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

Abstract

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.

Long photoperiod impairs learning in male but not female medaka

“…We therefore conclude that fish learned the novel feeding behavior and flexibly adjusted it based on changes in reward contingency. This is consistent with reports revealing clear associative learning and reversal learning capacities, including the use of self-feeding systems, in other teleost species (Benhaïm et al, 2017;Brown et al, 2011;del Pozo et al, 2011;Laland et al, 2003;Lucon-Xiccato and Bisazza, 2014;Wodinsky and Bitterman, 1957).…”

“…However, some species can switch ll OPEN ACCESS the phase of their feeding behavior over the course of their lifespan, a phenomenon called dualism (Sá nchez-Vá zquez et al, 1998). In addition, self-feeders have been applied to research on social interactions and learning (Benhaïm et al, 2017;Millot and Bé gout, 2009). We have focused on the medaka (Oryzias latipes), a teleost species that represents a well-established vertebrate genetic model (Takeda and Shimada, 2010) and in which photoperiod has a profound effect on physiology and behavior (Koger et al, 1999;Takeda and Shimada, 2010).…”

“…In fish, one approach to study feeding behavior and learning is the use of self-feeders ( da Silva et al., 2016 ). Fish are able to activate self-feeders through a “trigger” sensor placed in the water, a learning process based on operant conditioning associated with a food reward ( Benhaïm et al., 2017 ; da Silva et al., 2016 ). Self-feeders have successfully been used with several fish species mainly to study daily rhythms of feeding behavior and nutrient selection ( da Silva et al., 2016 ; del Pozo et al., 2011 ).…”

“…However, some species can switch the phase of their feeding behavior over the course of their lifespan, a phenomenon called dualism ( Sánchez-Vázquez et al., 1998 ). In addition, self-feeders have been applied to research on social interactions and learning ( Benhaïm et al., 2017 ; Millot and Bégout, 2009 ).…”

Fin damage and growth parameters relative to stocking density and feeding method in intensively cultured European perch (Perca fluviatilis L.)

“…However, the self‐feeding systems served good option for farming practice in line with lower levels of some welfare indicators (Attia et al, ). Main advantage of such systems is that they allow fish to choose their feeding time and frequency, which is not ensured in other feeding systems (automatic feeders, hand feeding) and fed according to their biological rhythms (Benhaïm, Ferrari, Colchen, Chatain, & Bégout, ; López‐Olmeda, Noble, & Sánchez‐Vázquez, ).…”