Fish Cognition and Behavior, 2nd Edition
June 2011, Wiley-Blackwell
- 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.
List of Contributors.
1 Fish Cognition and Behaviour (Brown, Laland and Krause).
1.2 Contents of this book.
2 Learning of Foraging Skills by Fish (Warburton and Hughes).
2.2 Some factors affecting the learning process.
2.2.3 Stimulus attractiveness.
2.2.4 Exploration and sampling.
2.2.5 Attention and simple association.
2.2.7 Memory systems and skill transfer.
2.3 Patch use and probability matching.
2.5 Tracking environmental variation.
2.7 Learning and fish feeding: some applications.
3 Learned Defences and Counterdefences in Predator–Prey Interactions (Kelley and Magurran).
3.2 The predator–prey sequence.
18.104.22.168 Avoiding dangerous habitats.
22.214.171.124 Changing activity patterns.
126.96.36.199 Sensory perception.
188.8.131.52 Associative learning.
184.108.40.206 Learning specificity.
220.127.116.11 Search images.
18.104.22.168 Aposematism and mimicry.
3.2.4 Approach .
22.214.171.124 Pursuit deterrence.
126.96.36.199 Gaining information about the predator.
188.8.131.52 Social learning.
184.108.40.206 Reactive distance and escape speed and trajectory.
220.127.116.11 Survival benefits/capture success.
3.3 Summary and discussion .
4 Learning about Danger: Chemical Alarm Cues and Threat-Sensitive Assessment of Predation Risk by Fishes (Brown, Ferrari and Chivers).
4.2 Chemosensory cues as sources of information.
4.2.1 Learning, innate responses and neophobia.
4.2.2 Learned predator recognition through conditioning with alarm cues.
4.3 Variable predation risk and flexible learning.
4.3.1 Assessing risk in time.
4.3.2 Sensory complementation and threat-sensitive learning.
4.4 Generalisation of risk.
4.4.1 Generalising of predator cues.
4.4.2 Generalisation of non-predator cues.
4.5 Predator recognition continuum hypothesis.
4.5.1 Ecological selection for innate versus learned recognition of predators.
4.5.2 Ecological selection for generalised learning.
4.6 Retention: the forgotten component of learning.
4.7 Conservation, management and learning.
4.7.1 Conditioning predator recognition skills.
4.7.2 Anthropogenic constraints.
4.7.3 Field-based studies.
5 Learning and Mate Choice (Witte and N¨obel).
5.2 Sexual imprinting.
5.2.1 Does sexual imprinting promote sympatric speciation in fishes?
5.3 Learning after reaching maturity.
5.4 Eavesdropping .
5.4.1 Eavesdropping and mate choice.
5.4.2 Benefits of eavesdropping.
5.4.3 The audience effect.
5.5 Mate-choice copying.
5.5.1 Mate-choice copying – first experimental evidence and consequence.
5.5.2 Mate-choice copying – evidence from the wild.
5.5.3 Mate-choice copying when living in sympatry or allopatry.
5.5.4 Mate-choice copying – the role of the early environment.
5.5.5 Quality of the model fish.
5.6 Social mate preferences overriding genetic preferences.
5.6.1 Indications from guppies.
5.6.2 Indications from sailfin mollies.
5.7 Cultural evolution through mate-choice copying.
5.8 Does mate-choice copying support the evolution of a novel male trait?
5.8.1 Theoretical approaches.
5.8.2 Experimental approaches.
5.9 Is mate-choice copying an adaptive mate-choice strategy?
5.9.1 Benefits of mate-choice copying.
5.9.2 Costs of mate-choice copying.
6 Aggressive Behaviour in Fish: Integrating Information about
Contest Costs (Hsu, Earley and Wolf).
