The effect of temperature on the spatial learning rate of zebrafish ( Danio rerio )

Elevated temperature enhances task performance by improving cognitive abilities in common rudd (Scardinius erythrophthalmus)

The thermal sensitivity of task performance in ectothermic organisms may depend on how temperature affects mobility, cognitive ability, or their interaction. Furthermore, these processes may vary with experience or task difficulty. To test these predictions, we performed mesocosm experiments with common rudd (Scardinius erythrophthalmus) foraging for a high-density food reward (Artemia salina nauplii) across consecutive daily sessions under varying task difficulties (short, medium, and long distances to the reward, and presence or absence of experienced individuals) at two temperatures (16-26 °C). Results indicated that the thermal sensitivity of task performance ranged from Q10 = 2 to 9 across all treatments, peaking during the second and third sessions when fish learned the reward location most intensively. Q10 values increased with task difficulty, reaching their highest levels when inexperienced fish navigated long distances to the reward and foraged without guidance. In contrast, the thermal sensitivity of mobility remained stable across sessions, with a maximum Q10 of 2. The significantly higher thermal sensitivity of task performance compared to mobility, along with its positive relationship with task difficulty, suggests that performance improvements at elevated temperatures are driven not only by increased mobility but also by enhanced cognitive processes.

Lessons in cognition: A review of maze designs and procedures used to measure spatial learning in fish

The use of different mazes to assess spatial learning has become more common in fish behavior studies in recent decades. This increase in fish cognition research has opened the door to numerous possibilities for exciting and diverse questions, such as identifying ecological drivers of spatial cognition and understanding the role individual variation plays in navigational abilities. There are many different types of mazes, each with its own specific considerations, making it challenging to determine exactly which spatial test is the most relevant and appropriate for a particular experiment. Many spatial mazes, such as the T-maze and Y-maze, have been successfully adapted from rodent studies, particularly with respect to zebrafish, a widely accepted non-mammalian model in biomedical studies. Standardization across studies is increasing with these easily accessible maze designs, validating them for use in fish; however, variations in design (e.g., length of arms and scale) and procedure still exist, and the impact of these variations on results is largely unknown. The efforts to standardize mazes outside zebrafish work are also more limited. Other mazes have been developed specifically for use on fish, with design modifications varying widely, making it difficult to draw comparisons. In this review, we have highlighted the many design and procedural elements that should be considered for the acquisition of reliable behavioral data, with the goal of drawing readers' attention to aspects of experimentation that are often not given the careful consideration that they deserve. We then argue that additional focused research and reporting is needed to produce more reliable methods in spatial learning research across a broader range of subjects.

Parental thermal environment controls the offspring phenotype in Brook charr (Salvelinus fontinalis): insights from a transcriptomic study

Brook charr is a cold-water species which is highly sensitive to increased water temperatures, such as those associated with climate change. Environmental variation can potentially induce phenotypic changes that are inherited across generations, for instance, via epigenetic mechanisms. Here, we tested whether parental thermal regimes (intergenerational plasticity) and offspring-rearing temperatures (within-generational plasticity) modify the brain transcriptome of Brook charr progeny (fry stage). Parents were exposed to either cold or warm temperatures during final gonad maturation and their progeny were reared at 5 or 8 °C during the first stages of development. Illumina Novaseq6000 was used to sequence the brain transcriptome at the yolk sac resorption stage. The number of differentially expressed genes was very low when comparing fry reared at different temperatures (79 differentially expressed genes). In contrast, 9,050 differentially expressed genes were significantly differentially expressed between fry issued from parents exposed to either cold or warm temperatures. There was a significant downregulation of processes related to neural and synaptic activity in fry originating from the warm parental group vs fry from the cold parental one. We also observed significant upregulation of DNA methylation genes and of the most salient processes associated with compensation to warming, such as metabolism, cellular response to stress, and adaptive immunity.

Environmental conditions shape learning in larval zebrafish

Growing evidence reveals notable phenotypic plasticity in cognition among teleost fishes. One compelling example is the positive impact of enriched environments on learning performance. Most studies on this effect have focused on juvenile or later life stages, potentially overlooking the importance of early life plasticity. To address this gap, we investigated whether cognitive plasticity in response to environmental factors emerges during the larval stage in zebrafish. Our findings indicate that larvae exposed to an enriched environment after hatching exhibited enhanced habituation learning performance compared to their counterparts raised in a barren environment. This work underscores the presence of developmental phenotypic plasticity in cognition among teleost fish, extending its influence to the very earliest stages of an individual's life.

Alternation of social behaviors for zebrafish (Danio rerio) in response to acute cold stress

Low temperature is one of the most common abiotic stresses for aquatic ectotherms. Ambient low temperatures reduce the metabolic rate of teleosts, therefore, teleosts have developed strategies to modulate their physiological status for energy saving in response to cold stress, including behaviors, circulatory system, respiratory function, and metabolic adjustments. Many teleosts are social animals and they can live in large schools to serve a variety of functions, including predator avoidance, foraging efficiency, and reproduction. However, the impacts of acute cold stress on social behaviors of fish remain unclear. In the present study, we test the hypothesis that zebrafish alter their social behaviors for energy saving as a strategy in response to acute cold stress. We found that acute cold stress increased shoaling behavior that reflected a save-energy strategy for fish to forage and escape from the predators under cold stress. The aggressive levels measured by fighting behavior tests and mirror fighting tests were reduced by cold treatment. In addition, we also found that acute cold stress impaired the learning ability but did not affect memory. Our findings provided evidence that acute cold stress alters the social behaviors of aquatic ectotherms for energy saving; knowledge of their responses to cold is essential for their conservation and management.

A simple semi-automated home-tank method and procedure to explore classical associative learning in adult zebrafish

The zebrafish is a laboratory species that gained increasing popularity the last decade in a variety of subfields of biology, including toxicology, ecology, medicine, and the neurosciences. An important phenotype often measured in these fields is behaviour. Consequently, numerous new behavioural apparati and paradigms have been developed for the zebrafish, including methods for the analysis of learning and memory in adult zebrafish. Perhaps the biggest obstacle in these methods is that zebrafish is particularly sensitive to human handling. To overcome this confound, automated learning paradigms have been developed with varying success. In this manuscript, we present a semi-automated home tank-based learning/memory test paradigm utilizing visual cues, and show that it is capable of quantifying classical associative learning performance in zebrafish. We demonstrate that in this task, zebrafish successfully acquire the association between coloured-light and food reward. The hardware and software components of the task are easy and cheap to obtain and simple to assemble and set up. The procedures of the paradigm allow the test fish to remain completely undisturbed by the experimenter for several days in their home (test) tank, eliminating human handling or human interference induced stress. We demonstrate that the development of cheap and simple automated home-tank-based learning paradigms for the zebrafish is feasible. We argue that such tasks will allow us to better characterize numerous cognitive and mnemonic features of the zebrafish, including elemental as well as configural learning and memory, which will, in turn, also enhance our ability to study neurobiological mechanisms underlying learning and memory using this model organism.