a scientific study indicates that there is a correlation between the temperature of the brood nest in the bee hive and the wisdom of the bees.here the complete studyWith higher temperatures in the brood nest, more intelligent bees are born.The study, led by bee researcher Jürgen Tautz, reaches the following conclusion: In honey bees, learning behavior and communication skills depend on several factors. Here the temperature at which bee pupae develop is crucial. If insects grow at a maximum of 34.5 degrees Celsius, they forget their learned knowledge more easily and perform less effective bee dances. The "more intelligent" bees, on the other hand, develop from pupae that remain at 36 degrees Celsius, according to the zoologist Jürgen Tautz of the Biozentrum of the University of Würzburg in the new edition of "Proceedings of the National Academy of Sciences "(PNAS). Now the question is, what does this have to do with the size of the cells? . Small cell bees with a size of 4.9 mm have many more brood cells on the same surface and the space between brood combs is reduced to only 33 mm. Therefore, the nest of small cell hives is much more compact and the temperature in the brood nest increases. The result is that the incubation period of small cell bees is reduced by 24 hours. . Can we conclude that small cell bees are smarter than large cell bees? . It seems to me that we are getting closer and closer to the point, why the step back to a smaller cell size, as it was 100 years ago, has a great advantage for bees. . Is it possible to say, that the artificial amplification of bee cells by the beekeeper, has led to a bee that is no longer as intelligent as it used to be and therefore can no longer survive on its own? . .brood combs in Switzerland, probably several decades old The size of the cell inside the brood nest measures 4.7 to 4.9 mm.here the full study:Behavioral performance in adult honey bees is influenced by the temperature experienced during their pupal development Jürgen Tautz, Sven Maier, Claudia Groh, Wolfgang Rössler, and Axel Brockmann http://www.pnas.org/content/100/12/7343Abstract To investigate the possible consequences of brood-temperature regulation in honey bee colonies on the quality of behavioral performance of adults, we placed honey bee pupae in incubators and allowed them to develop at temperatures held constant at 32°C, 34.5°C, and 36°C. This temperature range occurs naturally within hives. On emergence, the young adult bees were marked and introduced into foster colonies housed in normal and observation hives and allowed to live out their lives. No obvious difference in within-hive behavior was noted between the temperature-treated bees and the foster-colony bees. However, when the temperature-treated bees became foragers and were trained to visit a feeder 200 m from the hive, they exhibited clear differences in dance performance that could be correlated with the temperatures at which they had been raised: bees raised at 32°C completed only ≈20% of the dance circuits when compared with bees of the higher-temperature group. Also, the variance in the duration of the waggle phase is larger in 32°C-raised bees compared with 36°C-raised bees. All other parameters compared across all groups were not significantly different. One-trial learning and memory consolidation in the bees raised at different temperatures was investigated 1 and 10 min after conditioning the proboscis-extension reflex. Bees raised at 36°C performed as expected for bees typically classified as “good learners,” whereas bees raised at 32°C and 34.5°C performed significantly less well. We propose that the temperature at which pupae are raised will influence their behavioral performance as adults and may determine the tasks they carry out best inside and outside the hive.Collective control of brood temperature is an essential aspect of the behavior of honey bees, and air temperatures measured close to the brood combs are, although never constant, always within a range of 33–36°C (1–7). High temperatures outside the hive are compensated by bringing water into the hive and evaporating this by wing fanning (8). Low temperatures inside the hive are compensated by the production of heat through thoracic muscle activity in individual bees, which then is transferred to the brood (9–11). Extended deviations from an optimal temperature window during development are known to result in morphological deficits (2, 12–14), so, by stabilizing the brood temperature, bees are able to control the influence of this environmental variable on the development of their offspring. Temperature regimes during the development of individual pupae, however, are dynamic and more complex than is implied by a single average air temperature (15). Measurements of the temperature within individual pupal cells, for example, revealed values that ranged from 32.6°C for the coldest pupa to 35.9°C for the warmest pupa. Taken over a 3-h period, the mean temperatures for these pupae were 33.7°C for the coldest and 35.0°C for the warmest pupa, but no pupae raised in the combs experienced a completely constant temperature (M. Kleinhenz, B. Bujok, S. Fuchs, and J.T., unpublished