Kacsoh Balint Z, Bozler Julianna, Ramaswami Mani, Bosco Giovanni
Department of Genetics, Geisel School of Medicine at Dartmouth, Hanover, United States.
Smurfit Institute of Genetics, Department of Zoology, Trinity College Dublin, Dublin, Ireland.
Elife. 2015 May 13;4:e07423. doi: 10.7554/eLife.07423.
Behavioral adaptation to environmental threats and subsequent social transmission of adaptive behavior has evolutionary implications. In Drosophila, exposure to parasitoid wasps leads to a sharp decline in oviposition. We show that exposure to predator elicits both an acute and learned oviposition depression, mediated through the visual system. However, long-term persistence of oviposition depression after predator removal requires neuronal signaling functions, a functional mushroom body, and neurally driven apoptosis of oocytes through effector caspases. Strikingly, wasp-exposed flies (teachers) can transmit egg-retention behavior and trigger ovarian apoptosis in naive, unexposed flies (students). Acquisition and behavioral execution of this socially learned behavior by naive flies requires all of the factors needed for primary learning. The ability to teach does not require ovarian apoptosis. This work provides new insight into genetic and physiological mechanisms that underlie an ecologically relevant form of learning and mechanisms for its social transmission.
对环境威胁的行为适应以及随后适应性行为的社会传播具有进化意义。在果蝇中，接触寄生蜂会导致产卵量急剧下降。我们发现，接触捕食者会引发急性和习得性产卵抑制，这是通过视觉系统介导的。然而，捕食者移除后产卵抑制的长期持续需要神经元信号传导功能、功能性蘑菇体以及效应半胱天冬酶介导的卵母细胞神经驱动凋亡。令人惊讶的是，接触过黄蜂的果蝇（“教师”）可以将留卵行为传递给未接触过的天真果蝇（“学生”），并触发其卵巢凋亡。天真果蝇对这种社会学习行为的习得和行为执行需要初级学习所需的所有因素。传授能力并不需要卵巢凋亡。这项工作为一种与生态相关的学习形式及其社会传播机制背后的遗传和生理机制提供了新的见解。
