Sosyal izolasyon ve sosyal etkileşimin Formica clara Forel, 1886 (Hymenoptera, Formicidae) işçilerinin olfaktoriyel ilişkili öğrenme performanslarına etkisi
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Tarih
2023
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Yayıncı
Trakya Üniversitesi Fen Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu tez çalışması, Formica clara türü karınca işçileri üzerinde çevresel uyaranların, sosyal izolasyonun ve sosyal etkileşimin olfaktoriyel öğrenme performanslarına olan etkisini incelemek amacıyla gerçekleştirilmiştir. Laboratuvar ortamında kurulan bir düzenek ile işçi karıncalar kendilerine sunulan sükroz çözeltisi ile (koşulsuz uyaran) 2 farklı koku uyaranı (limonen ve eugenol- koşullu uyaranlar) arasında koşullu bir ilişki kurma yönünde eğitilmişlerdir. Karıncaların deneyler öncesinde tutuldukları laboratuvar yuvalarında zengin ve fakir ortam şartlarını sağlayacak iki ortam kurularak sosyal izolasyon ve sosyal etkileşim düzeylerinin farklı tutulması sağlanmıştır. Zengin ortamda bulunan karıncaların fakir ortamdaki karıncalara göre koku öğrenme performanslarının ve hafıza testi başarılarının daha yüksek olması beklenmiştir. Karıncaların öğrenme performansları maksilla-labium uzatma (MaLER) davranışları kaydedilerek test edilmiştir. Edirne şehir merkezi sınırları içinde yer alan, Meriç Nehri kıyısındaki bir alanda bulunan koloniden F. clara işçileri alınarak kurgulanan zengin ortam’ ve ‘fakir ortam’ yuvalarına ayrı ayrı yerleştirilmiştir. Bulundukları yuva ve koşullandırıldıkları koku uyaranı bakımından 4 farklı grup oluşturulmuştur. Her bir gruptan alınan bireysel karıncalar koşullu ve koşulsuz uyaranları ilişkilendirebilmeleri için eğitilmiş ve 3 kere art arda MaLER yanıt veren karıncalar hafıza testlerine alınmıştır. Testlerde karıncaların koşulsuz uyaran olmaksızın sunulan koşullu uyaranlara verdikleri yanıtlar kaydedilerek kısa ve orta süreli hafıza başarıları ve koku uyaranları arasında genelleme yapıp yapmadıkları belirlenmiştir. Sonuçlar hem zengin ortam hem de fakir ortam karıncalarının limonen ve eugenole koşullanabildiklerini göstermiştir. Tüm grupların koşullandırma sürecindeki performansları benzer çıkmış, zengin ve fakir ortam karıncalarının öğrenme performansları arasında anlamlı bir fark görülmemiştir. 15. dakikada yapılan hafıza testinde tüm grupların MaLER+ yanıtları yüksek çıkmıştır. İkinci hafıza testi olan 60. dakika testinde MaLER+ yanıtlar 15. dakikada yapılan hafıza testi MaLER+ yanıtlarına göre daha düşük kalmıştır. Nitekim tüm gruplar için 60. dakika hafıza testi MaLER+ ve MaLER- performanslarına göre aralarındaki fark istatistiki olarak anlamsız çıkmıştır. 90. dakika hafıza testinde tüm gruplar için MaLER+ yanıtlarda ilk hafıza testine göre düşüş gözlemlenmiştir. Hafıza testlerinde kısa süreli hafıza performansları tüm grupların benzer çıkarken ikinci ve üçüncü hafıza testlerinde farklılıklar görülmüştür. Genelleme testlerinde her grubun MaLER- yanıtları MaLER+ yanıtlarından sayıca fazla çıkmıştır. Bu durum karıncaların koşullandırıldıkları kokuya spesifik olarak öğrendiklerini göstermiştir.
