case of appetitive and aversive memory on the one hand and acquisition and extinction of aversive memory on the other hand.}, subject = {Taufliege}, language = {en} } @article{SchindlerRichterMar2021, author = {Schindler, Julia and Richter, Tobias and Mar, Raymond}, title = {Does generation benefit learning for narrative and expository texts? A direct replication attempt}, series = {Applied Cognitive Psychology}, volume = {35}, journal = {Applied Cognitive Psychology}, number = {2}, doi = {10.1002/acp.3781}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-224496}, pages = {559 -- 564}, year = {2021}, abstract = {Generated information is better recognized and recalled than information that is read. This so-called generation effect has been replicated several times for different types of material, including texts. Perhaps the most influential demonstration was by McDaniel et al. (1986, Journal of Memory and Language, 25, 645-656; henceforth MEDC). This group tested whether the generation effect occurs only if the generation task stimulates cognitive processes not already stimulated by the text. Numerous studies, however, report difficulties replicating this text by generation-task interaction, which suggests that the effect might only be found under conditions closer to the original method of MEDC. To test this assumption, we will closely replicate MEDC's Experiment 2 in German and English-speaking samples. Replicating the effect would suggest that it can be reproduced, at least under limited conditions, which will provide the necessary foundation for future investigations into the boundary conditions of this effect, with an eye towards its utility in applied contexts.}, language = {en} } @phdthesis{Saverschek2010, author = {Saverschek, Nicole}, title = {The influence of the symbiotic fungus on foraging decisions in leaf-cutting ants - Individual behavior and collective patterns}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-52087}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2010}, abstract = {Foraging behavior is a particularly fascinating topic within the studies of social insects. Decisions made by individuals have effects not only on the individual level, but on the colony level as well. Social information available through foraging in a group modulates individual preferences and shapes the foraging pattern of a colony. Identifying parameters influencing foraging behavior in leaf-cutting ants is especially intriguing because they do not harvest for themselves, but for their symbiotic fungus which in turn influences their plant preferences after the incorporation of the substrate. To learn about the substrates' unsuitability for the fungus, ants need to be able to identify the incorporated substrate and associate it with detrimental effects on the fungus. Odor is an important plant characteristic known to be used as recognition key outside the nest in the context of foraging. Chapter 1 shows that foragers are able to recall information about the unsuitability of a substrate through odor alone and consequently reject the substrate, which leads to the conclusion that inside the nest, odor might be enough to indentify incorporated substrate. Identification of plant species is a key factor in the foraging success of leaf-cutting ants as they harvest a multitude of different plant species in a diverse environment and host plant availability and suitability changes throughout the year. Fixed plant preferences of individuals through innate tendencies are therefore only one factor influencing foraging decisions. On the individual as well as the colony level, foraging patterns are flexible and a result of an intricate interplay between the different members involved in the harvesting process: foragers, gardeners and the symbiotic fungus. In chapter 2 I identified several conditions necessary for na{\"i}ve foragers to learn about the unsuitability of substrate inside the nest. In order to exchange of information about the unsuitability of a substrate, the plant in question must be present in the fungus garden. Foragers can learn without own foraging experience and even without experiencing the effects of the substrate on the fungus, solely through the presence of experienced gardeners. The presence of experienced foragers alone on the other hand is not enough to lower the acceptance of substrate by na{\"i}ve foragers in the presence of na{\"i}ve gardeners, even if experienced foragers make up the majority of the workforce inside the nest. Experienced foragers are also able to reverse their previous negative experience and start accepting the substrate again. The individual behavior of foragers and gardeners with different experiential backgrounds in the presence of suitable or unsuitable substrate inside the fungus chamber was investigated in chapter 3 to shed some light on possible mechanisms involved in the flow of information about substrate suitability from the fungus to the ants. Gardeners as well as foragers are involved in the leaf processing and treatment of the applied leaf patches on the fungus. If the plant material is unsuitable, significantly more ants treat the plant patches, but foragers are less active overall. Contacts between workers initiated by either gardeners or foragers occur significantly more frequent and last longer if the substrate is unsuitable. Even though experienced gardeners increase na{\"i}ve foragers' contact rates and duration with other workers in the presence of suitable plant patches, na{\"i}ve foragers show no differences in the handling of the plant patches. This suggests that foragers gain information about plant suitability not only indirectly through the gardening workers, but might also be able to directly evaluate the effects of the substrate on the fungus themselves. Outside the nest, foragers influence each other the trail (chapter 4). Foraging in a group and the presence of social information is a decisive factor in the substrate choice of the individual and leads to a distinct and consentaneous colony response when encountering unfamiliar or unsuitable substrates. As leaf-cutting ants harvest different plant species simultaneously on several trails, foragers gain individual