Time–place learning in individually reared angelfish, but not in pearl cichlid

Barreto, Rodrigo Egydio; Rodrigues, Patrícia; Luchiari, Ana Carolina; Delício, Helton Carlos

doi:10.1016/j.beproc.2006.06.001

Cited by 20 publications

(15 citation statements)

References 29 publications

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“…To solve this task, an animal must learn to associate event/place/time or what/where/when information in a single code. Paralleling the results in the episodic-like literature, pigeons learn this task relatively easily (Saksida & Wilkie, 1994); however, both fish (e.g., Barreto et al, 2006) and rats (e.g., Thorpe et al, 2003) have much more difficulty acquiring the task. Research has shown, however, that rats quickly learn to restrict their searches to the locations that provide food indicating that they have learned the bipartite what/where code (Thorpe, et al, 2003).…”

Section: What/where/when Memory In Other Speciessupporting

confidence: 77%

Spontaneous Object Recognition in Animals: A Test of Episodic Memory

Kouwenberg¹,

Martin²,

Skinner³

et al. 2012

Advances in Object Recognition Systems

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Section: What/where/when Memory In Other Speciessupporting

confidence: 77%

Spontaneous Object Recognition in Animals: A Test of Episodic Memory

Kouwenberg¹,

Martin²,

Skinner³

et al. 2012

Advances in Object Recognition Systems

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“…However, this may not be true of all species, since time-place learning is not exhibited by other cichlids (e.g. pearl cichlid, Geophagus brasiliensis) that have been raised in isolation (Barreto et al 2006). As with the length of memory windows (Mackney & Hughes 1995; see Section 2.5), such differences may be related to ecological variation between species.…”

Section: Cognitionmentioning

confidence: 99%

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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“…The memory of timeplace associations is one of the pre-requisites for episodic memory, and has also been demonstrated for a number of species (Reebs, 1996(Reebs, , 1999Barreto et al, 2006a;Delicio & Barreto, 2008). Fish avoidance of dangerous sites, showing anticipatory capabilities, was already described in different studies (Huntingford & Wright, 1989;Kelley & Magurran, 2003).…”

Section: Cognitive Processes (Learning and Memory)mentioning

confidence: 84%

“…Kelley & Magurran, 2003) or showing feeding anticipation (Galhardo & Oliveira, unpublished data). While these behaviours may be mediated by simpler forms of learning, experimental work has shown already that some species form at least relational memories of the type 'where-when' (Reebs, 1996(Reebs, , 1999Barreto et al, 2006a;Delicio & Barreto, 2008).…”

Section: Psychological Stress and Welfarementioning

confidence: 99%

<b>Psychological Stress and Welfare in Fish</b>

Galhardo¹,

Oliveira²

2009

Annu Rev Biomed Sci

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Galhardo L, Oliveira RF. Psychological Stress and Welfare in Fish. Annu Rev Biomed Sci 2009;11:1-20. The ability to respond to stress is vital to the survival of any living organism, though sustained reactions can become detrimental to the health and welfare of animals. Stress responses of vertebrates are known through several studies in their physiological, behavioural and psychological components, under acute and chronic contexts. In fish, the physiological and behavioural aspects of stress are considerably well known phenomena and show striking similarities to those of other vertebrates. However, the psychological component is not well known. Some authors deny mental experiences to fish on the basis of their lack of neocortex. Nevertheless, recent studies have shown neuroendocrine, cognitive and emotional processes in fish that are not only equivalent to other vertebrates, but also allow inferring some forms of mental representation. The integration of psychological elements in fish stress physiology is insufficiently studied, but, as discussed in this article, there is already indirect evidence to admit that some form of stimuli appraisal can take place in fish. This fact has profound implications on the regulation of the stress response, as well as on fish welfare and its management.

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Time–place learning in individually reared angelfish, but not in pearl cichlid

Cited by 20 publications

References 29 publications

Spontaneous Object Recognition in Animals: A Test of Episodic Memory

Spontaneous Object Recognition in Animals: A Test of Episodic Memory

Learning of Foraging Skills by Fish

<b>Psychological Stress and Welfare in Fish</b>

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