Learned recognition of novel predators allows prey to respond to ecologically relevant 27 threats. Prey could minimize the costs associated with learning the identity of both 28 predators and nonpredators by making educated guesses on the identity of a novel species 29 based on their similarities with known predators and nonpredators, a process known as 30 generalization. Here, we tested whether juvenile rainbow trout, Oncorhynchus mykiss, 31have the ability to generalize information from a known predator (experiment 1) or a 32 known harmless species (experiment 2) to closely related but novel species. In 33 experiment 1, we taught juvenile trout to recognize a predatory pumpkinseed sunfish, 34Lepomis gibbosus, by pairing pumpkinseed odour with conspecific alarm cues or a 35 distilled water control. We then tested the trout for a response to pumpkinseeds and to 36 novel longear sunfish, Lepomis megalotis (same genus as pumpkinseed), rock bass, 37 Ambloplites rupestris (same family as pumpkinseed) or yellow perch, Perca flavenscens 38 (different family). Trout showed strong learned recognition of pumpkinseed and longear 39 sunfish odour and a weak learned response to rock bass odour but no recognition of 40 yellow perch. In experiment 2, we used latent inhibition to teach juvenile trout that 41 pumpkinseeds were harmless. During subsequent predator learning trials, trout did not 42 learn to recognize pumpkinseed or longear sunfish odour as potential threats, but they did 43 learn that rock bass and yellow perch were threatening. Taken together, these results 44 demonstrate that juvenile rainbow trout can generalize learned recognition of both 45 predator and nonpredator odours based on the phylogenetic relatedness of predators.

An honours year is an introduction to new relationships with supervisors, fellow students, research participants and, importantly, yourself. This paper is based upon the experiences of four former Australian honours students who felt there was a distinct lack of guidance for firsttime researchers in the available academic literature. In this paper, we explore the research experiences, processes and relationships that characterize the honours year including, working with theoretical frameworks and the student -supervisor relationship, providing examples from our own experience. We conclude by considering the ethical implications of the research and the power and ethical obligations of the researcher.

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