Culum Brown, Kevin Laland, Jens Krause

Fish Cognition and Behavior

• Gebundenes Buch

Produktbeschreibung

In the second edition of this fascinating book an international team of experts have been brought together to explore all major areas of fish learning, including:
Foraging skills
Predator recognition
Social organisation and learning
Welfare and pain

Three new chapters covering fish personality, lateralisation, and fish cognition and fish welfare, have been added to this fully revised and expanded second edition.

Fish Cognition and Behavior, Second Edition contains essential information for all fish biologists and animal behaviorists and contains much new information of commercial importance for fisheries managers and aquaculture personnel. Libraries in all universities and research establishments where biological sciences, fisheries and aquaculture are studied and taught will find it an important addition to their shelves.

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Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Fish and Aquatic Resources .
• Verlag: Wiley & Sons
• 2. Aufl.
• Seitenzahl: 480
• Erscheinungstermin: 22. August 2011
• Englisch
• Abmessung: 250mm x 175mm x 30mm
• Gewicht: 1167g
• ISBN-13: 9781444332216
• ISBN-10: 144433221X
• Artikelnr.: 33301256

Autorenporträt

Culum Brown is at the Department of Biological Sciences, Macquarie University, Sydney, Australia. Kevin Laland is at the Centre for Social Learning and Cognitive Evolution, School of Biology, University of St Andrews, UK. Jens Krause is at the Department of Biology and Ecology of Fishes, Leibniz-Institute of Freshwater Ecology and Inland Fisheries, and also at Humboldt University, both in Berlin, Germany.

