RESUMO
Environmental conditions change constantly either by anthropogenic perturbation or naturally across space and time. Often, a change in behavior is the first response to changing conditions. Behavioral flexibility can potentially improve an organism's chances to survive and reproduce. Currently, we lack an understanding on the time-scale such behavioral adjustments need, how they actually affect reproduction and survival and whether behavioral adjustments are sufficient in keeping up with changing conditions. We used house mice (Mus musculus) to test whether personality and life-history traits can adjust to an experimentally induced food-switch flexibly in adulthood or by intergenerational plasticity, that is, adjustments only becoming visible in the offspring generation. Mice lived in 6 experimental populations of semi-natural environments either on high or standard quality food for 4 generations. We showed previously that high-quality food induced better conditions and a less risk-prone personality. Here, we tested whether the speed and/ or magnitude of adjustment shows condition-dependency and whether adjustments incur fitness effects. Life-history but not personality traits reacted flexibly to a food-switch, primarily by a direct reduction of reproduction and slowed-down growth. Offspring whose parents received a food-switch developed a more active stress-coping personality and gained weight at a slower rate compared with their respective controls. Furthermore, the modulation of most traits was condition-dependent, with animals previously fed with high-quality food showing stronger responses. Our study highlights that life-history and personality traits adjust at different speed toward environmental change, thus, highlighting the importance of the environment and the mode of response for evolutionary models.
RESUMO
Individual variation in cognition is being increasingly recognized as an important evolutionary force but contradictory results so far hamper a general understanding of consistency and association with other behaviors. Partly, this might be caused by external factors imposed by the design. Stress, for example, is known to influence cognition, with mild stress improving learning abilities, while strong or chronic stress impairs them. Also, there might be intraspecific variation in how stressful a given situation is perceived. We investigated two personality traits (stress coping and voluntary exploration), spatial learning with two mazes, and problem-solving in low- and high-stress tests with a group of 30 female wild mice (Mus musculus domesticus). For each test, perceived stress was assessed by measuring body temperature change with infrared thermography, a new non-invasive method that measures skin temperature as a proxy of changes in the sympathetic system activity. While spatial learning and problem-solving were found to be repeatable traits in mice in earlier studies, none of the learning measures were significantly repeatable between the two stress conditions in our study, indicating that the stress level impacts learning. We found correlations between learning and personality traits; however, they differed between the two stress conditions and between the cognitive tasks, suggesting that different mechanisms underlie these processes. These findings could explain some of the contradictory findings in the literature and argue for very careful design of cognitive test setups to draw evolutionary implications.