6.2 Information about resource value.
6.3 Information about contest costs.
6.3.1 Assessing fighting ability.
6.3.2 Information from past contests.
18.104.22.168 Winner and loser effects.
22.214.171.124 Individual recognition.
126.96.36.199 Social eavesdropping.
6.3.3 Integrating different types of cost-related information.
6.4 Physiological mechanisms.
6.5 Conclusions and future directions.
7 Personality Traits and Behaviour (Budaev and Brown).
7.2 Observation and description of personality.
7.2.1 Current terminology.
188.8.131.52 Coping styles.
184.108.40.206 Behavioural syndromes.
7.2.3 Labelling personality traits; construct. validity
7.2.4 Objective and subjective measurements of personality.
7.2.5 Modern terminology and statistical approaches.
7.3 Proximate causation.
7.4 Ontogeny and experience.
7.5 Is personality adaptive?
7.5.1 Frequency- and density-dependent selection.
7.5.2 State-dependent models.
7.7 Wider implications.
7.7.1 Fish production and reproduction.
7.7.2 Personality and population dynamics.
8 The Role of Learning in Fish Orientation (Odling-Smee, Simpson and Braithwaite).
8.2 Why keep track of location?
8.3 The use of learning and memory in orientation
8.4 Learning about landmarks.
8.5 Compass orientation.
8.6 Water movements.
8.7 Inertial guidance and internal ‘clocks’.
8.8 Social cues.
8.9 How flexible is orientation behaviour?
8.9.1 When to learn?
8.9.2 What to learn?
8.9.3 Spatial learning capacity.
8.10 Salmon homing – a case study.
9 Social Recognition of Conspecifics (Griffiths and Ward).
9.2 Recognition of familiars.
9.2.1 Laboratory studies of familiarity.
9.2.2 Mechanisms of familiarity recognition.
9.2.3 Functions of associating with familiar fish.
9.2.4 Familiarity in free-ranging fishes.
9.2.5 Determinants of familiarity.
9.3 Familiarity or kin recognition?
9.3.1 Kin recognition theory.
9.3.2 Evidence for kin recognition from laboratory studies.
9.3.3 Advantages of kin discrimination.
9.3.4 Kin association in the wild.
9.3.5 Explaining the discrepancies between laboratory and field.
9.3.6 Kin avoidance.
10 Social Organisation and Information Transfer in Schooling Fish (Ioannou, Couzin, James, Croft and Krause).
10.2 Collective motion.
10.3 Emergent collective motion in the absence of external stimuli.
10.4 Response to internal state and external stimuli: Information processing within schools.
10.4.1 Collective response to predators.
10.4.2 Mechanisms and feedback in information transfer.
10.4.3 Information transfer during group foraging and migration.
10.5 Informational status, leadership and collective decision-making in fish schools.
10.6 The structure of fish schools and populations.
10.7 Social networks and individual identities.
10.8 Community structure in social networks.
10.9 Conclusions and future directions.
11 Social Learning in Fishes (Brown and Laland).
11.2 Anti-predator behaviour.
11.3 Migration and orientation.
11.5 Mate choice.
11.7 Trade-offs in reliance on social and asocial sources of information.
11.8 Concluding remarks.
12 Cooperation and Cognition in Fishes (Alfieri and Dugatkin).
12.2 Why study cooperation in fishes?
12.3 Cooperation and its categories.
12.3.1 Category – kin selection.
220.127.116.11 Cognition and kin selection.
18.104.22.168 Example of kin selected cooperation: Cooperative breeding.
22.214.171.124 Example of kin selected cooperation: Conditional territory defence.
12.3.2 Category – reciprocity.
126.96.36.199 Cognition and reciprocity.
188.8.131.52 Example of reciprocity: Egg trading
184.108.40.206 Example of reciprocity: Predator inspection.
220.127.116.11 Example of reciprocity: Interspecific cleaning behaviour.
12.3.3 Category – by-product mutualism
18.104.22.168 Cognition and by-product mutualism.
22.214.171.124 Example of by-product mutualism: Cooperative foraging.
12.3.4 Category – trait group selection.
126.96.36.199 Cognition and trait group selection.
188.8.131.52 Example of trait group selected cooperation: Predator inspection.
13 Machiavellian Intelligence in Fishes (Bshary).
13.2 Evidence for functional aspects of Machiavellian intelligence.
13.2.1 Information gathering about relationships between other group members.
13.2.2 Predator inspection.
13.2.3 Group-living cichlids.
13.2.4 Machiavellian intelligence in cleaning mutualisms.
184.108.40.206 Categorisation and individual recognition of clients.
220.127.116.11 Building up relationships between cleaners and resident clients.