Inhaltsangabe

Preface and Acknowledgements xv
Series Foreword xvi
List of Contributors xix
1 Fish Cognition and Behaviour 1
Brown, Laland and Krause
1.1 Introduction 1
1.2 Contents of this book 3
References 9
2 Learning of Foraging Skills by Fish 10
Warburton and Hughes
2.1 Introduction 10
2.2 Some factors affecting the learning process 12
2.2.1 Reinforcement 12
2.2.2 Drive 12
2.2.3 Stimulus attractiveness 12
2.2.4 Exploration and sampling 14
2.2.5 Attention and simple association 14
2.2.6 Cognition 15
2.2.7 Memory systems and skill transfer 18
2.3 Patch use and probability matching 19
2.4 Performance 21
2.5 Tracking environmental variation 23
2.6 Competition 26
2.7 Learning and fish feeding: some applications 27
2.8 Conclusions 27
Acknowledgements 28
References 29
3 Learned Defences and Counterdefences in Predator-Prey Interactions 36
Kelley and Magurran
3.1 Introduction 36
3.2 The predator-prey sequence 38
3.2.1 Encounter 39
3.2.1.1 Avoiding dangerous habitats 39
3.2.1.2 Changing activity patterns 40
3.2.2 Detection 41
3.2.2.1 Crypsis 42
3.2.2.2 Sensory perception 42
3.2.3 Recognition 43
3.2.3.1 Associative learning 43
3.2.3.2 Learning specificity 44
3.2.3.3 Search images 45
3.2.3.4 Aposematism and mimicry 46
3.2.4 Approach 47
3.2.4.1 Pursuit deterrence 47
3.2.4.2 Gaining information about the predator 47
3.2.4.3 Social learning 47
3.2.4.4 Habituation 49
3.2.5 Evasion 49
3.2.5.1 Reactive distance and escape speed and trajectory 50
3.2.5.2 Survival benefits/capture success 50
3.3 Summary and discussion 51
Acknowledgements 52
References 53
4 Learning about Danger: Chemical Alarm Cues and Threat-Sensitive
Assessment of Predation Risk by Fishes 59
Brown, Ferrari and Chivers
4.1 Introduction 59
4.2 Chemosensory cues as sources of information 60
4.2.1 Learning, innate responses and neophobia 60
4.2.2 Learned predator recognition through conditioning with alarm cues 62
4.3 Variable predation risk and flexible learning 62
4.3.1 Assessing risk in time 64
4.3.2 Sensory complementation and threat-sensitive learning 65
4.4 Generalisation of risk 66
4.4.1 Generalising of predator cues 66
4.4.2 Generalisation of non-predator cues 67
4.5 Predator recognition continuum hypothesis 68
4.5.1 Ecological selection for innate versus learned recognition of
predators 69
4.5.2 Ecological selection for generalised learning 69
4.6 Retention: the forgotten component of learning 70
4.7 Conservation, management and learning 72
4.7.1 Conditioning predator recognition skills 72
4.7.2 Anthropogenic constraints 73
4.7.3 Field-based studies 73
4.8 Conclusions 74
Acknowledgements 74
References 74
5 Learning and Mate Choice 81
Witte and Nöbel
5.1 Introduction 81
5.2 Sexual imprinting 82
5.2.1 Does sexual imprinting promote sympatric speciation in fishes? 82
5.3 Learning after reaching maturity 83
5.4 Eavesdropping 84
5.4.1 Eavesdropping and mate choice 84
5.4.2 Benefits of eavesdropping 84
5.4.3 The audience effect 85
5.5 Mate-choice copying 87
5.5.1 Mate-choice copying - first experimental evidence and consequence 88
5.5.2 Mate-choice copying - evidence from the wild 89
5.5.3 Mate-choice copying when living in sympatry or allopatry 91
5.5.4 Mate-choice copying - the role of the early environment 92
5.5.5 Quality of the model fish 93
5.6 Social mate preferences overriding genetic preferences 94
5.6.1 Indications from guppies 94
5.6.2 Indications from sailfin mollies 95
5.7 Cultural evolution through mate-choice copying 96
5.8 Does mate-choice copying support the evolution of a novel male trait?
96
5.8.1 Theoretical approaches 97
5.8.2 Experimental approaches 98
5.9 Is mate-choice copying an adaptive mate-choice strategy? 99
5.9.1 Benefits of mate-choice copying 99
5.9.2 Costs of mate-choice copying 100
5.10 Outlook 101
5.11 Conclusions 102
References 102
6 Aggressive Behaviour in Fish: Integrating Information about Contest Costs
108
Hsu, Earley and Wolf
6.1 Introduction 108
6.2 Information about resource value 110
6.3 Information about contest costs 110
6.3.1 Assessing fighting ability 111
6.3.2 Information from past contests 113
6.3.2.1 Winner and loser effects 113
6.3.2.2 Individual recognition 117
6.3.2.3 Social eavesdropping 117
6.3.3 Integrating different types of cost-related information 118
6.4 Physiological mechanisms 119
6.5 Conclusions and future directions 126
Acknowledgements 128
References 128
7 Personality Traits and Behaviour 135
Budaev and Brown
7.1 Introduction 135
7.2 Observation and description of personality 137
7.2.1 Current terminology 137
7.2.1.1 Shyness-boldness 138
7.2.1.2 Coping styles 140
7.2.1.3 Behavioural syndromes 140
7.2.2 Objectivity 140
