Background To facilitate background matching in heterogenous environments, some animals rapidly change body colouration. Marine predatory fishes might use this ability to hide from predators and prey. Here, we focus on scorpionfishes (Scorpaenidae), well-camouflaged, bottom-dwelling sit-and-wait predators. We tested whether Scorpaena maderensis and Scorpaena porcus adjust body luminance and hue in response to three artificial backgrounds and thereby achieve background matching. Both scorpionfish species are also red fluorescent, which could contribute to background matching at depth. Therefore, we tested whether red fluorescence is also regulated in response to different backgrounds. The darkest and the lightest backgrounds were grey, while the third background was orange of intermediate luminance. Scorpionfish were placed on all three backgrounds in a randomised repeated measures design. We documented changes in scorpionfish luminance and hue with image analysis and calculated contrast to the backgrounds. Changes were quantified from the visual perspective of two potential prey fishes, the triplefin Tripterygion delaisi and the goby Pomatoschistus flavescens. Additionally, we measured changes in the area of scorpionfish red fluorescence. Because scorpionfish changed quicker than initially expected, we measured luminance change at a higher temporal resolution in a second experiment. Results Both scorpionfish species rapidly adjusted luminance and hue in response to a change of background. From prey visual perspective, scorpionfishes’ body achromatic and chromatic contrasts against the background were high, indicating imperfect background matching. Chromatic contrasts differed considerably between the two observer species, highlighting the importance of choosing natural observers with care when studying camouflage. Scorpionfish displayed larger areas of red fluorescence with increasing luminance of the background. With the second experiment, we showed that about 50% of the total luminance change observed after one minute is achieved very rapidly, in five to ten seconds. Conclusion Both scorpionfish species change body luminance and hue in response to different backgrounds within seconds. While the achieved background matching was suboptimal for the artificial backgrounds, we propose that the observed changes were intended to reduce detectability, and are an essential strategy to camouflage in the natural environment.
Background Intrasexual competition over access to resources can lead to aggression between individuals. Because overt aggression, i.e. fights, can be costly for contestants, the communication of aggressive motivation prior to engagement in a physical fight is often mediated by conventional signals. Animals of various taxa, including fishes, display visual signals such as body coloration that can dynamically be adjusted depending on the individual’s motivation. Male individuals of the West African cichlid Pelvicachromis taeniatus express a yellow body coloration displayed during courtship but also in an intrasexual competition context. Results Within-individual variation in male yellow body coloration, as quantified with standardized digital photography and representation in a CIELab color space, was examined in a mating context by exposing males to a female and in a competitive intrasexual context, i.e. in a dyadic contest. Additionally, spectrometric reflectance measurements were taken to obtain color representations in a physiological color space based on spectral sensitivities of our model species. Exposure to females did not significantly affect male color expression. However, analysis of body coloration revealed a change in within-individual color intensity and colored area after interaction with a male competitor. In dominant males, extension of coloration was positively correlated with restrained aggression, i.e. displays, which in turn explained dominance established between the two contestants. Conclusion Body coloration in male P. taeniatus is a dynamic signal that is used in concert with display behavior in communication during intrasexual competition.
Sorting objects and events into categories and concepts is an important cognitive prerequisite that spares an individual the learning of every object or situation encountered in its daily life. Accordingly, specific items are classified in general groups that allow fast responses to novel situations. The present study assessed whether bamboo sharks Chiloscyllium griseum and Malawi cichlids Pseudotropheus zebra can distinguish sets of stimuli (each stimulus consisting of two abstract, geometric objects) that meet two conceptual preconditions, i.e., (1) "sameness" versus "difference" and (2) a certain spatial arrangement of both objects. In two alternative forced choice experiments, individuals were first trained to choose two different, vertically arranged objects from two different but horizontally arranged ones. Pair discriminations were followed by extensive transfer test experiments. Transfer tests using stimuli consisting of (a) black and gray circles and (b) squares with novel geometric patterns provided conflicting information with respect to the learnt rule "choose two different, vertically arranged objects", thereby investigating (1) the individuals' ability to transfer previously gained knowledge to novel stimuli and (2) the abstract relational concept(s) or rule(s) applied to categorize these novel objects. Present results suggest that the level of processing and usage of both abstract concepts differed considerably between bamboo sharks and Malawi cichlids. Bamboo sharks seemed to combine both concepts-although not with equal but hierarchical prominence-pointing to advanced cognitive capabilities. Conversely, Malawi cichlids had difficulties in discriminating between symbols and failed to apply the acquired training knowledge on new sets of geometric and, in particular, gray-level transfer stimuli.Key words: visual concept learning, spatial arrangement, relational abstract concept, Malawi cichlid, bamboo shark Concepts and categories benefit an individual's cognitive economy by obviating the learning of every particular object or situation encountered in its daily life (e.g., Lamberts and Shanks 1997;Mareschal et al. 2010). Instead, any new object or action is immediately placed in a group of similar, already classified items, which allows for prompt identification and therefore quick response to novel situations. Concept learning (also known as category learning or concept attainment) requires the learner to compare and contrast groups or categories that comprise possibly concept-relevant features with groups or categories that do not comprise these features (Bruner et al. 1967). While items within a group or category can vary to some extent, they all must share at least some item-specific (e.g., physical or perceptually similar) features and the development of prototypes, schemas, attributions, or exemplars predictive of the appropriate category (Zentall et al. 2002). Abstract concepts, in contrast, are not based on item-specific features but on relationships and are therefore not associated...
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