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Behavioral and Neurobiological Studies of Visual Learning in Honey Bees (Apis Mellifera) in Virtual Reality Alexis Buatois

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Behavioral and Neurobiological Studies of Visual Learning in Honey Bees (Apis Mellifera) in Virtual Reality Alexis Buatois Behavioral and neurobiological studies of visual learning in honey bees (Apis mellifera) in virtual reality Alexis Buatois To cite this version: Alexis Buatois. Behavioral and neurobiological studies of visual learning in honey bees (Apis mellifera) in virtual reality. Animal biology. Université Paul Sabatier - Toulouse III, 2018. English. NNT : 2018TOU30173. tel-02307339 HAL Id: tel-02307339 https://tel.archives-ouvertes.fr/tel-02307339 Submitted on 7 Oct 2019 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Université Toulouse 3 Paul Sabatier (UT3 Paul Sabatier) Alexis BUATOIS Le 17 septembre 2018 Etudes comportementales et neurobiologiques de l’apprentissage visuel chez l’abeille (Apis mellifera) en réalité virtuelle École doctorale et discipline ou spécialité ED BSB : Neurosciences Unité de recherche Centre de Recherche sur la Cognition Animale (UMR 5169) Directrice(s) ou Directeur(s) de Thèse Pr. Martin Giurfa (UT 3 Paul Sabatier) Jury Dr. Anne-Sophie Darmaillacq (Maître de conférences, Université de Caen) Rapporteur Dr. Stéphane Viollet (DR, CNRS/ Université Aix) Rapporteur Pr. Christophe Thébaud (Pr., UT3) Examinateur Pr. Martin Giurfa (Pr. UT3) Superviseur 1 Remerciements L’expression « Chercher une aiguille dans une botte de foin » prend tout son sens lorsqu’à la sortie du M2 on doit chercher une thèse. Pour cela, mes premiers remerciements se tournent vers le Pr. Martin Giurfa qui m’a donné ma chance sur ce sujet. Grâce à lui j’ai pu continuer de travailler dans une équipe que j’affectionne sur des sujets qui me passionnent. Ses conseils et son expérience ont été précieux afin de mener à terme ces trois années. Merci pour les barbecues annuels, même si vous l’aurez compris la chanson ne fait pas partie de mes aptitudes. Je remercie également le Dr. Aurore Avarguès-Weber, qui m’a co-encadré durant ces 3 années et m’a soutenu dans nombre de mes décisions. Merci d’avoir partagé tes connaissances et ton temps au cours de nombreuses discussions qui ont permis de faire avancer le projet. Merci au Dr. Sebastien Weber pour le programme informatique qui a permis de réaliser mes expériences. Merci à Patrick Schultheiss pour son implication dans le projet et pour les nombreuses discussions scientifiques pendant mes deux premières années. Merci à Isabelle Massou (Isa pour les intimes). Sans ta participation, mes dernières expériences n’auraient pas vu le jour, je te remercie donc pour le temps que tu as consacré à ce projet tant en termes d’encadrement de stagiaire et de manips, qu’en termes de discussion. Merci aussi pour tout le reste, le thé, les mojitos, et les discussions plus personnelles. « T’assure » comme disent les jeunes de la génération Y. Merci à tous les stagiaires qui ont permis d’obtenir des données à toutes saisons. Un merci tout particulier à Cécile Pichot, Clara Flumian et Lou Laroche. Un grand merci d’avoir été en quelque sorte des cobayes dans mon expérience d’encadrement, chacun d’entre vous m’a permis de grandir et d’améliorer mes méthodes d’encadrement. Une thèse se résume aussi à rouiller dans un bureau devant un ordinateur pendant des heures. Le temps pourrait paraître long mais fort heureusement on a des camarades de jeux. Je remercie donc les autres étudiants du bureau 323. Je remercie tout particulièrement Natasha (avec un s), parce que dans le calendrier Indien de la thèse, nous sommes nés le même jour ce qui fait de nous des jumeaux de thèse. Merci pour les discussions scientifiques et non scientifiques. Merci à Paul pour sa ressemblance Jake Gyllenhaal, c’est une chance d’avoir un sosie si parfait à nos côtés. 2 Merci à Maru et Joao d’avoir apporté avec eux la culture sud-américaine dans le bureau. Votre bonne humeur (lié à votre addiction au maté certainement) était communicative. Merci à ce bureau pour les bons comme les mauvais moments. Un grand merci à tous les membres du laboratoire pour leur accueil. Je remercie particulièrement les membres de l’équipe EXPLAIN pour les nombreuses réunions d’équipe qui permette de rendre la vie scientifique dynamique. Un merci tout particulier à Mathieu Lihoreau qui m’a intégré auprès de cette équipe il y a 4 ans de ça. C’est grâce à ce stage de M2 que je suis encore au labo aujourd’hui. Merci à Cristian Pasquaretta pour sa bonne humeur, et sa passion pour les ibis royaux et les pinces de crabe. Enfin merci à Antoine Wystrach pour les nombreuses discussions