Takeuchi Hideaki
Professor at Tohoku University
Based in Japan
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Staff
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Education
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Japan
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Research Services
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t•••••••@tohoku.ac.jp
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Background
About Takeuchi Hideaki
Principal Investigator Hideaki Takeuchi (Professor) Within group-living animals, individuals appropriately tailor attitudes and responses to other group members according to the social context and external environment. At the simplest level, the behavioral output can be described as approach and affiliation (positive response) versus agonistic behavior and avoidance (negative response). The neural substrate that works between sensory input and behavioral output, or the integrative circuits underlying decision-making processes, however, is vast and mysterious. To address this issue, we have focused on medaka fish, a model animal used mainly in the field of molecular genetics. Previously, we demonstrated that medaka females recognize familiar males following prior visual exposure, and social familiarity influences female mating receptivity. Medaka females exhibit a positive response (high receptivity) to familiar males, and a negative response (low receptivity) to unfamiliar males. Further, we demonstrated the essential role of a subpopulation of gonadotropin-releasing hormone-producing neurons (GnRH3 neurons) in switching from low to high female receptivity (Okuyama et al, 2014).Next, we found that medaka use faces for individual recognition. Females can discriminate between two male faces and two objects, but upside-down of the faces made it more difficult to discriminate them. When discriminating between two non-face objects, upside-down did not affect it. Thus faces may be special for fish, just as humans (Wang and Takeuchi 2017). This is the first study that shows the face inversion effect in animals other than mammals. We further established various behavior paradigms to assess social interactions such as schooling behavior (Imada et al, 2010), individual recognition (Okuyama et al, 2014: Isoe et al, 2016, Yokoi et al, 2016), mate-guarding (Yokoi et al, 2015, 2016), and social learning (Ochiai et al, 2013).
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