The genome of Shaw’s sea snake (Hydrophis curtus) reveals secondary adaptation to its marine environment

The transition of terrestrial snakes to marine life approximately 10 million years ago (Ma) is ideal for exploring adaptive evolution. Sea snakes possess phenotype specializations including laterally compressed bodies, paddle-shaped tails, valvular nostrils, cutaneous respiration, elongated lungs and salt glands yet knowledge on the genetic underpinnings of the transition remain limited. Herein, we report the first genome of Shaw’s sea snake (Hydrophis curtus) and use it to investigate sea snake secondary marine adaptation. A hybrid assembly strategy obtains a high quality genome. Gene family analyses date a pulsed coding-gene expansion to about 20 Ma, and these genes associate strongly with adaptations to marine environments. Analyses of selection pressure and convergent evolution discover the rapid evolution of protein-coding genes, and some convergent features. Additionally, 108 conserved non-coding elements appear to have evolved quickly, and these may underpin the phenotypic changes. Transposon elements may contribute to adaptive specializations by inserting into genomic regions around functionally related coding genes. The integration of genomic and transcriptomic analyses indicates independent origins and different components in sea snake and terrestrial snake venom; the venom gland of the sea snake harbours the highest PLA2 (17.23%) expression in selected elapids and these genes may organize tandemly in the genome. These analyses provide insights into the genetic mechanisms that underlay the secondary adaptation to marine and venom production of this sea snake.

Animal social learning: associations and adaptations

Social learning, learning from others, is a powerful process known to impact the success and survival of humans and non-human animals alike. Yet we understand little about the neurocognitive and other processes that underpin social learning. Social learning has often been assumed to involve specialized, derived cognitive processes that evolve and develop independently from other processes. However, this assumption is increasingly questioned, and evidence from a variety of organisms demonstrates that current, recent, and early life experience all predict the reliance on social information and thus can potentially explain variation in social learning as a result of experiential effects rather than evolved differences. General associative learning processes, rather than adaptive specializations, may underpin much social learning, as well as social learning strategies. Uncovering these distinctions is important to a variety of fields, for example by widening current views of the possible breadth and adaptive flexibility of social learning. Nonetheless, just like adaptationist evolutionary explanations, associationist explanations for social learning cannot be assumed, and empirical work is required to uncover the mechanisms involved and their impact on the efficacy of social learning. This work is being done, but more is needed. Current evidence suggests that much social learning may be based on ‘ordinary’ processes but with extraordinary consequences.