results). During the first weeks of life, bees do not leave the hive. Instead, they perform indoor activities that do not appear to demand the same degree of behavioral plasticity needed by foragers that leave the hive, find food sources, remember their locations, return to the hive, and pass on information about the nature, quality, and location of the food sources to nest mates. The foragers achieve this by means of executing a complex dance containing a number of variables that the follower bees are able to read. An important aspect of the foraging behavior for this study is that it has been very well described and, unlike many of the behaviors performed within the nest, is quantifiable. The foraging behavior therefore provides us with an opportunity to investigate possible consequences of brood temperature on a behavior that has many aspects, ranging from orientation to learning, and so could be a highly sensitive indication of the influence of temperature on development of the nervous system. Two features of nectar foraging lend themselves to analysis. The first is the waggle dance communication process, and the second is the food source learning process. Waggle dances can be broken down into several components, the duration or repetition of which can be recorded accurately. The nonassociative (sensitization) and associative learning abilities and memory consolidation of individual bees can be tested by using the proboscis-extension reflex, in which sugar water stimulation of the antennae leads to the extension of the proboscis and that, if adequately rewarded, provides a learning paradigm. In the natural situation, the presence of nectar increases the exploratory behavior for flowers, which, coupled with an associative learning process, establishes a memory for particular flower characters. Hence, the learning process is central to successful foraging. In this study, we have explored the effect of raising pupae at different constant temperatures. We tested their performance as foragers by using the waggle dance and as learners by using the proboscis-extension reflex. We found that subjecting honey bees during their pupal development to constant temperatures representing the lowest, highest, and mean temperatures that naturally occur in the hive has a significant effect on their foraging and learning abilities.Materials and Methods Temperature Treatment of the Pupae. Honey bee queens (Apis mellifera carnica) in their hives were allowed access only to empty combs. They laid their eggs in these, thus providing us with brood combs in which all the larvae would pupate almost simultaneously. The queens were transferred to a new, empty comb every day. The combs with the eggs were left in the colony for ≈8 days until most of the brood cells had been capped. These combs then were taken out of the hive and placed in incubators (Rumed 1000-72039, Laatzen, Germany, and Bachofer 400 HY-E, Reutlingen, Germany) set to 32°C, 34.5°C, and 36°C. The temperature of the brood area was monitored continuously during the entire incubation periods by using thermoprobes on the brood combs (Almemo 2290-8 V5, Holzkirchen, Germany; precision, ±0.15°C). Deviations from the preset temperatures were minimal, ranging from 31.9°C to 32.1°C, 34.2°C to 34.8°C, and 35.6°C to 36.4°C. Immediately after emerging from the cells, ≈300 young adult bees of each temperature group were color-marked. Eighty individuals from each temperature group were transferred to a foster colony established in an observation hive in which the in-hive behavior and foraging activities of the temperature-treated bees could be observed and recorded. The remaining temperature-treated bees were transferred to a foster colony housed in a standard hive. Given the time-consuming nature of these experiments, the waggle dance experiments were restricted to bees that had been temperature-treated at 32°C and 36°C. Waggle Dance Performance. The experiments started ≈3 weeks after the temperature-treated bees had been introduced into the foster colony in the observation hive. By this time, the temperature-treated bees all had progressed to the stage of forager. There are three ways in which forager bees can be trained to regularly visit a feeder. (i) The feeder is placed in front of the hive, and, after bees start feeding, the feeder is moved gradually further and further from the hive. (ii) Individual bees are carried to the feeder already placed at some distance from the hive, and, after feeding, they fly back to the hive. (iii) Bees are recruited by foragers trained by using method 1 or 2 and then are allowed to return to the hive. In all cases, the trained foragers are marked with colored paint spots on their abdomens as they feed and so can be identified both at the feeder and in the observation hive. In the experiments reported here, we used only bees that had been recruited by foragers (method 3) because we found that none of the bees raised at 32°C could be trained to visit the feeder regularly when using the other two training methods. Even so, only four of the 32°C-raised bees were recruited to the feeder and could be used for the analysis of their dance performances. Each of the recruited