7.2.3 Labelling personality traits; construct validity 142
7.2.4 Objective and subjective measurements of personality 142
7.2.5 Modern terminology and statistical approaches 145
7.3 Proximate causation 146
7.4 Ontogeny and experience 149
7.5 Is personality adaptive? 150
7.5.1 Frequency- and density-dependent selection 150
7.5.2 State-dependent models 151
7.6 Evolution 153
7.7 Wider implications 155
7.7.1 Fish production and reproduction 155
7.7.2 Personality and population dynamics 155
7.8 Conclusions 156
Acknowledgements 157
References 157
8 The Role of Learning in Fish Orientation 166
Odling-Smee, Simpson and Braithwaite
8.1 Introduction 166
8.2 Why keep track of location? 166
8.3 The use of learning and memory in orientation 167
8.4 Learning about landmarks 168
8.5 Compass orientation 171
8.6 Water movements 172
8.7 Inertial guidance and internal 'clocks' 173
8.8 Social cues 174
8.9 How flexible is orientation behaviour? 174
8.9.1 When to learn? 174
8.9.2 What to learn? 175
8.9.3 Spatial learning capacity 176
8.10 Salmon homing - a case study 177
8.11 Conclusion 179
Acknowledgements 179
References 180
9 Social Recognition of Conspecifics 186
Griffiths and Ward
9.1 Introduction 186
9.2 Recognition of familiars 186
9.2.1 Laboratory studies of familiarity 187
9.2.2 Mechanisms of familiarity recognition 187
9.2.3 Functions of associating with familiar fish 191
9.2.4 Familiarity in free-ranging fishes 194
9.2.5 Determinants of familiarity 195
9.3 Familiarity or kin recognition? 196
9.3.1 Kin recognition theory 196
9.3.2 Evidence for kin recognition from laboratory studies 200
9.3.3 Advantages of kin discrimination 201
9.3.4 Kin association in the wild 201
9.3.5 Explaining the discrepancies between laboratory and field 203
9.3.6 Kin avoidance 205
9.4 Conclusion 206
References 207
10 Social Organisation and Information Transfer in Schooling Fish 217
Ioannou, Couzin, James, Croft and Krause
10.1 Introduction 217
10.2 Collective motion 218
10.3 Emergent collective motion in the absence of external stimuli 219
10.4 Response to internal state and external stimuli: Information
processing within schools 220
10.4.1 Collective response to predators 220
10.4.2 Mechanisms and feedback in information transfer 222
10.4.3 Information transfer during group foraging and migration 225
10.5 Informational status, leadership and collective decision-making in
fish schools 225
10.6 The structure of fish schools and populations 227
10.7 Social networks and individual identities 229
10.8 Community structure in social networks 232
10.9 Conclusions and future directions 233
Acknowledgements 234
References 234
11 Social Learning in Fishes 240
Brown and Laland
11.1 Introduction 240
11.2 Antipredator behaviour 241
11.3 Migration and orientation 244
11.4 Foraging 247
11.5 Mate choice 248
11.6 Aggression 249
11.7 Trade-offs in reliance on social and asocial sources of information
250
11.8 Concluding remarks 252
Acknowledgements 252
References 252
12 Cooperation and Cognition in Fishes 258
Alfieri and Dugatkin
12.1 Introduction 258
12.2 Why study cooperation in fishes? 259
12.3 Cooperation and its categories 261
12.3.1 Category 1 - kin selection 261
12.3.1.1 Cognition and kin selection 261
12.3.1.2 Example of kin selected cooperation: Cooperative breeding 262
12.3.1.3 Example of kin selected cooperation: Conditional territory defence
262
12.3.2 Category 2 - reciprocity 263
12.3.2.1 Cognition and reciprocity 264
12.3.2.2 Example of reciprocity: Egg trading 265
12.3.2.3 Example of reciprocity: Predator inspection 266
12.3.2.4 Example of reciprocity: Interspecific cleaning behaviour 267
12.3.3 Category 3 - by-product mutualism 268
12.3.3.1 Cognition and by-product mutualism 268
12.3.3.2 Example of by-product mutualism: Cooperative foraging 269
12.3.4 Category 4 - trait group selection 270
12.3.4.1 Cognition and trait group selection 270
12.3.4.2 Example of trait group selected cooperation: Predator inspection
270
12.4 Conclusion 271
Acknowledgements 272
References 272
13 Machiavellian Intelligence in Fishes 277
Bshary
13.1 Introduction 277
13.2 Evidence for functional aspects of Machiavellian intelligence 279
13.2.1 Information gathering about relationships between other group
members 279
13.2.2 Predator inspection 280
13.2.3 Group-living cichlids 281
13.2.4 Machiavellian intelligence in cleaning mutualisms 283
13.2.4.1 Categorisation and individual recognition of clients 283
13.2.4.2 Building up relationships between cleaners and resident clients
284
13.2.4.3 Use of tactile stimulation by cleaners to manipulate client
decisions and reconcile after conflicts 284
