Learning of Foraging Skills by Fishes

Warburton, Kevin

doi:10.1002/9780470996058.ch2

Cited by 11 publications

(8 citation statements)

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“…Feeding behaviour is a complex and flexible behaviour that encompasses several behavioural responses associated with eating, including modes of feeding and feeding habits, mechanisms of food detection, frequency of feeding, and food preferences (Volkoff & Peter, 2006). Feeding behaviour of fish can be modified by both Pavlovian and operant learning (to catch or manipulate the food; Warburton, 2007). For obvious reasons, feeding motivation and its links with growth variation has been extensively studied in cultured fish species (Martins, Schrama, & Verreth, 2005).…”

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Relationship between individual and group learning in a marine teleost: A case study with sea bass under self-feeding conditions

et al. 2017

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Fish learning and cognition are usually approached by testing single individuals in various devices such as mazes that have serious drawbacks, especially in gregarious species, including the stress induced by the test procedure. This might impair the results and lead to misinterpretation about the learning abilities of the targeted species. In order to provide an alternative to the individual-based tests, we investigated for the first time the operant conditioning of four similar groups (50 individuals per tank) of sea bass. We used two computerized self-feeder devices per tank, each coupled with individual electronic identification and that were alternately activated during varying positive appetitive reinforcement period of time (7 to 1 day). Learning abilities were examined at both group and individual levels. At the group level, the operant conditioning was demonstrated as the triggering activity significantly decreased when the device was turned off and increased when it was turned on, whatever the reinforcement period duration. The individual level analysis revealed a more complex situation with fish showing different learning performances that can be best explained through the producer-scrounger game theory.

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Relationship between individual and group learning in a marine teleost: A case study with sea bass under self-feeding conditions

et al. 2017

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“…However, the time taken to lose such an ability can vary (three‐spine stickleback, Gasterosteus aculeatus, Gasterosteidae, 2 days; Mackney and Hughes 1995; Silver perch, Bidyanus bidyanus, Terapontidae, up to 5 weeks; Warburton and Thomson 2006). The improvement of predatory abilities with experience has been demonstrated in other animals, such as teleost fish (Warburton 2006), garter snakes ( Thamnophis sirtalis , Colubridae; Krause and Burghardt 2001), squid ( Loligo opalescens, Loliginidae; Chen et al. 1996) and birds (Marchetti and Price 1989).…”

Section: Is There Any Evidence To Suggest That Sharks Can Use Learninmentioning

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The role of learning in shark behaviour

et al. 2009

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Introduction 451Learning terminology and early shark experiments 451Associative learning 452Non-associative learning 453Is there any evidence to suggest that sharks can use learning in natural situations? 453Migration, navigation and orientation 453Foraging 456 Social interactions 458Conspecifics/heterospecifics 458 AbstractThe role of learning in behaviour is well known for many animal taxa, including teleost fishes, insects, birds and mammals. However, its importance to sharks in everyday behavioural processes has rarely been considered. Almost 50 years ago the first learning experiments on sharks were conducted; our first section discusses these studies and places them in a framework of associative and non-associative learning. These experiments showed that sharks were capable of different forms of learning, such as operant and classical conditioning and habituation. Sharks could learn associations as rapidly as other vertebrates and also remember training regimes for several months. However, much of this experimental evidence was based on small sample sizes and few shark orders, such as Carcharhiniformes and Orectobliformes, leaving large gaps in our knowledge of the general learning capabilities of other shark orders. We also examine recent research that has tested for, or inferred learning in behavioural processes. This section reveals that sharks, like teleost fishes use learning to improve prey search and capture to potentially navigate and orientate in their home range and recognize conspecifics, heterospecifics and mates. Learning is also discussed in relation to ecotourism and fisheries. Findings indicated that these activities may lead to conditioning of sharks and that considerable effort should go into investigating what impact this could have on the shark species involved. Finally, we discuss the importance of combining laboratory experiments with field studies, the use of new experimental techniques, the role of model species and research priorities for future work.

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“…Hatchery‐reared fish of wild genotypes often require experience before identifying live prey as potential food and they need to learn to pursue and handle the evasive prey as opposed to the formulated pellets they have been fed previously and are accustomed to (Olla et al. 1998; Sundström & Johnsson 2001; Warburton 2006). In comparison, hatchery‐reared transgenic fish learn to feed on novel prey faster (Sundström et al.…”

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confidence: 99%

Sustained predation effects of hatchery‐reared transgenic coho salmon Oncorhynchus kisutch in semi‐natural environments

Sundström

Tymchuk

Lõhmus

et al. 2009

Journal of Applied Ecology

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Summary1. The potential risks of accidental or intentional introduction of transgenic organisms to nature are unknown. We have previously shown that, after being reared in the hatchery, growth hormone transgenic coho salmon Oncorhynchus kisutch can exert a stronger predation effect on natural prey under simulated natural conditions compared with hatchery-reared genetically wild conspecifics. However, when reared in a simulated natural environment, the difference between the two genotypes was greatly reduced.2. Here, we tested if the difference in predation rate between the two genotypes after being reared in the hatchery diminishes with time spent in a simulated natural environment. Genetically wild coho salmon reared in the hatchery were size matched to younger satiation-fed (fast-growing) and same age restricted-fed (growth rates matched to wild-type) transgenic fish. These three types of predators were released into simulated natural habitats and their effects on prey survival and growth were monitored over a 2-month period. 3. Restricted-fed, but not satiation-fed, transgenic predators consumed significantly more prey (·2AE7) relative to wild predators during the first month, with an increase to 3.8 times during the second period. Prey biomass decreased more in the presence of restricted-fed predators during the first period, but a faster growth of these prey during the second period compensated for the higher predation rate resulting in no significant difference in prey biomass among predators after 2 months. Transgenic predators grew more in length than wild type, but all three types converged in weight and condition over time. 4. Synthesis and applications. Behavioural phenotypes developed in the hatchery showed little plasticity after release. Hence, development of policy on the use of transgenic organisms must incorporate knowledge of the effect of environmental conditions, experienced by the organism prior to escape or release, on phenotype. The risk posed by culture-reared organisms may depend on the frequency of escapes, number of individuals escaping and age of escapees. Important to note is that wild-reared organisms may be biologically different from culture-reared and thus require separate evaluation. Our results will be important for science policy makers and regulators to consider when deciding whether to allow commercial application of transgenic species in aquaculture.

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Learning of Foraging Skills by Fishes

Cited by 11 publications

References 98 publications

Relationship between individual and group learning in a marine teleost: A case study with sea bass under self-feeding conditions

Relationship between individual and group learning in a marine teleost: A case study with sea bass under self-feeding conditions

The role of learning in shark behaviour

Sustained predation effects of hatchery‐reared transgenic coho salmon Oncorhynchus kisutch in semi‐natural environments

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