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Equipped with a mini brain smaller than one cubic millimeter and containing only 950,000 neurons, honeybees could be indeed considered as having rather limited cognitive abilities. However, bees display a rich and interesting behavioral repertoire, in which learning and memory play a fundamental role in the framework of foraging activities. We focus on the question of whether adaptive behavior in honeybees exceeds simple forms of learning and whether the neural mechanisms of complex learning can be unraveled by studying the honeybee brain. Besides elemental forms of learning, in which bees learn specific and univocal links between events in their environment, bees also master different forms of non-elemental learning, including categorization, contextual learning and rule abstraction, both in the visual and in the olfactory domain. Different protocols allow accessing the neural substrates of some of these learning forms and understanding how complex problem solving can be achieved by a relatively simple neural architecture. These results underline the enormous richness of experience-dependent behavior in honeybees, its high flexibility, and the fact that it is possible to formalize and characterize in controlled laboratory protocols basic and higher-order cognitive processing using an insect as a model.

Concepts act as a cornerstone of human cognition. Humans and non-human primates learn conceptual relationships such as ‘same’, ‘different’, ‘larger than’, ‘better than’, among others. In all cases, the relationships have to be encoded by the brain independently of the physical nature of objects linked by the relation. Consequently, concepts are associated with high levels of cognitive sophistication and are not expected in an insect brain. Yet, various works have shown that the miniature brain of honeybees rapidly learns conceptual relationships involving visual stimuli. Concepts such as ‘same’, ‘different’, ‘above/below of’ or ‘left/right are well mastered by bees. We review here evidence about concept learning in honeybees and discuss both its potential adaptive advantage and its possible neural substrates. The results reviewed here challenge the traditional view attributing supremacy to larger brains when it comes to the elaboration of concepts and have wide implications for understanding how brains can form conceptual relations.

Animals use learning and memory to recognise cues that predict rewards or punishments, allowing flexible decision-making. When facing new stimuli, they often generalise – responding similarly to different but related cues – enabling adaptive behaviour despite natural variation. Pheromones, chemical signals central to social interactions, are known to affect learning and memory, but their role in generalisation is unknown. This study explores how formic acid, an alarm pheromone in Camponotus aethiops ants, influences odour discrimination and generalisation in an appetitive olfactory discrimination learning task. Using controlled conditioning, we found that formic acid affected learning asymmetrically: it enhanced discrimination when octanal was rewarded and hexanal punished but not when hexanal was rewarded and octanal punished, suggesting a shift in learning priorities. Unexpectedly, formic acid also increased responses to conditioned stimuli and novel odours but only when octanal was the rewarded stimulus. These findings suggest that formic acid modulates associative learning and generalisation in a context-dependent way. Rather than acting solely as an arousal trigger, formic acid appears to reshape cognitive processing by altering stimulus discrimination and odour sensitivity. This highlights a novel role for alarm pheromones in modulating cognition, with broader implications for understanding chemical communication in social insects and beyond.

Learning theories distinguish elemental from configural learning based on their different complexity. Although the former relies on simple and unambiguous links between the learned events, the latter deals with ambiguous discriminations in which conjunctive representations of events are learned as being different from their elements. In mammals, configural learning is mediated by brain areas that are either dispensable or partially involved in elemental learning. We studied whether the insect brain follows the same principles and addressed this question in the honey bee, the only insect in which configural learning has been demonstrated. We used a combination of conditioning protocols, disruption of neural activity, and optophysiological recording of olfactory circuits in the bee brain to determine whether mushroom bodies (MBs), brain structures that are essential for memory storage and retrieval, are equally necessary for configural and elemental olfactory learning. We show that bees with anesthetized MBs distinguish odors and learn elemental olfactory discriminations but not configural ones, such as positive and negative patterning. Inhibition of GABAergic signaling in the MB calyces, but not in the lobes, impairs patterning discrimination, thus suggesting a requirement of GABAergic feedback neurons from the lobes to the calyces for nonelemental learning. These results uncover a previously unidentified role for MBs besides memory storage and retrieval: namely, their implication in the acquisition of ambiguous discrimination problems. Thus, in insects as in mammals, specific brain regions are recruited when the ambiguity of learning tasks increases, a fact that reveals similarities in the neural processes underlying the elucidation of ambiguous tasks across species.

Associative learning plays a fundamental role in the life of honey bees, especially in the context of foraging for food sources. This learning capacity can be investigated through controlled experiments conducted under laboratory, semi-natural, and near-natural conditions, to understand the general principles of learning and motivation. Honey bees can be trained to solve different elemental and non-elemental learning tasks by pairing a conditioned stimulus such as an odor with sucrose as an unconditioned stimulus and reward. Laboratory studies with restrained bees demonstrated that sucrose responsiveness is positively correlated with both elemental olfactory learning performance and responsiveness to stimuli of different sensory modalities, such as odors and visual stimuli. Here, we tested for the first time how responsiveness to sucrose and light is related to performance in elemental and non-elemental visual learning under free-flying conditions. Sensory responsiveness and learning proficiency did not correlate, nor did sucrose responsiveness correlate with responsiveness to light. These results indicate that relationships among responsiveness to sucrose and light and learning proficiency, as established under restrained laboratory conditions, may not translate to the natural behavior of bees in the field. This finding points toward the context-dependent importance of responsiveness to light and sucrose during associative learning under restrained or free-flying conditions.

