The Experts below are selected from a list of 279 Experts worldwide ranked by ideXlab platform
Catherine L. Peichel - One of the best experts on this subject based on the ideXlab platform.
-
Evolution of Schooling Behavior in Threespine Sticklebacks Is Shaped by the Eda Gene.
Genetics, 2016Co-Authors: Anna K. Greenwood, Margaret G. Mills, Abigail R. Wark, Sophie L. Archambeault, Catherine L. PeichelAbstract:Despite longstanding interest in the genetic mechanisms that underlie Behavioral evolution, very few genes that underlie naturally occurring variation in Behavior between individuals or species are known, particularly in vertebrates. Here, we build on our previous forward genetic mapping experiments and use transgenic approaches to identify Ectodysplasin as a gene that causes differences in Schooling Behavior between wild populations of threespine stickleback (Gasterosteus aculeatus) fish. This work provides rare insight into the proximate mechanisms that have shaped the evolution of vertebrate Behavior.
-
Genetic and Neural Modularity Underlie the Evolution of Schooling Behavior in Threespine Sticklebacks
Current biology : CB, 2013Co-Authors: Anna K. Greenwood, Abigail R. Wark, Kohta Yoshida, Catherine L. PeichelAbstract:Although descriptions of striking diversity in animal Behavior are plentiful, little is known about the mechanisms by which Behaviors change and evolve between groups. To fully understand Behavioral evolution, it will be necessary to identify the genetic mechanisms that mediate Behavioral change in a natural context. Genetic analysis of Behavior can also reveal associations between Behavior and morphological or neural phenotypes, providing insight into the proximate mechanisms that control Behavior. Relatively few studies to date have successfully identified genes or genomic regions that contribute to Behavioral variation among natural populations or species, particularly in vertebrates. Here, we apply genetic approaches to dissect a complex social Behavior that has long fascinated biologists, Schooling Behavior. We performed quantitative trait locus (QTL) analysis of Schooling in an F2 intercross between strongly Schooling marine and weakly Schooling benthic sticklebacks (Gasterosteus aculeatus) and found that distinct genetic modules control different aspects of Schooling Behavior. Two key components of the Behavior, tendency to school and body position when Schooling, are uncorrelated in hybrids and map to different genomic regions. Our results further point to a genetic link between one Behavioral component, Schooling position, and variation in the neurosensory lateral line.
-
Heritable Differences in Schooling Behavior among Threespine Stickleback Populations Revealed by a Novel Assay
PloS one, 2011Co-Authors: Abigail R. Wark, Anna K. Greenwood, Elspeth M. Taylor, Kohta Yoshida, Catherine L. PeichelAbstract:Identifying the proximate and ultimate mechanisms of social Behavior remains a major goal of Behavioral biology. In particular, the complex social interactions mediating Schooling Behavior have long fascinated biologists, leading to theoretical and empirical investigations that have focused on Schooling as a group-level phenomenon. However, methods to examine the Behavior of individual fish within a school are needed in order to investigate the mechanisms that underlie both the performance and the evolution of Schooling Behavior. We have developed a technique to quantify the Schooling Behavior of an individual in standardized but easily manipulated social circumstances. Using our model school assay, we show that threespine sticklebacks (Gasterosteus aculeatus) from alternative habitats differ in Behavior when tested in identical social circumstances. Not only do marine sticklebacks show increased association with the model school relative to freshwater benthic sticklebacks, they also display a greater degree of parallel swimming with the models. Taken together, these data indicate that marine sticklebacks exhibit a stronger tendency to school than benthic sticklebacks. We demonstrate that these population-level differences in Schooling tendency are heritable and are shared by individuals within a population even when they have experienced mixed-population housing conditions. Finally, we begin to explore the stimuli that elicit Schooling Behavior in these populations. Our data suggest that the difference in Schooling tendency between marine and benthic sticklebacks is accompanied by differential preferences for social vs. non-social and moving vs. stationary shelter options. Our study thus provides novel insights into the evolution of Schooling Behavior, as well as a new experimental approach to investigate the genetic and neural mechanisms that underlie this complex social Behavior.
