scholarly journals Peer Review #1 of "The role of past experience in development of feeding behavior in common vampire bats (v0.2)"

Author(s):  
G Chaverri
PeerJ ◽  
2019 ◽  
Vol 7 ◽  
pp. e7448 ◽  
Author(s):  
Jineth Berrío-Martínez ◽  
Samuel Kaiser ◽  
Michelle Nowak ◽  
Rachel A. Page ◽  
Gerald G. Carter

The life history strategy of common vampire bats (Desmodus rotundus) suggests that learning might play a role in development of their foraging skills. We took advantage of 12 captive births in a study colony of vampire bats to test the role of past experience in two aspects of feeding. First, we compared preferences for blood temperature in 32 wild-born vampire bats versus 11 captive-born vampire bats that had only previously fed on blood of ambient temperature or colder. We found no evidence for a preference in either group for blood presented at 4 °C versus 37 °C. Second, we tested whether captive-born vampire bats with no previous experience of feeding on live animals could successfully feed on a live chicken. Five of 12 naïve captive-born bats were able to bite the chicken and draw blood, but only one bat gained more than 5% of body mass. We were unable to reasonably compare their feeding performance with that of wild-born bats because only two of three wild-born, short-term captive bats fed on the chicken and none of the seven wild-born, long-term captive mothers attempted to feed. This unexpected lack of feeding might be due to a previously reported age-dependent neophobia. When six of the captive-born bats were released in the wild, they appeared to feed successfully because they survived for more than three consecutive nights. We suggest further tests that would better clarify the role of learning in the development of foraging in vampire bats.


Endocrinology ◽  
2014 ◽  
Vol 155 (11) ◽  
pp. 4356-4367 ◽  
Author(s):  
Jennifer E. Richard ◽  
Imre Farkas ◽  
Fredrik Anesten ◽  
Rozita H. Anderberg ◽  
Suzanne L. Dickson ◽  
...  

Abstract The parabrachial nucleus (PBN) is a key nucleus for the regulation of feeding behavior. Inhibitory inputs from the hypothalamus to the PBN play a crucial role in the normal maintenance of feeding behavior, because their loss leads to starvation. Viscerosensory stimuli result in neuronal activation of the PBN. However, the origin and neurochemical identity of the excitatory neuronal input to the PBN remain largely unexplored. Here, we hypothesize that hindbrain glucagon-like peptide 1 (GLP-1) neurons provide excitatory inputs to the PBN, activation of which may lead to a reduction in feeding behavior. Our data, obtained from mice expressing the yellow fluorescent protein in GLP-1-producing neurons, revealed that hindbrain GLP-1-producing neurons project to the lateral PBN (lPBN). Stimulation of lPBN GLP-1 receptors (GLP-1Rs) reduced the intake of chow and palatable food and decreased body weight in rats. It also activated lPBN neurons, reflected by an increase in the number of c-Fos-positive cells in this region. Further support for an excitatory role of GLP-1 in the PBN is provided by electrophysiological studies showing a remarkable increase in firing of lPBN neurons after Exendin-4 application. We show that within the PBN, GLP-1R activation increased gene expression of 2 energy balance regulating peptides, calcitonin gene-related peptide (CGRP) and IL-6. Moreover, nearly 70% of the lPBN GLP-1 fibers innervated lPBN CGRP neurons. Direct intra-lPBN CGRP application resulted in anorexia. Collectively, our molecular, anatomical, electrophysiological, pharmacological, and behavioral data provide evidence for a functional role of the GLP-1R for feeding control in the PBN.


Author(s):  
Denis V. Kretov

The peer review method is one of the problem learning methods. Its essence lies in the mutual study of each other’s written works by students in order to comment and evaluate them for further revision. Like any teaching method, the peer review method has linguodidactic properties – characteristics that underlie it, essential for the methods of teaching foreign languages and distin-guishing this method from others. Also, the method of peer review has specific linguodidactic functions – an external manifestation of the linguodidactic properties of the teaching method, which show what educational and cognitive tasks are solved by using this method in practice in foreign language teaching. Based on the analysis of the literature, the following linguodidactic functions of this method are identified: a) the development of student mentoring in teaching; b) sharing of responsibility by students for mastering the educational material; c) the use of blended learning in the implementation of the peer review method; d) changing the role of a teacher from a “bearer of knowledge” to a moderator of educational and cognitive activities of students; e) changing the ratio between classroom and extracurricular educational and cognitive activities of students; f) reduction of the terms of checking students’ training written works. The work describes in detail each of the selected functions.


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