Biogenic amines play an important role in the regulation of appetitive responses in insects. Among them, serotonin (5-HT) regulates feeding-related processes in numerous insect species. In carpenter ants, 5-HT administration has been shown to depress feeding behavior, thus opening the possibility of using 5-HT modulation in control strategies against those species considered as pest. Here we studied if administration of a 5-HT antagonist, ketanserin, promotes feeding of a sucrose solution and a toxic bait in carpenter ants Camponotus mus . We found that 3 h after a single oral administration of ketanserin, the mass of sucrose solution consumed by carpenter ants increased significantly. A similar effect was found after a chronic administration that lasted 5 days. Yet, ketanserin did neither affect the intake rates nor the activity of the pharyngeal pump that mediates feeding dynamics. In addition, ketanserin promoted the consumption of a toxic bait based on boric acid. Our results thus show that feeding motivation and consumption of both sucrose solution and a toxic bait can be enhanced via prior administration of ketanserin. We discuss the possible mechanisms underlying these effects and conclude that understanding basic physiological and neural principles that underlie feeding motivation allows establishing more efficient control strategies for pest insects.

Odour processing exhibits multiple parallels between vertebrate and invertebrate olfactory systems. Insects, in particular, have emerged as relevant models for olfactory studies because of the tractability of their olfactory circuits. Here, we used fast calcium imaging to track the activity of projection neurons in the honey bee antennal lobe (AL) during olfactory stimulation at high temporal resolution. We observed a heterogeneity of response profiles and an abundance of inhibitory activities, resulting in various response latencies and stimulus-specific post-odour neural signatures. Recorded calcium signals were fed to a mushroom body (MB) model constructed implementing the fundamental features of connectivity between olfactory projection neurons, Kenyon cells (KC), and MB output neurons (MBON). The model accounts for the increase of odorant discrimination in the MB compared to the AL and reveals the recruitment of two distinct KC populations that represent odorants and their aftersmell as two separate but temporally coherent neural objects. Finally, we showed that the learning-induced modulation of KC-to-MBON synapses can explain both the variations in associative learning scores across different conditioning protocols used in bees and the bees' response latency. Thus, it provides a simple explanation of how the time contingency between the stimulus and the reward can be encoded without the need for time tracking. This study broadens our understanding of olfactory coding and learning in honey bees. It demonstrates that a model based on simple MB connectivity rules and fed with real physiological data can explain fundamental aspects of odour processing and associative learning.

Research on associative learning typically focuses on behavioral and neural changes in response to learned stimuli. In Pavlovian conditioning, changes in responsiveness to conditioned stimuli are crucial for demonstrating learning. A less explored, but equally important, question is whether learning can induce changes not only in the processing of conditioned stimuli but also in the processing of unconditioned stimuli. In this study, we addressed this question by combining reinforcer-sensitivity assays with Pavlovian conditioning in honey bees. We focused on aversive shock responsiveness, measuring the sting extension response to electric shocks of increasing voltage, and examined the effect of aversive olfactory conditioning—where bees learn to associate an odor with shock—on shock responsiveness. After experiencing electric shocks during conditioning, the bees showed a persistent decrease in responsiveness to lower voltages, observable three days after conditioning, indicating reduced shock sensitivity. This effect was specific to electric shock, as appetitive conditioning involving a sucrose reinforcer did not alter shock responsiveness, leaving shock sensitivity unchanged. These findings highlight a previously unexplored effect of associative learning on reinforcer sensitivity, demonstrating a lasting decrease of responsiveness to reinforcer intensities perceived as less relevant than that encountered during conditioning.

While our conceptual understanding of emotions is largely based on human subjective experiences, research in comparative cognition has shown growing interest in the existence and identification of \"emotion-like\" states in non-human animals. There is still ongoing debate about the nature of emotions in animals (especially invertebrates), and certainly their existence and the existence of certain expressive behaviors displaying internal emotional states raise a number of exciting and challenging questions. Interestingly, at least superficially, insects (bees and flies) seem to fulfill the basic requirements of emotional behavior. Yet, recent works go a step further by adopting terminologies and interpretational frameworks that could have been considered as crude anthropocentrism and that now seem acceptable in the scientific literature on invertebrate behavior and cognition. This change in paradigm requires, therefore, that the question of emotions in invertebrates is reconsidered from a cautious perspective and with parsimonious explanations. Here we review and discuss this controversial topic based on the recent finding that bumblebees experience positive emotions while experiencing unexpected sucrose rewards, but also incorporating a broader survey of recent literature in which similar claims have been done for other invertebrates. We maintain that caution is warranted before attributing emotion-like states to honey bees and bumble bees as some experimental caveats may undermine definitive conclusions. We suggest that interpreting many of these findings in terms of motivational drives may be less anthropocentrically biased and more cautious, at least until more careful experiments warrant the use of an emotion-related terminology.

Invertebrates have contributed greatly to our understanding of associative learning because they allow learning protocols to be combined with experimental access to the nervous system. The honeybee Apis mellifera constitutes a standard model for the study of appetitive learning and memory since it was shown, almost a century ago, that bees learn to associate different sensory cues with a reward of sugar solution. However, up to now, no study has explored aversive learning in bees in such a way that simultaneous access to its neural bases is granted. Using odorants paired with electric shocks, we conditioned the sting extension reflex, which is exhibited by harnessed bees when subjected to a noxious stimulation. We show that this response can be conditioned so that bees learn to extend their sting in response to the odorant previously punished. Bees also learn to extend the proboscis to one odorant paired with sugar solution and the sting to a different odorant paired with electric shock, thus showing that they can master both appetitive and aversive associations simultaneously. Responding to the appropriate odorant with the appropriate response is possible because two different biogenic amines, octopamine and dopamine subserve appetitive and aversive reinforcement, respectively. While octopamine has been previously shown to substitute for appetitive reinforcement, we demonstrate that blocking of dopaminergic, but not octopaminergic, receptors suppresses aversive learning. Therefore, aversive learning in honeybees can now be accessed both at the behavioral and neural levels, thus opening new research avenues for understanding basic mechanisms of learning and memory.