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Cognition without brains? Learning and memory in microorganisms
Andreas Messer1, Leonardo Oña1, Christian Kost1
1Department of Ecology, School of Biology/Chemistry, University of Osnabrück, Osnabrück 49076, Germany.
Trends in Microbiology
|April 18, 2026
Summary
Microorganisms may exhibit learning-like behaviors, challenging traditional views. This review proposes frameworks to compare microbial cognition with established cognitive science concepts, aiding research in microbial learning.
Area of Science:
- Microbiology
- Cognitive Science
- Microbial Cognition
Background:
- Memory and learning are typically linked to complex nervous systems.
- Emerging research suggests microorganisms may exhibit learning-like behaviors.
- A lack of standardized frameworks hinders comparison between microbial and cognitive science discoveries.
Purpose of the Study:
- To bridge the gap between microbial behavior and cognitive science.
- To provide definitional requirements for classifying microbial memory and learning.
- To address conceptual ambiguities in microbial cognition literature.
Main Methods:
- Conceptual review of existing literature.
- Analysis of definitional requirements for memory and learning.
- Identification of ambiguities in microbial cognition research.
Main Results:
- Proposes a conceptual framework for microbial learning and memory.
- Identifies and addresses sources of conceptual ambiguity.
- Offers a novel perspective on inter-microbial learning.
Conclusions:
- Establishing clear definitions is crucial for advancing microbial cognition research.
- Standardized frameworks will facilitate productive debate and comparison.
- Microbial learning may involve mechanisms for information transfer between individuals.
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