18.104.22.168 Use of tactile stimulation by cleaners to manipulate client decisions and reconcile after conflicts.
22.214.171.124 Audience effects in response to image scoring and tactical deception.
126.96.36.199 Punishment by males during pair inspections.
13.3 Evidence for cognitive mechanisms in fishes.
13.3.1 What cognitive abilities might cleaners need to deal with their clients?
13.3.2 Other cognitive mechanisms.
13.4.1 Future avenues I: How Machiavellian is fish behaviour?
13.4.2 Future avenues II: Relating Machiavellian-type behaviour to brain size evolution.
13.4.3 Extending the Machiavellian intelligence hypothesis to general social intelligence.
14 Lateralization of Cognitive Functions in Fish (Bisazza and Brown).
14.2 Lateralized functions in fish.
14.2.1 Antipredator behavior
188.8.131.52 Predator inspection.
184.108.40.206 Predator evasion.
220.127.116.11 Fast escape response.
14.2.2 Mating behavior.
14.2.3 Aggression .
14.2.4 Shoaling and social recognition.
14.2.5 Foraging behavior.
14.2.6 Exploration and response to novelty.
14.2.7 Homing and spatial abilities.
14.3 Individual differences in lateralization.
14.3.1 Hereditary basis of lateralization.
14.3.2 Sex differences in lateralization.
14.3.3 Environmental factors influencing development of lateralization.
14.3.4 Lateralization and personality.
14.4 Ecological consequences of lateralization of cognitive functions.
14.4.1 Selective advantages of cerebral lateralization.
14.4.2 Costs of cerebral lateralization.
14.4.3 Maintenance of intraspecific variability in the degree of lateralization.
14.4.4 Evolutionary significance of population biases in laterality.
14.5 Summary and future research.
15 Brain and Cognition in Teleost Fish (Broglio, G´omez, Dur´an, Salas and Rodr´iguez).
15.2 Classical conditioning.
15.2.1 Delay motor classical conditioning and teleost fish cerebellum.
15.2.2 Role of the teleost cerebellum and telencephalic pallium in trace motor classical conditioning.
15.3 Emotional learning.
15.3.1 Role of the medial pallium in avoidance conditioning and taste aversion learning.
15.3.2 Teleost cerebellum and fear conditioning.
15.4 Spatial cognition.
15.4.1 Allocentric spatial memory representations in teleost fishes.
15.4.2 Role of the teleost telencephalon in egocentric and allocentric spatial navigation.
15.4.3 Map-like memories and hippocampal pallium in teleost fishes.
15.4.4 Neural mechanisms for egocentric spatial orientation.
15.5 Concluding remarks.
16 Fish Behaviour, Learning, Aquaculture and Fisheries (Fern¨o, Huse, Jakobsen, Kristiansen and Nilsson).
16.1 Fish learning skills in the human world.
16.2.1 Spatial dynamics.
18.104.22.168 Learning skills and movement.
22.214.171.124 Social learning of migration pattern.
126.96.36.199 Implications of learning for fisheries management.
16.2.2 Fish capture.
188.8.131.52 Natural variations in spatial distribution and behaviour. .
184.108.40.206 Avoidance and attraction before fishing
220.127.116.11 Before physical contact with the gear.
18.104.22.168 After physical contact with the gear.
22.214.171.124 Behaviour after escaping the gear and long-term consequences.
16.2.3 Abundance estimation.
16.3.2 Habituation, conditioning and anticipation.
16.3.3 Pavlovian learning – delay and trace conditioning.
16.3.4 Potential use of reward conditioning in aquaculture.
16.3.5 Operant learning.
16.3.6 Individual decisions and collective behaviour.
16.4 Stock enhancement and sea-ranching.
16.5 Escapees from aquaculture .
16.6 Capture-based aquaculture.
16.7 Conclusions and perspectives.
17 Cognition and Welfare (Sneddon).
17.1.1 Fish welfare.
17.1.2 Preference and avoidance testing.
17.1.3 Behavioural flexibility and intraspecific variation.
17.2 What is welfare?
17.2.1 Sentience and consciousness.
17.2.2 Cognition and welfare.
17.3 What fishes want.
17.3.1 Preference tests.
126.96.36.199 Physical habitat.
188.8.131.52 Social interactions.
17.4 What fishes do not want.
17.5 Pain and fear in fish.
17.6 Personality in fish.
17.7 Wider implications for the use of fish.
17.7.3 Recreational fishing.
17.7.5 Companion fish.
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.
“With the inclusion of new aspects and the update of the content of the first edition this book is a must for all researchers in the field of fish behaviour and interaction.” (Bulletin of Fish Biology, 1 October 2011)
“Summing Up: Recommended. Upper-division undergraduates through professionals.” (Choice, 1 March 2012)