Masaru Tanaka - One of the best experts on this subject based on the ideXlab platform.
-
Onsets of Schooling Behavior and social transmission in chub mackerel Scomber japonicus
Behavioral Ecology and Sociobiology, 2007Co-Authors: Shinnosuke Nakayama, Reiji Masuda, Masaru TanakaAbstract:Grouping Behavior has various types of antipredator functions. Some of these functions require social transmission of information, such as the many-eyes effect, whereas others do not, such as the dilution and confusion effects. Functions of grouping Behavior would enhance with social transmission among group members. We investigated and compared the onsets of Schooling Behavior and social transmission of information in chub mackerel Scomber japonicus. Onset of Schooling Behavior was observed in rearing tanks by calculating the degree of parallel swimming. Onset of social transmission was examined by using visual cues from conspecifics. A group of five individuals was put in each of three experimental chambers from which they could see a group of conspecifics in the neighboring chamber. A weak electric stimulus was given to one of these chambers, and information transfer among individuals was observed. We found that social transmission by visual cues started on 30 days posthatching (25.1 mm in standard length), which was 2 weeks after the onset of Schooling Behavior. The late onset of social transmission relative to Schooling Behavior might be attributed to different predation pressure with development, or by underdevelopment of optic tectum, as the volume of the optic tectum did not increase just after the onset of Schooling Behavior.
-
development of Schooling Behavior in spanish mackerel scomberomorus niphonius during early ontogeny
Fisheries Science, 2003Co-Authors: Reiji Masuda, Shinnosuke Nakayama, Jun Shoji, Masaru TanakaAbstract:Development of Schooling Behavior was studied in hatchery-reared Spanish mackerel Scomberomorus niphonius. Behavior of larvae and juveniles was video recorded from above in a 500-L rearing tank from day 7 up to day 23 at 1-2-day intervals. For the video image analysis, separation angle (SA), nearest neighbor distance (NND), separation swimming angle (SSA) and separation swimming index (SSI) were defined and measured. Schooling Behavior developed from day 17 (15.9mm in standard length (SL)) to day 19 (19.6mm in SL). During this period, SA and NND decreased significantly, suggesting that they started aggregation forming parallel orientation. Sepa- ration swimming angle and SSI also decreased dramatically in this period. After day 17 and up to day 23 (26.6mm in SL), these parameters of Schooling Behavior did not show much change, suggesting that Schooling Behavior of Spanish mackerel juveniles was completed by day 19. Rela- tively high values of NND (1.2-1.5-fold SL compared to <1.0 in most other species) and SSI (0.6- 0.8 compared to 0.15-0.29 in chub mackerel Scomber japonicus) reflected a loose school as pelagic fish juveniles, and in this way they might have been minimizing the risk of cannibalism in this piscivorous species.
-
effect of prey items on the development of Schooling Behavior in chub mackerel scomber japonicus in the laboratory
Fisheries Science, 2003Co-Authors: Shinnosuke Nakayama, Reiji Masuda, Jun Shoji, Toshio Takeuchi, Masaru TanakaAbstract:Chub mackerel Scomber japonicus can use both zooplankton and fish larvae as prey items depending on their dietary environment in their larval and early juvenile stages. Here, we compared the development of Schooling Behavior in chub mackerel fed either Artemia nauplii (plankton-fed group) or the yolk-sac larvae of red sea bream (fish-fed group). Video recording was conducted in rearing tanks followed by analysis of separation swimming index as a criterion of Schooling Behavior. As a result, early juvenile mackerel in the plankton-fed group did not show Schooling Behavior up to day 22 (at 25 mm standard length (SL)), whereas those in the fish-fed group completed Schooling Behavior on day 18 (at 19 mm SL). Lack of Schooling Behavior in the plankton- fed group may be attributed to the low level of highly unsaturated fatty acids, especially docosa- hexaenoic acid, in their diet, without which a deficiency in the development of the central nervous systems may have occurred. Alternatively, chub mackerel juveniles in the plankton-rich environment may have adapted the balance of feeding and antipredator performance and, thus, delayed the development of Schooling.
