Role of facial familiarity and emotional expression intensity in ensemble emotion perception.

When looking at groups of people, we can extract information from the different faces to derive properties of the group, such as its average facial emotion, although how this average is computed remains a matter of debate. Here, we examined whether our participants' personal familiarity with the faces in the group, as well as the intensity of the facial expressions, biased ensemble perception. Participants judged the average emotional expression of ensembles of four different identities whose expressions depicted either neutral, angry, or happy emotions. For the angry and happy expressions, the intensity of the emotion could be either low (e.g., slightly happy) or high (very happy). When all the identities in the ensemble were unfamiliar, the presence of any high intensity emotional face biased ensemble perception towards its emotion. However, when a familiar face was present in the ensemble, perception was biased towards the familiar face's emotion regardless of its intensity. These findings reveal that how we perceive the average emotion of a group is influenced by both the emotional intensity and familiarity of the faces comprising the group, supporting the idea that different faces may be weighted differently in ensemble perception. These findings have important implications for the judgements we make about a group's overall emotional state may be biased by individuals within the group.

Mirror stimulation in Eurasian jays (Garrulus glandarius).

Mirror exposure elicits a wide range of behavioral responses, some of which have been considered as part of possible evidence of mirror self-recognition (MSR). These responses can range from social behaviors, indicating that an animal considers its own reflection as a conspecific, to mirror-guided and self-directed actions. Evidence of MSR has been found categorically in only a few species, such as in magpies, chimpanzees, horses, and elephants. Evidence in corvids is currently debated due to inconsistent findings. In this study, we investigated the reaction of Eurasian jays when presenting them with three mirror-stimulation tasks. Based on the overall behavioral patterns across these three tasks, conclusions about birds' understanding of a reflective surface, and their perception of the reflection as either themselves or as a conspecific, appear premature. We highlight how the high neophobia of corvids and other methodological constraints might have hindered the likelihood to approach and explore a mirror, preventing the emergence of behaviors typically associated with MSR. Furthermore, we discuss how motivational factors, methodological constraints and species differences should be considered when interpreting behavioral responses to mirrors.

Soil chemistry and fungal communities are associated with dieback in an Endangered Australian shrub.

Background and aims: Field surveys across known populations of the Endangered Persoonia hirsuta (Proteaceae) in 2019 suggested the soil environment may be associated with dieback in this species. To explore how characteristics of the soil environment (e.g., pathogens, nutrients, soil microbes) relate to dieback, a soil bioassay (Experiment 1) was conducted using field soils from two dieback effected P. hirsuta populations. Additionally, a nitrogen addition experiment (Experiment 2) was conducted to explore how the addition of soil nitrogen impacts dieback. Methods: The field soils were baited for pathogens, and soil physiochemical and microbial community characteristics were assessed and related to dieback among plants in the field and nursery-grown plants inoculated with the same field soils. Roots from inoculated plants were harvested to confirm the presence of soil pathogens and root-associated endophytes. Using these isolates, a dual culture antagonism assay was performed to examine competition among these microbes and identify candidate pathogens or pathogen antagonists. Results: Dieback among plants in the field and Experiment 1 was associated with soil physiochemical properties (nitrogen and potassium), and soil microbes were identified as significant indicators of healthy and dieback-affected plants. Plants in Experiment 2 exhibited greater dieback when treated with elevated nitrogen. Additionally, post-harvest culturing identified fungi and other soil pathogens, some of which exhibited antagonistic behavior. Conclusion: This study identified candidate fungi and soil physiochemical properties associated with observed dieback and dieback resistance in an Endangered shrub and provides groundwork for further exploring what drives dieback and how it can be managed to promote the conservation of wild populations. Supplementary Information: The online version contains supplementary material available at 10.1007/s11104-022-05724-7.

Investigation of mirror-self recognition in ravens (Corvus corax).

Large-brained birds, such as corvids and parrots, tend to fail tests for self-recognition (mirror self-recognition [MSR]), but the limited positive evidence for MSR in these species has been questioned due to methodological limitations. In the present study, we aimed to investigate MSR in ravens by performing three mirror tests: a mirror exposure test, a mirror preference test, and a mark test. Across all three tests, the ravens' behavior was not consistent with MSR. Three out of six ravens infrequently interacted with the mirror and the nonmirror surfaces. Two birds explored the mirror and occasionally displayed contingent behaviors. Finally, the ravens made very few social displays toward the mirror, suggesting that at this stage they did not treat their reflection as a conspecific. These findings, along with the current evidence available, raise further questions on the validity of relying on one test to establish self-recognition and call for the development of methods beyond mirror tests to explore self-recognition in nonhuman animals. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Stepping up to the thermogradient plate: a data framework for predicting seed germination under climate change.