scientifiques et pour les sorties snowboard. Je remercie aussi ces trois compères pour les soirées. Merci à tous les autres membres du personnel du CRCA avec qui chaque discussion a été un bol d’air. Je pense tout particulièrement à Patrick Arrufat et Geral Latil. Merci à Lucie Hotier pour son rôle d’apicultrice et nos discussions. Merci aussi à Maud Combe, pour sa patience face à mes ordinateurs possédant leur propre volonté. Merci à Alix et Christine, sans qui aucun achat ou déplacement ne serait possible. Le problème avec les remerciements c’est qu’en 3 ans on rencontre un nombre incalculable de gens, je finirais donc par remercier toutes les autres personnes du labo qui ont participé de près ou de loin à la vie de ma thèse : Amélie, Simon, Rémi, Kévin, Valentin, Manon, Maoui, Hugo, Aurélie, Mathias, Violette, Nathalie. Un merci spécial à Séverine pour son incroyable patience depuis toutes ces années. Vivre avec un étudiant en thèse qui est déjà naturellement râleur est un job à plein temps qu’elle assume avec grâce. Elle est bien sur celle qui m’a permis de m’évader lorsque le travail prenait trop de place. Mes derniers remerciements personnels vont à mes parents qui ont toujours soutenu mes choix au cours de mes études, même quand mes ambitions étaient d’embaumer des morts, c’est pour dire. Ce soutien je le retrouve encore lorsqu’ils lisent mon introduction et ma discussion. Merci à eux pour leur soutien. 3 Enfin, merci au Dr. Jean-Christophe Sandoz et le Dr. Lars Chittka pour leur participation lors de mes deux comités de thèse. Chacun de leurs conseils était précieux. Pour finir, merci au Dr. Anne-Sophie Darmaillacq et au Dr. Stéphane Viollet d’avoir accepté de juger ce manuscrit. 4 5 Sommaire Préface ............................................................................................................................................. 7 Introduction .................................................................................................................................. 11 I. Les bases de l’apprentissage ................................................................................................. 14 a. Apprentissage associatif élémentaire ........................................................................ 14 b. Apprentissage non élémentaire ................................................................................. 18 II. L’abeille : un modèle pour l’étude de la cognition visuelle ................................................. 24 a. Apprentissage et mémoire visuelle chez l’abeille .................................................... 25 b. Le cerveau de l’abeille .............................................................................................. 34 c. Le système visuel ...................................................................................................... 37 d. Comment est codée l’information visuelle ? ............................................................ 40 e. Comment sont codés les renforcements ? ................................................................. 43 f. Comment identifier les bases neurales de l’apprentissage visuel chez l’abeille ? .... 46 III. Objectifs ................................................................................................................................ 50 IV. Références ............................................................................................................................. 53 CHAPITRE 1 : Associative visual learning by tethered bees in a controlled visual environment .................................................................................................................................. 71 CHAPITRE 2 : Transfer of visual learning between a virtual and a real environment in honey bees: The role of active vision ..................................................................................... 137 CHAPITRE 3 : Non elemental visual learning of honey bees in virtual reality ................... 191 6 CHAPITRE 4 : Immediate early genes as a tool to identify the neural bases of color memory in honey bees ................................................................................................................ 227 Discussion .................................................................................................................................... 257 I. La réalité virtuelle : une bonne alternative au libre vol ? ................................................... 261 a. Les stimuli virtuels sont perçus différemment des stimuli réels ............................ 261 b. La vision active est dispensable dans certains contextes .......................................
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