-
Development of Schooling Behavior in Spanish mackerel Scomberomorus niphonius during early ontogeny
Fisheries Science, 2003Co-Authors: Reiji Masuda, Shinnosuke Nakayama, Jun Shoji, Masaru TanakaAbstract:Development of Schooling Behavior was studied in hatchery-reared Spanish mackerel Scomberomorus niphonius. Behavior of larvae and juveniles was video recorded from above in a 500-L rearing tank from day 7 up to day 23 at 1-2-day intervals. For the video image analysis, separation angle (SA), nearest neighbor distance (NND), separation swimming angle (SSA) and separation swimming index (SSI) were defined and measured. Schooling Behavior developed from day 17 (15.9mm in standard length (SL)) to day 19 (19.6mm in SL). During this period, SA and NND decreased significantly, suggesting that they started aggregation forming parallel orientation. Sepa- ration swimming angle and SSI also decreased dramatically in this period. After day 17 and up to day 23 (26.6mm in SL), these parameters of Schooling Behavior did not show much change, suggesting that Schooling Behavior of Spanish mackerel juveniles was completed by day 19. Rela- tively high values of NND (1.2-1.5-fold SL compared to
Eric D Tytell - One of the best experts on this subject based on the ideXlab platform.
-
The effects of lateral line ablation and regeneration in Schooling giant danios.
The Journal of experimental biology, 2018Co-Authors: Prasong J Mekdara, Margot A B Schwalbe, Laura L Coughlin, Eric D TytellAbstract:Fish use multiple sensory systems, including vision and their lateral line system, to maintain position and speed within a school. Although previous studies have shown that ablating the lateral line alters Schooling Behavior, no one has examined how the Behavior recovers as the sensory system regenerates. We studied how Schooling Behavior changes in giant danios, Devario aequipinnatus, when their lateral line system is chemically ablated and after the sensory hair cells regenerate. We found that fish could school normally immediately after chemical ablation, but that they had trouble Schooling 1-2 weeks after the chemical treatment, when the hair cells had fully regenerated. We filmed groups of giant danios with two high-speed cameras and reconstructed the three-dimensional positions of each fish within a group. One fish in the school was treated with gentamycin to ablate all hair cells. Both types of neuromasts (canal and superficial) were completely ablated after treatment, but fully regenerated after 1 week. We quantified the structure of the school using nearest neighbor distance, bearing, elevation, and the cross-correlation of velocity between each pair of fish. Treated fish maintained a normal position within the school immediately after the lateral line ablation, but could not school normally 1 or 2 weeks after treatment, even though the neuromasts had fully regenerated. By 4-8 weeks post-treatment, the treated fish could again school normally. These results demonstrate that the Behavioral recovery after lateral line ablation is a longer process than the regeneration of the hair cells themselves.
-
The effects of lateral line ablation and regeneration in Schooling giant danios.
The Journal of Experimental Biology, 2018Co-Authors: Prasong J Mekdara, Margot A B Schwalbe, Laura L Coughlin, Eric D TytellAbstract:Fish use multiple sensory systems, including vision and their lateral line system, to maintain position and speed within a school. Although previous studies have shown that ablating the lateral line alters Schooling Behavior, no one has examined how the Behavior recovers as the sensory system regenerates. We studied how Schooling Behavior changes in giant danios Devario aequipinnatus when their lateral line system is chemically ablated and after the sensory hair cells regenerate. We found that fish could school normally immediately after chemical ablation, but that they had trouble Schooling one to two weeks after the chemical treatment, when the hair cells had fully regenerated. We filmed groups of giant danios with two high-speed cameras and reconstructed the 3D positions of each fish within a group. One fish in the school was treated with gentamycin to ablate all hair cells. Both types of neuromasts, canal and superficial, were completely ablated after treatment but fully regenerated after one week. We quantified the structure of the school using nearest neighbor distance, bearing, elevation, and the cross-correlation of velocity between each pair of fish. Treated fish maintained a normal position within the school immediately after the lateral line ablation, but could not school normally one or two weeks after treatment, even though the neuromasts had fully regenerated. By four to eight weeks post-treatment, the treated fish could again school normally. These results demonstrate that the Behavioral recovery after lateral line ablation is a longer process than the regeneration of the hair cells themselves.