BACKGROUND AND AIMS: Seed germination is strongly influenced by environmental temperatures. With global temperatures predicted to rise, the timing of germination for thousands of plant species could change, leading to potential decreases in fitness and ecosystem-wide impacts. The thermogradient plate (TGP) is a powerful but underutilized research tool that tests germination under a broad range of constant and alternating temperatures, giving researchers the ability to predict germination characteristics using current and future climates. Previously, limitations surrounding experimental design and data analysis methods have discouraged its use in seed biology research. METHODS: Here, we have developed a freely available R script that uses TGP data to analyse seed germination responses to temperature. We illustrate this analysis framework using three example species: Wollemia nobilis, Callitris baileyi and Alectryon subdentatus. The script generates >40 germination indices including germination rates and final germination across each cell of the TGP. These indices are then used to populate generalized additive models and predict germination under current and future monthly maximum and minimum temperatures anywhere on the globe. KEY RESULTS: In our study species, modelled data were highly correlated with observed data, allowing confident predictions of monthly germination patterns for current and future climates. Wollemia nobilis germinated across a broad range of temperatures and was relatively unaffected by predicted future temperatures. In contrast, C. baileyi and A. subdentatus showed strong seasonal temperature responses, and the timing for peak germination was predicted to shift seasonally under future temperatures. CONCLUSIONS: Our experimental workflow is a leap forward in the analysis of TGP experiments, increasing its many potential benefits, thereby improving research predictions and providing substantial information to inform management and conservation of plant species globally.

Mirror-mediated string-pulling task in Eurasian jays (Garrulus glandarius).

Mirror tasks can be used to investigate whether animals can instrumentally use a mirror to solve problems and can understand the correspondence between reflections and the real objects they represent. Two bird species, a corvid (New Caledonian crow) and a parrot (African grey parrot), have demonstrated the ability to use mirrors instrumentally in mirror-mediated spatial locating tasks. However, they have not been challenged with a mirror-guided reaching task, which involves a more complex understanding of the mirror's properties. In the present study, a task approximating the mirror-guided reaching task used in primate studies was adapted for, and given to, a corvid species (Eurasian jay) using a horizontal string-pulling paradigm. Four birds learned to pull the correct string to retrieve a food reward when they could see the food directly, whereas none used the reflected information to accomplish the same objective. Based on these results, it cannot be concluded whether these birds understand the correspondence between the location of the reward and its reflected information, or if the relative lack of visual-perceptual motor feedback given by the setup interfered with their performance. This novel task is posited to be conceptually more difficult compared to mirror-mediated spatial locating tasks, and should be used in avian species that have previously been successful at using the mirror instrumentally. This would establish whether these species can still succeed at it, and thus whether the task does indeed pose additional cognitive demands.

Data Science in Undergraduate Life Science Education: A Need for Instructor Skills Training.

There is a clear demand for quantitative literacy in the life sciences, necessitating competent instructors in higher education. However, not all instructors are versed in data science skills or research-based teaching practices. We surveyed biological and environmental science instructors (n = 106) about the teaching of data science in higher education, identifying instructor needs and illuminating barriers to instruction. Our results indicate that instructors use, teach, and view data management, analysis, and visualization as important data science skills. Coding, modeling, and reproducibility were less valued by the instructors, although this differed according to institution type and career stage. The greatest barriers were instructor and student background and space in the curriculum. The instructors were most interested in training on how to teach coding and data analysis. Our study provides an important window into how data science is taught in higher education biology programs and how we can best move forward to empower instructors across disciplines.

Environmental influences and individual characteristics that affect learner-centered teaching practices.

Research-based teaching practices can improve student learning outcomes in a variety of complex educational environments. The implementation of learner-centered teaching practices in STEM can both benefit from or be constrained by different factors related to individual instructors and the teaching environment. Additionally, we know little of how the instructional climate varies across institutions and how this climate affects teaching practices. Our study sought to examine the relative importance of environmental influences and individual characteristics on learner-centered teaching practices across institutions. We also assessed differences in our study population and departmental climate for 35 US higher education institutions across the country. We found that self-efficacy in teaching and professional development exert a strong influence on faculty teaching practices in biology. While departmental climate did not emerge as a significant predictor of teaching practices, there was consistently low support for teaching, and institution size was negatively correlated with leadership and evaluation of effective teaching. We also found that intensive professional development programs, such as the Faculty Institutes for Reforming Science Teaching IV program, may prepare instructors to teach learner-centered courses in different collegial teaching climates. Our results suggest that through cultivating self-efficacy and participating in iterative professional development, instructors can implement effective teaching practices in a variety of institutional environments.

Cultivating inclusive instructional and research environments in ecology and evolutionary science.