bees was videotaped at 25 frames per s after it had performed five round trips to the feeder (the feeder contained 2.4 mol nonscented sugar solution and was placed 200 m from the hive). Each bee started dancing, at the latest, after the third visit to the feeder. The dances were analyzed from video recordings. The criteria used for scoring the waggle dance performance included how often the foragers danced when they returned to the hive after visiting the feeder, the number of dance circuits (waggle phase plus return run) per visit, and the duration of each waggle phase. Learning and Memory Consolidation. Bees of all three temperature groups were tested for nonassociative and associative learning performance and memory consolidation 7 days after emergence (16). The bees used for these experiments were taken from the standard-hive foster colony after 1 week, that is, before they had reached the stage at which they normally would become foragers. On the day before the experiments, bees were collected from the combs of the foster hive, chilled on ice, and harnessed in metal tubes (17). Before the learning experiment, bees were tested for their proboscis-extension response with sugar solution concentrations of 0.1%, 1%, 10%, and 30% (wt/vol) (18). Only bees that responded at a concentration of 0.1% or 1% were used for the experiments. This threshold test was used to ensure that only bees with similar states of motivation were compared for learning performance. For proboscis-extension reflex conditioning, bees were exposed to a constant air flow for 45 s. Citronella scent (1:100 in mineral oil) was then pulsed into the constant air flow for 2 s as the conditioned stimulus. Immediately after odor stimulation, bees were rewarded with a 30% sugar solution (unconditioned stimulus), which was presented to the antennae and the proboscis. In the learning experiment, each bee was given one conditioning trial, i.e., one conditioned stimulus/unconditioned stimulus pairing, and was tested for response to the conditioned stimulus after either 1 min or 10 min. Training and testing after 1 min was carried out on 55 bees raised at 32°C, 43 bees raised at 34.5°C, and 40 bees raised at 36°C. Training and testing after 10 min was carried out on 58 bees raised at 32°C, 54 bees raised at 34.5°C, and 23 bees raised at 36°C. Statistical Analysis. For each bee, we calculated the mean number of dance circuits, the mean duration of the waggle phase, and the probability of dancing on return from the feeder. Using these mean values for individuals, we then calculated the mean for each treatment. Differences between means were tested for significance (P < 0.01 significant, two-tailed) by using Student's t test. The proboscis-extension reflex results were analyzed for significance (P < 0.05) by using the χ2 test.Results Emergence Probability and In-Hive Behavior. We found no significant differences in the emergence probability among the three temperature groups (32°C, 100%; 34.5°C, 99%; 36°C, 98%). On emergence, none of the young adult bees exhibited obvious morphological defects or slow, uncoordinated movement of the type that have been described in bees raised at more extreme temperatures (2, 12–14). All of the bees raised at 32°C or 36°C introduced into the foster colony in the observation hive behaved apparently normally and started foraging after ≈2 weeks, just as their untreated control nest mates did. However, although the number of 36°C-treated bees did not decrease noticeably, fewer and fewer of those raised at 32°C were seen in the hive as time passed. Individuals treated at 32°C were seen to exit the hive on their normal orientation flights but then disappear. Their bodies were not found within the hive nor at the entrance, suggesting that they had suffered some subtle motor deficiency that prevented them from flying or feeding. Waggle Dance Performance. Three groups of bees were compared. The first group consisted of five individuals from the foster colony in the observation hive that had been raised under natural conditions. These constituted the control group. The second group consisted of five individuals of the 36°C-treated bees. The third group consisted of individuals of the 32°C-treated bees. After the bees had made five visits to the feeder, we assumed that they had sufficient experience in terms of the orientation of the feeder and to the hive to convey information through the dance to dance followers. The three criteria of the dance that were analyzed from the video recordings were the probability to perform waggle dances after a return from the feeder (Fig. 1A), the number of dance circuits (Fig. 1B), and the duration of the waggle phase (Fig. 1C). The three columns in each of the figures depict the performances of the five control bees that were raised under normal conditions (column a), the five bees raised at 36°C (column b), and the four bees that were raised at 32°C (column c), respectively. We could not discern any obvious differences in the behavior of the bees of the three groups in terms of moving in the hive, leaving the hive, or arriving and feeding at the feeders.
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