experiences concerning potential host plants. Preferences might vary among individuals of the same colony to the degree that foragers on the same trail perceive a certain substrate as either suitable or unsuitable. If the majority of foragers on the trail perceives one of the currently harvested substrates as unsuitable, na{\"i}ve foragers lower their acceptance within 4 hours. In the absence of a cue in the fungus, na{\"i}ve foragers harvesting by themselves still eventually (within 6 hours) reject the substrate as they encounter experienced gardeners during visits to the nest within foraging bouts. As foraging trails can be up to 100 m long and foragers spend a considerable amount of time away from the nest, learning indirectly from experienced foragers on the trail accelerates the distribution of information about substrate suitability. The level of rejection of a formerly unsuitable substrate after eight hours of foraging by na{\"i}ve foragers correlates with the average percentage of unladen experienced foragers active on the trail. This suggests that unladen experienced foragers might actively contact laden na{\"i}ve workers transmitting information about the unsuitability of the load they carry. Results from experiments were I observed individual laden foragers on their way back to the nest backed up this assumption as individuals were antennated and received bites into the leaf disk they carried. Individuals were contacted significantly more often by nestmates that perceived the carried leaf disk as unsuitable due to previous experience than by nestmates without this experience (chapter 6). Leaf-cutting ants constantly evaluate, learn and re-evaluate the suitability of harvested substrate and adjust their foraging activity accordingly. The importance of the different sources of information within the colony and their effect on the foraging pattern of the colony depend on the presence or absence of each of them as e.g. experienced foragers have a bigger influence on the plant preferences of na{\"i}ve foragers in the absence of a cue in the fungus garden.}, subject = {Blattschneiderameisen}, language = {en} } @phdthesis{RuedtvonCollenberg2021, author = {R{\"u}dt von Collenberg, Cora Freifrau}, title = {The role of Ciliary Neurotrophic Factor in hippocampal synaptic plasticity and learning}, doi = {10.25972/OPUS-20664}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-206646}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2021}, abstract = {Ciliary neurotrophic factor (Cntf) acts as a differentiation and survival factor for different types of neurons and glial cells. It is expressed by peripheral Schwann cells and astrocytes in the central nervous system and mediates its effects via a receptor complex involving CntfRα, LifRß and gp130, leading to downstream activation of Stat3. Recent studies by our group have shown that Cntf modulates neuronal microtubule dynamics via Stat3/stathmin interaction. In a mouse model for motor neuron disease, i.e. pmn, Cntf is able to rescue axonal degeneration through Stat3/stathmin signaling. While these findings suggest a role of Cntf in controlling axonal functions in the neuromuscular system, additional data indicate that Cntf might also play a role in synaptic plasticity in the hippocampus. Electrophysiological recordings in hippocampal organotypic cultures and acute slices revealed a deficit in long-term potentiation (LTP) in Cntf -/- mice. This deficit was rescued by 24 h stimulation with Cntf, combined with an acute application of Cntf during LTP-measurements indicating that Cntf is both necessary and sufficient for hippocampal LTP, and possibly synaptic plasticity. Therefore, Cntf knockout mice were investigated to elucidate this possible role of Cntf in hippocampal LTP and synaptic plasticity. First, we validated the presence of Cntf in the target tissue: in the hippocampus, Cntf was localized in Gfap-positive astrocytes surrounding small blood vessels in the fissure and in meningeal areas close to the dentate gyrus. Laser micro-dissection and qPCR analysis showed a similar distribution of Cntf-coding mRNA validating the obtained immunofluorescent results. Despite the strong LTP deficit in organotypic cultures, in vivo behavior of Cntf -/- mice regarding hippocampus-dependent learning and anxiety-related paradigms was largely inconspicuous. However, western blot analysis of hippocampal organotypic cultures revealed a significant reduction of pStat3 levels in Cntf -/- cultures under baseline conditions, which in turn were elevated upon Cntf stimulation. In order to resolve and examine synaptic structures we turned to in vitro analysis of cultured hippocampal neurons which indicated that pStat3 is predominantly located in the presynapse. In line with these findings, presynapses of Cntf -/- cultures were reduced in size and when in contact to astrocytes, contained less pStat3 immunoreactivity compared to presynapses in wildtype cultures. In conclusion, our findings hypothesize that despite of a largely inconspicuous behavioral phenotype of Cntf -/- mice, Cntf appears to have an influence on pStat3 levels at hippocampal synapses. In a next step these two key questions need to be addressed experimentally: 1) is there a compensatory mechanism by members of the Cntf family, possibly downstream of pStat3, which explains the in vivo behavioral results of Cntf -/- mice and can likewise account for the largely inconspicuous phenotype in CNTF-deficient humans? 2) How exactly does Cntf influence LTP through Stat3 signaling? To unravel the underlying mechanism further experiments should therefore investigate whether microtubule dynamics downstream of Stat3 and stathmin signaling are involved in the Cntf-induced modulation of hippocampal synaptic plasticity, similar to as it was shown in motoneurons.