Costs of learning: the dynamics of mixed-prey exploitation by silver perch, Bidyanus bidyanus (Mitchell, 1838)

Warburton, Kevin; Thomson, C.

doi:10.1016/j.anbehav.2005.04.016

Cited by 19 publications

(11 citation statements)

References 37 publications

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“…However, when the rate of encounter with Bythotrephes is high enough, trout exhibit improved prey discrimination and concentrate on Daphnia, which leads to improved foraging efficiency. Working with Bidyanus bidyanus (silver perch) fingerlings foraging on brine shrimp and chironomid larvae, Warburton & Thomson (2006) found that when fishes that were familiar with one of the two prey types were offered both prey types simultaneously, the rate at which they captured both familiar and unfamiliar prey dropped progressively over succeeding trials. This result was not predicted by simple learning models, according to which a steady improvement in predation efficiency would be expected, but it could be explained in terms of an interaction between learning and attention.…”

Section: Attention and Simple Associationmentioning

confidence: 99%

“…The presence of two alternative prey types led to substantial fluctuations in reward rate over extended periods (20 days), even when prey densities at the start of each trial were kept constant. Warburton & Thomson (2006) interpreted these effects as examples of costs of learning.…”

Section: Attention and Simple Associationmentioning

confidence: 99%

“…A short 'reorientation' lag to consumption occurred at the beginning of experimental sessions where silver perch, B. bidyanus (Terapontidae) were offered Chironomus spp. larvae and brine shrimp in alternating trials (Warburton & Thomson, 2006).…”

Section: Cognitionmentioning

confidence: 99%

“…During the course of a 9-day experiment, naïve reared turbot, Scophthalmus maximus, that were offered shrimp, Crangon crangon, achieved the consumption rates of wild fish (Ellis et al 2002). Silver perch fingerlings reached peak efficiency on chironomid larvae and brine shrimp after five trials (Warburton & Thomson 2006). Reiriz et al (1998) found that naïve Atlantic salmon increased their consumption of Hydropsyche drastically and decreased that of Gammarus after only three attempts, thus matching the selection pattern of wild fish.…”

Section: Performancementioning

confidence: 99%

“…In the absence of reinforcement, fifteen-spined sticklebacks start to forget foraging skills after 2 days and return to naïve levels by 8 days (Croy & Hughes 1991a), while corresponding times for rainbow trout, O. mykiss (Salmonidae), are 14 days (onset of forgetting) and 3 months (return to naïve level) (Ware 1971). In contrast, silver perch can retain learned foraging skills for at least 5 weeks (Warburton & Thomson 2006). It seems likely that the skills to recognise and capture a number of prey types are retained simultaneously, but the decisions to draw on those skills are based on recent experience.…”

Section: Tracking Environmental Variationmentioning

confidence: 99%

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Learning of Foraging Skills by Fish

Warburton

Hughes

2011

Fish Cognition and Behavior

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IntroductionInvestigations of the role of learning and memory in the foraging behaviour of fishes are at an exciting stage. Although less thoroughly studied than traditional laboratory favourites such as rats, pigeons or bees, fish species are no longer to be consigned to the 'poorly understood' category. It is now possible to place the capacities of fish in the context of learning and memory as a whole, as evidenced by previous reviews such as those by Hart (1986Hart ( , 1993, Hughes et al. (1992) and Kieffer & Colgan (1992). The present chapter attempts to integrate perspectives and findings from the fields of behavioural ecology and comparative psychology. This approach has been adopted for the following reasons:1. Comparative psychology has revealed broad regularities in the general principles of learning across invertebrate and vertebrate taxa (Logue 1988; Domjan 1998) and across spatial and temporal domains (Cheng & Spetch 2001). The general principles that apply to learning in bees, pigeons and rats are likely to apply to fishes also. Psychology can clarify the mechanisms that underlie observed behaviour, while behavioural ecology can evaluate the adaptive significance of behavioural capacities demonstrated by psychology. 2. In several cases, static first-generation models based on optimal foraging theory (OFT) that do not represent temporal changes in internal state fail to predict observed behaviour (Hart 1993). More recent studies using more flexible (e.g. dynamic-programming) models have been more successful because of their ability to represent changes in internal state (e.g. physiology and learning), interactions between intrinsic and extrinsic variables and continuous behavioural adjustment in response to these factors (Ehlinger 1989;Kieffer & Colgan 1991;Hart 1993;Dall et al. 1999). Although standard OFT models predict that animals should exhibit all-or-nothing choice, experiments usually reveal partial preferences. It is likely that future models will draw increasingly on psychological effects (e.g. discrimination, memory, cue competition, interference and attention) to explain such divergences from the predictions of simple or idealised models and to test models based on risk and information (Shettleworth 1988).

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Section: Attention and Simple Associationmentioning

confidence: 99%

Section: Attention and Simple Associationmentioning

confidence: 99%

Section: Cognitionmentioning

confidence: 99%

Section: Performancementioning

confidence: 99%

Section: Tracking Environmental Variationmentioning

confidence: 99%

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Learning of Foraging Skills by Fish

Warburton

Hughes

2011

Fish Cognition and Behavior

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Learning of Foraging Skills by Fishes

Warburton¹

2006

Fish Cognition and Behavior

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Frequency‐dependent seed predation by rodents on Sonoran Desert winter annual plants

Horst

Venable

2017

Ecology

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Abstract. Numerous mechanisms may allow species to coexist. We tested for frequencydependent predation, a mechanism predicted by theory and established as a foraging behavior for many types of animals. Our field test included multiple prey species exposed in situ to multiple predator species and individuals to determine whether the prey species experienced predation patterns that were frequency dependent. The prey were seeds of three species of Sonoran Desert winter annual plants while the predator species were a guild of nocturnal seed foraging heteromyid and murid rodents that co-occur naturally in the same community as the desert annuals at Tumamoc Hill near Tucson. Seeds of one species were much preferred over the other two. Nonetheless, we found the net effect of rodent foraging to be positively frequency dependent (the preference for each species is higher when it is common than when it is uncommon) as has been previously hypothesized. This frequency-dependent predation should function as a species coexistence promoting mechanism in concert with the storage effect that has been previously demonstrated for this system.

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Costs of learning: the dynamics of mixed-prey exploitation by silver perch, Bidyanus bidyanus (Mitchell, 1838)

Cited by 19 publications

References 37 publications

Learning of Foraging Skills by Fish

Learning of Foraging Skills by Fish

Learning of Foraging Skills by Fishes

Frequency‐dependent seed predation by rodents on Sonoran Desert winter annual plants

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