Anna K. Greenwood - One of the best experts on this subject based on the ideXlab platform.
-
Evolution of Schooling Behavior in Threespine Sticklebacks Is Shaped by the Eda Gene.
Genetics, 2016Co-Authors: Anna K. Greenwood, Margaret G. Mills, Abigail R. Wark, Sophie L. Archambeault, Catherine L. PeichelAbstract:Despite longstanding interest in the genetic mechanisms that underlie Behavioral evolution, very few genes that underlie naturally occurring variation in Behavior between individuals or species are known, particularly in vertebrates. Here, we build on our previous forward genetic mapping experiments and use transgenic approaches to identify Ectodysplasin as a gene that causes differences in Schooling Behavior between wild populations of threespine stickleback (Gasterosteus aculeatus) fish. This work provides rare insight into the proximate mechanisms that have shaped the evolution of vertebrate Behavior.
-
Genetic and Neural Modularity Underlie the Evolution of Schooling Behavior in Threespine Sticklebacks
Current biology : CB, 2013Co-Authors: Anna K. Greenwood, Abigail R. Wark, Kohta Yoshida, Catherine L. PeichelAbstract:Although descriptions of striking diversity in animal Behavior are plentiful, little is known about the mechanisms by which Behaviors change and evolve between groups. To fully understand Behavioral evolution, it will be necessary to identify the genetic mechanisms that mediate Behavioral change in a natural context. Genetic analysis of Behavior can also reveal associations between Behavior and morphological or neural phenotypes, providing insight into the proximate mechanisms that control Behavior. Relatively few studies to date have successfully identified genes or genomic regions that contribute to Behavioral variation among natural populations or species, particularly in vertebrates. Here, we apply genetic approaches to dissect a complex social Behavior that has long fascinated biologists, Schooling Behavior. We performed quantitative trait locus (QTL) analysis of Schooling in an F2 intercross between strongly Schooling marine and weakly Schooling benthic sticklebacks (Gasterosteus aculeatus) and found that distinct genetic modules control different aspects of Schooling Behavior. Two key components of the Behavior, tendency to school and body position when Schooling, are uncorrelated in hybrids and map to different genomic regions. Our results further point to a genetic link between one Behavioral component, Schooling position, and variation in the neurosensory lateral line.
-
Heritable Differences in Schooling Behavior among Threespine Stickleback Populations Revealed by a Novel Assay
PloS one, 2011Co-Authors: Abigail R. Wark, Anna K. Greenwood, Elspeth M. Taylor, Kohta Yoshida, Catherine L. PeichelAbstract:Identifying the proximate and ultimate mechanisms of social Behavior remains a major goal of Behavioral biology. In particular, the complex social interactions mediating Schooling Behavior have long fascinated biologists, leading to theoretical and empirical investigations that have focused on Schooling as a group-level phenomenon. However, methods to examine the Behavior of individual fish within a school are needed in order to investigate the mechanisms that underlie both the performance and the evolution of Schooling Behavior. We have developed a technique to quantify the Schooling Behavior of an individual in standardized but easily manipulated social circumstances. Using our model school assay, we show that threespine sticklebacks (Gasterosteus aculeatus) from alternative habitats differ in Behavior when tested in identical social circumstances. Not only do marine sticklebacks show increased association with the model school relative to freshwater benthic sticklebacks, they also display a greater degree of parallel swimming with the models. Taken together, these data indicate that marine sticklebacks exhibit a stronger tendency to school than benthic sticklebacks. We demonstrate that these population-level differences in Schooling tendency are heritable and are shared by individuals within a population even when they have experienced mixed-population housing conditions. Finally, we begin to explore the stimuli that elicit Schooling Behavior in these populations. Our data suggest that the difference in Schooling tendency between marine and benthic sticklebacks is accompanied by differential preferences for social vs. non-social and moving vs. stationary shelter options. Our study thus provides novel insights into the evolution of Schooling Behavior, as well as a new experimental approach to investigate the genetic and neural mechanisms that underlie this complex social Behavior.