}, subject = {Hippocampus}, language = {en} } @phdthesis{Pieger2017, author = {Pieger, Elisabeth}, title = {Metacognition and Disfluency - The Effects of Disfluency on Monitoring and Performance}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-155362}, school = {Universit{\"a}t W{\"u}rzburg}, year = {2017}, abstract = {In this thesis, metacognition research is connected with fluency research. Thereby, the focus lies on how disfluency can be used to improve metacognitive monitoring (i.e., students` judgments during the learning process). Improving metacognitive monitoring is important in educational contexts in order to foster performance. Theories about metacognition and self-regulated learning suppose that monitoring affects control and performance. Accurate monitoring is necessary to initiate adequate control and better performance. However, previous research shows that students are often not able to accurately monitor their learning with meaningful text material. Inaccurate monitoring can result in inadequate control and low performance. One reason for inaccurate monitoring is that students use cues for their judgments that are not valid predictors of their performance. Because fluency might be such a cue, the first aim of this thesis is to investigate under which conditions fluency is used as a cue for judgments during the learning process. A fluent text is easy to process and, hence, it should be judged as easy to learn and as easy to remember. Inversely, a disfluent text is difficult to process, for example because of a disfluent font type (e.g., Mistral) or because of deleted letters (e.g., l_tt_rs). Hence, a disfluent text should be judged as difficult to learn and as difficult to remember. This assumption is confirmed when students learn with both fluent and disfluent material. When fluency is manipulated between persons, fluency seems to be less obvious as a cue for judgments. However, there are only a few studies that investigated the effects of fluency on judgments when fluency is manipulated between persons. Results from Experiment 1 (using deleted letters for disfluent text) and from Experiment 4 (using Mistral for disfluent text) in this thesis support the assumption that fluency is used as a cue for judgments in between-person designs. Thereby, however, the interplay with the type of judgment and the learning stage seems to matter. Another condition when fluency affects judgments was investigated in Experiment 2 and 3. The aim of these experiments was to investigate if disfluency leads to analytic monitoring and if analytic monitoring sustains for succeeding fluent material. If disfluency activates analytic monitoring that remains for succeeding fluent material, fluency should no longer be used as a cue for judgments. Results widely support this assumption for deleted letters (Experiment 2) as well as for the font type Mistral (Experiment 3). Thereby, again the interplay between the type of judgment and the learning stage matters. Besides the investigation of conditions when fluency is used as a cue for different types of judgments during the learning process, another aim of this thesis is to investigate if disfluency leads to accurate monitoring. Results from Experiment 3 and 4 support the assumption that Mistral can reduce overconfidence. This is the case when fluency is manipulated between persons or when students first learn with a fluent and then with a disfluent text. Dependent from the type of judgment and the learning stage, disfluency can lead even to underconfidence or to improved relative monitoring accuracy (Experiment 4). Improving monitoring accuracy is only useful when monitoring is implemented into better control and better performance. The effect of monitoring accuracy on control and performance was in the focus of Experiment 4. Results show that accurate monitoring does not result in improved control and performance. Thus, further research is required to develop interventions that do not only improve monitoring accuracy but that also help students to implement accurate monitoring into better control and performance. Summing up, the aim of this thesis is to investigate under which conditions fluency is used as a cue for judgments during the learning process, how disfluency can be used to improve monitoring accuracy, and if improved monitoring accuracy leads to improved performance. By connecting metacognition research and fluency research, further theories about metacognition and theories about fluency are specified. Results show that not only the type of fluency and the design, but also the type of judgment, the type of monitoring accuracy, and the learning stage should be taken into account. Understanding conditions that affect the interplay between metacognitive processes and performance as well as understanding the underlying mechanisms is necessary to enable systematic research and to apply findings into educational settings.}, subject = {Metakognition}, language = {en} } @article{PahlSiZhang2013, author = {Pahl, Mario and Si, Aung and Zhang, Shaowu}, title = {Numerical cognition in bees and other insects}, series = {Frontiers in Comparative Psychology}, journal = {Frontiers in Comparative Psychology}, doi = {10.3389/fpsyg.2013.00162}, url = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-95935}, year = {2013}, abstract = {The ability to perceive the number of objects has been known to exist in vertebrates for a few decades, but recent behavioral investigations have demonstrated that several invertebrate species can also be placed on the continuum of numerical abilities shared with birds, mammals, and reptiles. In this review article, we present the main experimental studies that have examined the ability of insects to use numerical information. These studies have made use of a wide range of methodologies, and for this reason it is striking that a common finding is the inability of the tested animals to discriminate numerical quantities greater than four. Furthermore, the finding that bees can not only transfer learnt numerical discrimination to novel objects, but also to novel numerosities, is strongly suggestive of a true, albeit limited, ability to count. Later in the review, we evaluate the available evidence to narrow down the possible mechanisms that the animals might be using to solve the number-based experimental tasks presented to them. We conclude by suggesting avenues of further research that take into account variables such as the animals' age and experience, as well as complementary cognitive systems such as attention and the time sense.}, subject = {Biene}, language = {en} }