| 1. |
- Abbey-Lee, Robin N., et al.
(författare)
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The Influence of Rearing on Behavior, Brain Monoamines, and Gene Expression in Three-Spined Sticklebacks
- 2018
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Ingår i: Brain, behavior, and evolution. - Basel : S. Karger AG. - 0006-8977 .- 1421-9743. ; 91:4, s. 201-213
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Tidskriftsartikel (refereegranskat)abstract
- The causes of individual variation in behavior are often not well understood, and potential underlying mechanisms include both intrinsic and extrinsic factors, such as early environmental, physiological, and genetic differences. In an exploratory laboratory study, we raised three-spined sticklebacks (Gasterosteus aculeatus) under 4 different environmental conditions (simulated predator environment, complex environment, variable social environment, and control). We investigated how these manipulations related to behavior, brain physiology, and gene expression later in life, with focus on brain dopamine and serotonin levels, turnover rates, and gene expression. The different rearing environments influenced behavior and gene expression, but did not alter monoamine levels or metabolites. Specifically, compared to control fish, fish exposed to a simulated predator environment tended to be less aggressive, more exploratory, and more neophobic; and fish raised in both complex and variable social environments tended to be less neophobic. Exposure to a simulated predator environment tended to lower expression of dopamine receptor DRD4A, a complex environment increased expression of dopamine receptor DRD1B, while a variable social environment tended to increase serotonin receptor 5-HTR2B and serotonin transporter SLC6A4A expression. Despite both behavior and gene expression varying with early environment, there was no evidence that gene expression mediated the relationship between early environment and behavior. Our results confirm that environmental conditions early in life can affect phenotypic variation. However, the mechanistic pathway of the monoaminergic systems translating early environmental variation into observed behavioral responses was not detected.
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| 2. |
- Favati, Anna, et al.
(författare)
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Personality remains : no effect of 3-week social status experience on personality in male fowl
- 2018
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Ingår i: Behavioral Ecology. - : Oxford University Press (OUP). - 1045-2249 .- 1465-7279. ; 29:2, s. 312-320
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Tidskriftsartikel (refereegranskat)abstract
- Behavioral responses of male fowl did not depend on social rank after 3 weeks in stable groups, but were consistent over time for an individual. Theory suggests that stable social states, for example, stable social hierarchies, may lead to consistent variation in behavior, that is, variation in personality. Our results suggest that variation in personality is not a consequence of variation in social status and that personality is more important than current social position in determining individual behavior in stable groups.Individuals often differ in behavior in a consistent way, that is, they show variation in personality. Understanding the processes explaining the emergence and maintenance of this variation is a current major topic in the field of animal behavioral research. Recent theoretical models predict that differences in various states can generate individual variation in behavior. Previous studies have mainly focused on endogenous states like metabolic rate or energy reserves, but theory also suggests that states based on social interactions could play important roles in shaping personality. We have earlier demonstrated short-term status-dependent variation in behavior in the domestic fowl (Gallus gallus domesticus), but whether such behavioral variation remains also after a longer period of time, is unknown. Therefore, we examine the influence of social status on variation in behavior, using experimental manipulation of social status in pairs of male domestic fowl. We scored males in 3 personality assays (novel arena test, novel object test, and aggression test) before and after 3 weeks in pairs as either dominant or subordinate. We observed individual consistency of behavior despite alteration of social status. We further found no support for social status acting as a state that generates variation in personality over the used time interval: social status had no significant effect on the change in behavioral responses between repeated personality tests. Our results suggest that personality is more important than current social situation for describing individual behavior in stable groups.
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| 3. |
- Zidar, Josefina, et al.
(författare)
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The relationship between learning speed and personality is age- and task-dependent in red junglefowl
- 2018
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Ingår i: Behavioral Ecology and Sociobiology. - : Springer Science and Business Media LLC. - 0340-5443 .- 1432-0762. ; 72:10
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Tidskriftsartikel (refereegranskat)abstract
- Cognition is fundamental to animals’ lives and an important source of phenotypic variation. Nevertheless, research on individual variation in animal cognition is still limited. Further, although individual cognitive abilities have been suggested to be linked to personality (i.e., consistent behavioral differences among individuals), few studies have linked performance across multiple cognitive tasks to personality traits. Thus, the interplays between cognition and personality are still unclear. We therefore investigated the relationships between an important aspect of cognition, learning, and personality, by exposing young and adult red junglefowl (Gallus gallus) to multiple learning tasks (discriminative, reversal, and spatial learning) and personality assays (novel arena, novel object, and tonic immobility). Learning speed was not correlated across learning tasks, and learning speed in discrimination and spatial learning tasks did not co-vary with personality. However, learning speed in reversal tasks was associated with individual variation in exploration, and in an age-dependent manner. More explorative chicks learned the reversal task faster than less explorative ones, while the opposite association was found for adult females (learning speed could not be assayed in adult males). In the same reversal tasks, we also observed a sex difference in learning speed of chicks, with females learning faster than males. Our results suggest that the relationship between cognition and personality is complex, as shown by its task- and age-dependence, and encourage further investigation of the causality and dynamics of this relationship.
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