This study was carried out to investgate the effects of environmental stimuli, social isolation and social interaction on olfactory learning performances of workers of the ant Formica clara. Worker ants were trained to establish a conditional relationship between the sucrose solution (unconditioned stimulus) offered to them and 2 different odor stimuli (limonene and eugenol-conditioned stimuli) with a setup set up in the laboratory environment. In the laboratory nests where the ants were kept before the experiments, two environments were established to provide rich and poor environmental conditions to keep social isolation and social interaction levels different. It was expected that ants in the rich environment would have higher odor learning performances and memory test successes than ants in a poor environment. The learning performances of the ants were tested by recording their maxilla-labium extension response (MaLER) behaviors. The rich environment and the poor environment, which were constructed by recruiting F. clara workers were obtained from a colony located along the banks of the Meriç River within the boundaries of Edirne city center, and were placed separately in their rich environment and the poor environment nests. Four different groups were formed in terms of the nest they were in and the odor stimulus they were conditioned. Individual ants from each group were trained to associate conditioned and unconditioned stimuli, and ants that responded with MaLER 3 times successively were taken to memory tests. In the tests, the responses of the ants to the conditioned stimuli presented without the unconditioned stimulus were recorded and their short and medium-term memories and generalizations between the stimuli, if any, were determined. The results showed that both rich environment and poor environment ants can be conditioned to limonene and eugenol. The performances of all groups in the conditioning process were similar, and no significant difference was observed between the learning performances of the rich and poor environment ants. In the memory test performed at the 15th minute, the MaLER+ responses of all groups were high. In the second memory test at the 60th minute, MaLER+ responses were lower than the 15 minute memory test MaLER+ responses. The difference between the 60 th th minute memory test MaLER+ and MaLER- responses was statistically non-significant for all groups. In the 90th minute memory test, a decrease was observed in MaLER+ responses for all groups compared to the first memory test. While shortterm memory performances of all groups were similar in memory tests, differences were observed in the second and third memory tests. In generalization tests, the MaLER- responses of each group outnumbered the MaLER+ responses. This showed that ants learned specifically to the odor they were conditioned to
This study was carried out to investgate the effects of environmental stimuli, social isolation and social interaction on olfactory learning performances of workers of the ant Formica clara. Worker ants were trained to establish a conditional relationship between the sucrose solution (unconditioned stimulus) offered to them and 2 different odor stimuli (limonene and eugenol-conditioned stimuli) with a setup set up in the laboratory environment. In the laboratory nests where the ants were kept before the experiments, two environments were established to provide rich and poor environmental conditions to keep social isolation and social interaction levels different. It was expected that ants in the rich environment would have higher odor learning performances and memory test successes than ants in a poor environment. The learning performances of the ants were tested by recording their maxilla-labium extension response (MaLER) behaviors. The rich environment and the poor environment, which were constructed by recruiting F. clara workers were obtained from a colony located along the banks of the Meriç River within the boundaries of Edirne city center, and were placed separately in their rich environment and the poor environment nests. Four different groups were formed in terms of the nest they were in and the odor stimulus they were conditioned. Individual ants from each group were trained to associate conditioned and unconditioned stimuli, and ants that responded with MaLER 3 times successively were taken to memory tests. In the tests, the responses of the ants to the conditioned stimuli presented without the unconditioned stimulus were recorded and their short and medium-term memories and generalizations between the stimuli, if any, were determined. The results showed that both rich environment and poor environment ants can be conditioned to limonene and eugenol. The performances of all groups in the conditioning process were similar, and no significant difference was observed between the learning performances of the rich and poor environment ants. In the memory test performed at the 15th minute, the MaLER+ responses of all groups were high. In the second memory test at the 60th minute, MaLER+ responses were lower than the 15 minute memory test MaLER+ responses. The difference between the 60 th th minute memory test MaLER+ and MaLER- responses was statistically non-significant for all groups. In the 90th minute memory test, a decrease was observed in MaLER+ responses for all groups compared to the first memory test. While shortterm memory performances of all groups were similar in memory tests, differences were observed in the second and third memory tests. In generalization tests, the MaLER- responses of each group outnumbered the MaLER+ responses. This showed that ants learned specifically to the odor they were conditioned to
Açıklama
Anahtar Kelimeler
Formica clara, Çevresel uyaran, Sosyal izolasyon, Sosyal etkileşim, Olfaktoriyel öğrenme, İlişkili öğrenme, MaLER, Environmental stimulus, Social isolation, Social interaction, Olfactorial learning, Associative learning