As we strive to lift up a diversity of voices in science, it is important for ecologists, evolutionary scientists, and educators to foster inclusive environments in their research and teaching. Academics in science often lack exposure to research on best practices in diversity, equity, and inclusion and may not know where to start to make scientific environments more welcoming and inclusive. We propose that by approaching research and teaching with empathy, flexibility, and a growth mind-set, scientists can be more supportive and inclusive of their colleagues and students. This paper provides guidance, explores strategies, and directs scientists to resources to better cultivate an inclusive environment in three common settings: the classroom, the research laboratory, and the field. As ecologists and evolutionary scientists, we have an opportunity to adapt our teaching and research practices in order to foster an inclusive educational ecosystem for students and colleagues alike.

Tracing plant-environment interactions from organismal to planetary scales using stable isotopes: a mini review.

Natural isotope variation forms a mosaic of isotopically distinct pools across the biosphere and flows between pools integrate plant ecology with global biogeochemical cycling. Carbon, nitrogen, and water isotopic ratios (among others) can be measured in plant tissues, at root and foliar interfaces, and in adjacent atmospheric, water, and soil environments. Natural abundance isotopes provide ecological insight to complement and enhance biogeochemical research, such as understanding the physiological conditions during photosynthetic assimilation (e.g. water stress) or the contribution of unusual plant water or nutrient sources (e.g. fog, foliar deposition). While foundational concepts and methods have endured through four decades of research, technological improvements that enable measurement at fine spatiotemporal scales, of multiple isotopes, and of isotopomers, are advancing the field of stable isotope ecology. For example, isotope studies now benefit from the maturation of field-portable infrared spectroscopy, which allows the exploration of plant-environment sensitivity at physiological timescales. Isotope ecology is also benefiting from, and contributing to, new understanding of the plant-soil-atmosphere system, such as improving the representation of soil carbon pools and turnover in land surface models. At larger Earth-system scales, a maturing global coverage of isotope data and new data from site networks offer exciting synthesis opportunities to merge the insights of single-or multi-isotope analysis with ecosystem and remote sensing data in a data-driven modeling framework, to create geospatial isotope products essential for studies of global environmental change.

Convergent evolution of complex cognition: Insights from the field of avian cognition into the study of self-awareness.

Pioneering research on avian behaviour and cognitive neuroscience have highlighted that avian species, mainly corvids and parrots, have a cognitive tool kit comparable with apes and other large-brained mammals, despite conspicuous differences in their neuroarchitecture. This cognitive tool kit is driven by convergent evolution, and consists of complex processes such as casual reasoning, behavioural flexibility, imagination, and prospection. Here, we review experimental studies in corvids and parrots that tested complex cognitive processes within this tool kit. We then provide experimental examples for the potential involvement of metacognitive skills in the expression of the cognitive tool kit. We further expand the discussion of cognitive and metacognitive abilities in avian species, suggesting that an integrated assessment of these processes, together with revised and multiple tasks of mirror self-recognition, might shed light on one of the most highly debated topics in the literature-self-awareness in animals. Comparing the use of multiple assessments of self-awareness within species and across taxa will provide a more informative, richer picture of the level of consciousness in different organisms.

Early-career faculty practice learner-centered teaching up to 9 years after postdoctoral professional development.

The goal of STEM professional development for teaching is that participants continue to practice what they learn in the long term. However, we do not know if the outcomes are achieved and ultimately persist. We tracked postdoctoral participants from the Faculty Institutes for Reforming Science Teaching (FIRST) IV program into their current positions as early-career biology faculty. We assessed their teaching approaches, practices, and student perceptions of the learning environment over 6 to 9 years after finishing the program. Simultaneously, we evaluated paired faculty in the same departments. We found that professional development outcomes persisted over time and across a career transition. FIRST IV faculty maintained their learner-centered practices and were more learner-centered than their peers. Last, we found that teaching approaches were correlated with teaching practices in all faculty participants. These results provide evidence for the success of the FIRST IV program and the long-term persistence of professional development outcomes.

Academic ecosystems must evolve to support a sustainable postdoc workforce.

The postdoctoral workforce comprises a growing proportion of the science, technology, engineering and mathematics (STEM) community, and plays a vital role in advancing science. Postdoc professional development, however, remains rooted in outdated realities. We propose enhancements to postdoc-centred policies and practices to better align this career stage with contemporary job markets and work life. By facilitating productivity, wellness and career advancement, the proposed changes will benefit all stakeholders in postdoc success-including research teams, institutions, professional societies and the scientific community as a whole. To catalyse reform, we outline recommendations for (1) skills-based training tailored to the current career landscape, and (2) supportive policies and tools outlined in postdoc handbooks. We also invite the ecology and evolution community to lead further progressive reform.

The Role of Emotional Expression and Eccentricity on Gaze Perception.