Abigail R. Wark - One of the best experts on this subject based on the ideXlab platform.
-
Evolution of Schooling Behavior in Threespine Sticklebacks Is Shaped by the Eda Gene.
Genetics, 2016Co-Authors: Anna K. Greenwood, Margaret G. Mills, Abigail R. Wark, Sophie L. Archambeault, Catherine L. PeichelAbstract:Despite longstanding interest in the genetic mechanisms that underlie Behavioral evolution, very few genes that underlie naturally occurring variation in Behavior between individuals or species are known, particularly in vertebrates. Here, we build on our previous forward genetic mapping experiments and use transgenic approaches to identify Ectodysplasin as a gene that causes differences in Schooling Behavior between wild populations of threespine stickleback (Gasterosteus aculeatus) fish. This work provides rare insight into the proximate mechanisms that have shaped the evolution of vertebrate Behavior.
-
Genetic and Neural Modularity Underlie the Evolution of Schooling Behavior in Threespine Sticklebacks
Current biology : CB, 2013Co-Authors: Anna K. Greenwood, Abigail R. Wark, Kohta Yoshida, Catherine L. PeichelAbstract:Although descriptions of striking diversity in animal Behavior are plentiful, little is known about the mechanisms by which Behaviors change and evolve between groups. To fully understand Behavioral evolution, it will be necessary to identify the genetic mechanisms that mediate Behavioral change in a natural context. Genetic analysis of Behavior can also reveal associations between Behavior and morphological or neural phenotypes, providing insight into the proximate mechanisms that control Behavior. Relatively few studies to date have successfully identified genes or genomic regions that contribute to Behavioral variation among natural populations or species, particularly in vertebrates. Here, we apply genetic approaches to dissect a complex social Behavior that has long fascinated biologists, Schooling Behavior. We performed quantitative trait locus (QTL) analysis of Schooling in an F2 intercross between strongly Schooling marine and weakly Schooling benthic sticklebacks (Gasterosteus aculeatus) and found that distinct genetic modules control different aspects of Schooling Behavior. Two key components of the Behavior, tendency to school and body position when Schooling, are uncorrelated in hybrids and map to different genomic regions. Our results further point to a genetic link between one Behavioral component, Schooling position, and variation in the neurosensory lateral line.
-
Heritable Differences in Schooling Behavior among Threespine Stickleback Populations Revealed by a Novel Assay
PloS one, 2011Co-Authors: Abigail R. Wark, Anna K. Greenwood, Elspeth M. Taylor, Kohta Yoshida, Catherine L. PeichelAbstract:Identifying the proximate and ultimate mechanisms of social Behavior remains a major goal of Behavioral biology. In particular, the complex social interactions mediating Schooling Behavior have long fascinated biologists, leading to theoretical and empirical investigations that have focused on Schooling as a group-level phenomenon. However, methods to examine the Behavior of individual fish within a school are needed in order to investigate the mechanisms that underlie both the performance and the evolution of Schooling Behavior. We have developed a technique to quantify the Schooling Behavior of an individual in standardized but easily manipulated social circumstances. Using our model school assay, we show that threespine sticklebacks (Gasterosteus aculeatus) from alternative habitats differ in Behavior when tested in identical social circumstances. Not only do marine sticklebacks show increased association with the model school relative to freshwater benthic sticklebacks, they also display a greater degree of parallel swimming with the models. Taken together, these data indicate that marine sticklebacks exhibit a stronger tendency to school than benthic sticklebacks. We demonstrate that these population-level differences in Schooling tendency are heritable and are shared by individuals within a population even when they have experienced mixed-population housing conditions. Finally, we begin to explore the stimuli that elicit Schooling Behavior in these populations. Our data suggest that the difference in Schooling tendency between marine and benthic sticklebacks is accompanied by differential preferences for social vs. non-social and moving vs. stationary shelter options. Our study thus provides novel insights into the evolution of Schooling Behavior, as well as a new experimental approach to investigate the genetic and neural mechanisms that underlie this complex social Behavior.