Biology subjects

Campbell, S. E.

Publications and source records attributed to Campbell, S. E..

4 recordsLinked to original sources

bioRxiv2022

Strand-resolved mutagenicity of DNA damage and repair

DNA base damage is a major source of oncogenic mutations1. Such damage can produce strand-phased mutation patterns and multiallelic variation through the process of lesion segregation2. Here, we exploited these properties to reveal how strand-asymmetric processes, such as replication and transcription, shape DNA damage and repair. Despite distinct mechanisms of leading and lagging strand replication3,4, we observe identical fidelity and damage tolerance for both strands. For small DNA adducts, our results support a model in which the same translesion polymerase is recruited on-the-fly to both replication strands, starkly contrasting the strand asymmetric tolerance of bulky adducts5. We find that DNA damage tolerance is also common during transcription, where RNA-polymerases frequently bypass lesions without triggering repair. At multiple genomic scales, we show the pattern of DNA damage induced mutations is largely shaped by the influence of DNA accessibility on repair efficiency, rather than gradients of DNA damage. Finally, we reveal specific genomic conditions that can corrupt the fidelity of nucleotide excision repair and actively drive oncogenic mutagenesis. These results provide insight into how strand-asymmetric mechanisms underlie the formation, tolerance, and repair of DNA damage, thereby shaping cancer genome evolution.

genomics↗

bioRxiv2019

Territory establishment, song learning strategies and survival in song sparrows

In most songbirds the processes of song learning and territory establishment overlap in the early life of young birds who usually winds up with songs matching those of their territorial neighbors in their first breeding season. In the present study, we examined the relationships among the timing of territory establishment, the pattern of song learning and territorial success in a sedentary population of song sparrows (Melospiza melodia). Males in this population show high song sharing within neighborhoods derving from their learning most of their songs from neighboring males. These shared songs are preferentially used in interactions with neighbors. Males also show significant variation in the timing of territory establishment, ranging from their first summer until the next spring. Using a three-year dataset, we found that the timing of territory establishment did not systematically affect the composition of the song repertoire of the tutee: early establishers and late establishers learned equally as much from their primary tutors, and had a similar number of tutors and repertoire size. Timing of territory establishment also did not have an effect on subsequent survival on territory. Therefore, the song learning program of song sparrows seems versatile enough to lead to high song sharing even for birds that establish territories relatively late.

animal behavior and cognition↗

bioRxiv2019

Bird Song Learning is Mutually Beneficial for Tutee and Tutor

Song learning is generally assumed to be beneficial for a young songbird, but merely incidental, without costs or benefits, for the older song tutors. In the present study we contrast two mutually exclusive hypotheses about the tutor/tutee relationship: (1) that it is cooperative, or at least mutually tolerant, with tutor and tutee mutually benefiting from their relationship, vs. (2) that it is competitive, with tutor and tutee competing over territory, so that one or the other suffers negative fitness consequences of their relationship. In a field study of three consecutive cohorts of song sparrows (Melospiza melodia) we determined the older bird (primary tutor) from whom the young bird (tutee) learned most of his songs, and how long tutee and primary tutor survived subsequently. We found that the more songs a tutee learns from his primary tutor, the longer their mutual survival on their respective territories. This study provides the first evidence of a mutual benefit of bird song learning and teaching in nature.

animal behavior and cognition↗

bioRxiv2017

Good tutors are not Dear Enemies in Song Sparrows

Bird song is the most widely studied example of vocal learning outside human language and shares important parallels with it, including the importance of social factors during development. Our understanding of how social factors affect song learning however remains surprisingly incomplete. Here we examine the possible role of aggressive interactions in determining song \"tutor\" choice in song sparrows (Melospiza melodia), a songbird in which individuals display song learning strategies ranging from learning primarily from one tutor, to learning a few songs each from a number of tutors. We test two hypotheses: The Competition hypothesis suggests that young birds learn more from tutors with whom they compete especially intensely and predicts that tutees will respond with high aggression to tutor songs. In contrast the Cooperation hypothesis suggests that song learning reflects a cooperative relationship between the tutor and the tutee and predicts that tutees will respond with low aggression to tutor songs. In a playback experiment we found that birds respond more aggressively to songs of their tutors than they do to songs of strangers and that the strength of aggressive response correlated positively with how much they had learned from that tutor. These results provide the first field evidence for the hypothesis that young males preferentially learn their songs from adult males with whom they compete most intensely during the song-learning phase, and perhaps afterwards.

animal behavior and cognition↗