Schausberger Peter, Çekin Demet, Litin Alena
Department of Behavioral and Cognitive Biology University of Vienna Vienna Austria.
Group of Arthropod Ecology and Behavior Department of Crop Sciences University of Natural Resources and Life Sciences Vienna Austria.
J Appl Ecol. 2021 Jan;58(1):158-166. doi: 10.1111/1365-2664.13791. Epub 2020 Nov 16.
Learning is a behavioural change based on memory of previous experiences and a ubiquitous phenomenon in animals. Learning effects are commonly life-stage- and age-specific. In many animals, early life experiences lead to pervasive and persistent behavioural changes.There is broad consensus that learning has far-reaching implications to biological control. Proximate and ultimate factors of individual learning by parasitoids and true predators are relatively well understood, yet the consequences of learning to higher organizational levels, populations and communities, and top-down trophic cascades are unexplored.We addressed this issue using a tri-trophic system consisting of predatory mites , Western flower thrips and whole common bean plants, . are notorious horticultural pests that are difficult to control. Therefore, practitioners have much to gain by optimizing biological control of thrips.Previous studies have shown that early life experience of thrips by improves foraging on thrips later in life due to decreased prey recognition times and increased predation rates, together enhancing predator fecundity. Here, we hypothesized that early learning by enhances biological control of thrips via immediate and cascading effects. We predicted that release of thrips-experienced predators enhances predator population growth and thrips suppression and reduces plant damage as compared to release of thrips-naïve predators.The behavioural changes brought about by early learning cascaded up to the population and community levels. Thrips-experienced predators caused favourable immediate and cascading effects that could not be compensated for in populations founded by thrips-naïve predators. Populations founded by thrips-experienced predators grew faster, reached higher abundances, were more efficacious in suppressing an emerging thrips population and kept plant damage at lower levels than populations founded by thrips-naïve predators. Plant fecundity correlated negatively with thrips abundance and positively with predatory mite abundance. Improved biological control was mainly due to thrips-experienced founders providing for a head-start in predator population growth and thrips suppression. . Our study suggests that learned natural enemies have high potential to optimize augmentative biological control on a larger scale due to favourably modulating organizational upward and trophic top-down cascades.
学习是一种基于对先前经历的记忆而产生的行为变化,是动物中普遍存在的现象。学习效应通常具有特定的生命阶段和年龄特征。在许多动物中,早期生活经历会导致广泛而持久的行为变化。人们普遍认为,学习对生物控制具有深远影响。寄生蜂和真正的捕食者个体学习的近端和远端因素相对已得到较好的理解,但学习对更高组织层次、种群和群落以及自上而下的营养级联的影响尚未得到探索。我们使用由捕食螨、西花蓟马和完整的普通豆植株组成的三级营养系统来解决这个问题。西花蓟马是臭名昭著且难以控制的园艺害虫。因此,从业者通过优化蓟马的生物控制可获得很多益处。先前的研究表明,由于猎物识别时间减少和捕食率提高,捕食螨对蓟马的早期生活经历会改善其在后期生活中对蓟马的捕食,这共同提高了捕食者的繁殖力。在这里,我们假设捕食螨的早期学习通过直接和级联效应增强了对蓟马的生物控制。我们预测,与释放没有蓟马经历的捕食者相比,释放有蓟马经历的捕食者会增强捕食者种群增长和对蓟马的抑制,并减少植物损害。早期学习带来的行为变化级联到了种群和群落水平。有蓟马经历的捕食者产生了有利的直接和级联效应,而在由没有蓟马经历的捕食者建立的种群中,这些效应无法得到补偿。与由没有蓟马经历的捕食者建立的种群相比,由有蓟马经历的捕食者建立的种群增长更快,达到更高的丰度,在抑制新出现的蓟马种群方面更有效,并将植物损害保持在较低水平。植物繁殖力与蓟马丰度呈负相关,与捕食螨丰度呈正相关。生物控制的改善主要是由于有蓟马经历的创始个体在捕食者种群增长和蓟马抑制方面提供了先机。我们的研究表明,由于有利地调节了组织向上和营养级自上而下的级联,有学习能力的天敌在更大规模上优化增强生物控制具有很大潜力。