The perception of another's gaze direction and facial expression complements verbal communication and modulates how we interact with other people. However, our perception of these two cues is not always accurate, even when we are looking directly at the person. In addition, in many cases social communication occurs within groups of people where we can't always look directly at every person in the group. Here, we sought to examine how the presence of other people influences our perception of a target face. We asked participants to judge the direction of gaze of the target face as either looking to their left, to their right or directly at them, when the face was viewed on its own or viewed within a group of other identity faces. The target face either had an angry or a neutral expression and was viewed directly (foveal experiment), or within peripheral vision (peripheral experiment). When the target was viewed within a group, the flanking faces also had either neutral or angry expressions and their gaze was in one of five different directions (from averted leftwards to averted rightwards in steps of 10°). When the target face was viewed foveally there was no effect of target emotion on participants' judgments of its gaze direction. There was also no effect of the presence of flankers (regardless of expression) on the perception of the target gaze. When the target face was viewed peripherally, participants judged its direction of gaze to be direct over a wider range of gaze deviations than when viewed foveally, and more so for angry faces than neutral faces. We also find that flankers (regardless of emotional expression) did not influence performance. This suggests that observers judge that angry faces were looking at them over a broad range of gaze deviations in the periphery only, possibly resulting from increased uncertainty about the stimulus.

Students as ecologists: Strategies for successful mentorship of undergraduate researchers.

Guiding undergraduates through the ecological research process can be incredibly rewarding and present opportunities to break down barriers to inclusion and diversity in scientific disciplines. At the same time, mentoring undergraduate researchers is a complicated process that requires time and flexibility. While many academics receive extensive guidance on how to be successful in research endeavors, we pay much less attention to training in mentorship and working collaboratively with undergraduate students. This paper seeks to provide a framework for successfully collaborating with undergraduates including initial recruitment, development of a contract, fostering student ownership of research projects, and submission of a polished manuscript.

A Molecular View of Plant Local Adaptation: Incorporating Stress-Response Networks.

Ecological specialization in plants occurs primarily through local adaptation to different environments. Local adaptation is widely thought to result in costly fitness trade-offs that result in maladaptation to alternative environments. However, recent studies suggest that such trade-offs are not universal. Further, there is currently a limited understanding of the molecular mechanisms responsible for fitness trade-offs associated with adaptation. Here, we review the literature on stress responses in plants to identify potential mechanisms underlying local adaptation and ecological specialization. We focus on drought, high and low temperature, flooding, herbivore, and pathogen stresses. We then synthesize our findings with recent advances in the local adaptation and plant molecular biology literature. In the process, we identify mechanisms that could cause fitness trade-offs and outline scenarios where trade-offs are not a necessary consequence of adaptation. Future studies should aim to explicitly integrate molecular mechanisms into studies of local adaptation.

Foliar water uptake: Processes, pathways, and integration into plant water budgets.

Nearly all plant families, represented across most major biomes, absorb water directly through their leaves. This phenomenon is commonly referred to as foliar water uptake. Recent studies have suggested that foliar water uptake provides a significant water subsidy that can influence both plant water and carbon balance across multiple spatial and temporal scales. Despite this, our mechanistic understanding of when, where, how, and to what end water is absorbed through leaf surfaces remains limited. We first review the evidence for the biophysical conditions necessary for foliar water uptake to occur, focusing on the plant and atmospheric water potentials necessary to create a gradient for water flow. We then consider the different pathways for uptake, as well as the potential fates of the water once inside the leaf. Given that one fate of water from foliar uptake is to increase leaf water potentials and contribute to the demands of transpiration, we also provide a quantitative synthesis of observed rates of change in leaf water potential and total fluxes of water into the leaf. Finally, we identify critical research themes that should be addressed to effectively incorporate foliar water uptake into traditional frameworks of plant water movement.

Serial reversal learning and cognitive flexibility in two species of Neotropical parrots (Diopsittaca nobilis and Pionites melanocephala).

Serial reversal learning of colour discriminations was assessed as an index of cognitive flexibility in two captive species of Neotropical parrots. Both species showed similar performances across serial reversals and no between species differences were observed. In a second task subjects' performances were assessed after they experienced either a low or high pre-reversal learning criterion. If reversal performances improve through processes of associative learning, a high pre-reversal criterion is expected to strengthen previously learned associations and hence impede post-reversal performances. Conversely, highly reinforced associations may facilitate the use of conditional rules that can be generalised across reversals and improve post-reversal performances. We found that high criterion subjects made fewer post-reversal errors and required fewer trials to reach criterion, than low criterion subjects. Red-shouldered macaws and black-headed caiques may therefore demonstrate capacities for solving serial reversal problems by applying conditional rules, rather than learning solely by associative processes. Such performances coincide with findings in great apes, but contrast with findings in monkeys and prosimians, which generally show impaired reversal performances when trained to a highly rigorous pre-reversal criterion. Overall, these findings suggest an evolutionary convergence of cognitive flexibility between parrots and non-human great apes.