13.2.4.4 Audience effects in response to image scoring and tactical
deception 285
13.2.4.5 Punishment by males during pair inspections 285
13.3 Evidence for cognitive mechanisms in fishes 286
13.3.1 What cognitive abilities might cleaners need to deal with their
clients? 286
13.3.2 Other cognitive mechanisms 287
13.4 Discussion 288
13.4.1 Future avenues I: How Machiavellian is fish behaviour? 289
13.4.2 Future avenues II: Relating Machiavellian-type behaviour to brain
size evolution 290
13.4.3 Extending the Machiavellian intelligence hypothesis to general
social intelligence 291
Acknowledgements 291
References 291
14 Lateralization of Cognitive Functions in Fish 298
Bisazza and Brown
14.1 Introduction 298
14.2 Lateralized functions in fish 300
14.2.1 Antipredator behavior 300
14.2.1.1 Predator inspection 301
14.2.1.2 Predator evasion 302
14.2.1.3 Fast escape response 303
14.2.2 Mating behavior 304
14.2.3 Aggression 304
14.2.4 Shoaling and social recognition 304
14.2.5 Foraging behavior 306
14.2.6 Exploration and response to novelty 306
14.2.7 Homing and spatial abilities 307
14.2.8 Communication 307
14.3 Individual differences in lateralization 308
14.3.1 Hereditary basis of lateralization 308
14.3.2 Sex differences in lateralization 309
14.3.3 Environmental factors influencing development of lateralization 310
14.3.4 Lateralization and personality 311
14.4 Ecological consequences of lateralization of cognitive functions 312
14.4.1 Selective advantages of cerebral lateralization 312
14.4.2 Costs of cerebral lateralization 314
14.4.3 Maintenance of intraspecific variability in the degree of
lateralization 316
14.4.4 Evolutionary significance of population biases in laterality 316
14.5 Summary and future research 317
Acknowledgements 318
References 319
15 Brain and Cognition in Teleost Fish 325
Broglio, Gómez, Durán, Salas and Rodríguez
15.1 Introduction 325
15.2 Classical conditioning 327
15.2.1 Delay motor classical conditioning and teleost fish cerebellum 328
15.2.2 Role of the teleost cerebellum and telencephalic pallium in trace
motor classical conditioning 330
15.3 Emotional learning 331
15.3.1 Role of the medial pallium in avoidance conditioning and taste
aversion learning 332
15.3.2 Teleost cerebellum and fear conditioning 334
15.4 Spatial cognition 336
15.4.1 Allocentric spatial memory representations in teleost fishes 337
15.4.2 Role of the teleost telencephalon in egocentric and allocentric
spatial navigation 340
15.4.3 Map-like memories and hippocampal pallium in teleost fishes 345
15.4.4 Neural mechanisms for egocentric spatial orientation 347
15.5 Concluding remarks 349
Acknowledgements 350
References 350
16 Fish Behaviour, Learning, Aquaculture and Fisheries 359
Fernö, Huse, Jakobsen, Kristiansen and Nilsson
16.1 Fish learning skills in the human world 359
16.2 Fisheries 362
16.2.1 Spatial dynamics 362
16.2.1.1 Learning skills and movement 362
16.2.1.2 Social learning of migration pattern 363
16.2.1.3 Implications of learning for fisheries management 366
16.2.2 Fish capture 367
16.2.2.1 Natural variations in spatial distribution and behaviour 369
16.2.2.2 Avoidance and attraction before fishing 369
16.2.2.3 Before physical contact with the gear 369
16.2.2.4 After physical contact with the gear 371
16.2.2.5 Behaviour after escaping the gear and long-term consequences 372
16.2.3 Abundance estimation 374
16.3 Aquaculture 375
16.3.1 Ontogeny 375
16.3.2 Habituation, conditioning and anticipation 376
16.3.3 Pavlovian learning - delay and trace conditioning 378
16.3.4 Potential use of reward conditioning in aquaculture 379
16.3.5 Operant learning 382
16.3.6 Individual decisions and collective behaviour 383
16.4 Stock enhancement and sea-ranching 384
16.5 Escapees from aquaculture 388
16.6 Capture-based aquaculture 389
16.7 Conclusions and perspectives 389
Acknowledgements 391
References 391
17 Cognition and Welfare 405
Sneddon
17.1 Introduction 405
17.1.1 Fish welfare 406
17.1.2 Preference and avoidance testing 407
17.1.3 Behavioural flexibility and intraspecific variation 408
17.2 What is welfare? 408
17.2.1 Sentience and consciousness 409
17.2.2 Cognition and welfare 410
17.3 What fishes want 410
17.3.1 Preference tests 411
17.3.1.1 Physical habitat 411
17.3.1.2 Breeding 413
17.3.1.3 Diet 413
17.3.1.4 Social interactions 414
17.4 What fishes do not want 416
17.5 Pain and fear in fish 417
17.6 Personality in fish 420
17.7 Wider implications for the use of fish 420
17.7.1 Aquaculture 421
17.7.2 Fisheries 425
17.7.3 Recreational fishing 425
17.7.4 Research 426
17.7.5 Companion fish 427
17.8 Conclusion 427
Acknowledgements 429
References 429
Species List 435
Index 443