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|Additional Physical Format:||Print version:
Fish cognition and behavior.
Ames, Iowa : Wiley-Blackwell, 2011
|Material Type:||Document, Internet resource|
|Document Type:||Internet Resource, Computer File|
|All Authors / Contributors:||
Culum Brown; Kevin Laland; Jens Krause
|Description:||1 online resource (xxii, 450 pages) : illustrations.|
|Contents:||Preface and Acknowledgements. <p>Series Foreword. <p>List of Contributors. <p>1 Fish Cognition and Behaviour (Brown, Laland and Krause). <p>1.1 Introduction. <p>1.2 Contents of this book. <p>References. <p>2 Learning of Foraging Skills by Fish (Warburton and Hughes). <p>2.1 Introduction. <p>2.2 Some factors affecting the learning process. <p>2.2.1 Reinforcement. <p>2.2.2 Drive. <p>2.2.3 Stimulus attractiveness. <p>2.2.4 Exploration and sampling. <p>2.2.5 Attention and simple association. <p>2.2.6 Cognition. <p>2.2.7 Memory systems and skill transfer. <p>2.3 Patch use and probability matching. <p>2.4 Performance. <p>2.5 Tracking environmental variation. <p>2.6 Competition. <p>2.7 Learning and fish feeding: some applications. <p>2.8 Conclusions. <p>Acknowledgements. <p>References. <p>3 Learned Defences and Counterdefences in Predator Prey Interactions (Kelley and Magurran). <p>3.1 Introduction. <p>3.2 The predator prey sequence. <p>3.2.1 Encounter. <p>220.127.116.11 Avoiding dangerous habitats. <p>18.104.22.168 Changing activity patterns. <p>3.2.2 Detection <p>22.214.171.124 Crypsis. <p>126.96.36.199 Sensory perception. <p>3.2.3 Recognition. <p>188.8.131.52 Associative learning. <p>184.108.40.206 Learning specificity. <p>220.127.116.11 Search images. <p>18.104.22.168 Aposematism and mimicry. <p>3.2.4 Approach . <p>22.214.171.124 Pursuit deterrence. <p>126.96.36.199 Gaining information about the predator. <p>188.8.131.52 Social learning. <p>184.108.40.206 Habituation. <p>3.2.5 Evasion. <p>220.127.116.11 Reactive distance and escape speed and trajectory. <p>18.104.22.168 Survival benefits/capture success. <p>3.3 Summary and discussion . <p>Acknowledgements. <p>References. <p>4 Learning about Danger: Chemical Alarm Cues and Threat-Sensitive Assessment of Predation Risk by Fishes (Brown, Ferrari and Chivers). <p>4.1 Introduction. <p>4.2 Chemosensory cues as sources of information. <p>4.2.1 Learning, innate responses and neophobia. <p>4.2.2 Learned predator recognition through conditioning with alarm cues. <p>4.3 Variable predation risk and flexible learning. <p>4.3.1 Assessing risk in time. <p>4.3.2 Sensory complementation and threat-sensitive learning. <p>4.4 Generalisation of risk. <p>4.4.1 Generalising of predator cues. <p>4.4.2 Generalisation of non-predator cues. <p>4.5 Predator recognition continuum hypothesis. <p>4.5.1 Ecological selection for innate versus learned recognition of predators. <p>4.5.2 Ecological selection for generalised learning. <p>4.6 Retention: the forgotten component of learning. <p>4.7 Conservation, management and learning. <p>4.7.1 Conditioning predator recognition skills. <p>4.7.2 Anthropogenic constraints. <p>4.7.3 Field-based studies. <p>4.8 Conclusions. <p>Acknowledgements. <p>References. <p>5 Learning and Mate Choice (Witte and N¨obel). <p>5.1 Introduction. <p>5.2 Sexual imprinting. <p>5.2.1 Does sexual imprinting promote sympatric speciation in fishes? <p>5.3 Learning after reaching maturity. <p>5.4 Eavesdropping . <p>5.4.1 Eavesdropping and mate choice. <p>5.4.2 Benefits of eavesdropping. <p>5.4.3 The audience effect. <p>5.5 Mate-choice copying. <p>5.5.1 Mate-choice copying first experimental evidence and consequence. <p>5.5.2 Mate-choice copying evidence from the wild. <p>5.5.3 Mate-choice copying when living in sympatry or allopatry. <p>5.5.4 Mate-choice copying the role of the early environment. <p>5.5.5 Quality of the model fish. <p>5.6 Social mate preferences overriding genetic preferences. <p>5.6.1 Indications from guppies. <p>5.6.2 Indications from sailfin mollies. <p>5.7 Cultural evolution through mate-choice copying. <p>5.8 Does mate-choice copying support the evolution of a novel male trait? <p>5.8.1 Theoretical approaches. <p>5.8.2 Experimental approaches. <p>5.9 Is mate-choice copying an adaptive mate-choice strategy? <p>5.9.1 Benefits of mate-choice copying. <p>5.9.2 Costs of mate-choice copying. <p>5.10 Outlook. <p>5.11 Conclusions. <p>References. <p>6 Aggressive Behaviour in Fish: Integrating Information about <p>Contest Costs (Hsu, Earley and Wolf). <p>6.1 Introduction. <p>6.2 Information about resource value. <p>6.3 Information about contest costs. <p>6.3.1 Assessing fighting ability. <p>6.3.2 Information from past contests. <p>22.214.171.124 Winner and loser effects. <p>126.96.36.199 Individual recognition. <p>188.8.131.52 Social eavesdropping. <p>6.3.3 Integrating different types of cost-related information. <p>6.4 Physiological mechanisms. <p>6.5 Conclusions and future directions. <p>Acknowledgements. <p>References. <p>7 Personality Traits and Behaviour (Budaev and Brown). <p>7.1 Introduction. <p>7.2 Observation and description of personality. <p>7.2.1 Current terminology. <p>184.108.40.206 Shyness boldness. <p>220.127.116.11 Coping styles. <p>18.104.22.168 Behavioural syndromes. <p>7.2.2 Objectivity. <p>7.2.3 Labelling personality traits; construct. validity <p>7.2.4 Objective and subjective measurements of personality. <p>7.2.5 Modern terminology and statistical approaches. <p>7.3 Proximate causation. <p>7.4 Ontogeny and experience. <p>7.5 Is personality adaptive? <p>7.5.1 Frequency- and density-dependent selection. <p>7.5.2 State-dependent models. <p>7.6 Evolution. <p>7.7 Wider implications. <p>7.7.1 Fish production and reproduction. <p>7.7.2 Personality and population dynamics. <p>7.8 Conclusions. <p>Acknowledgements. <p>References. <p>8 The Role of Learning in Fish Orientation (Odling-Smee, Simpson and Braithwaite). <p>8.1 Introduction. <p>8.2 Why keep track of location? <p>8.3 The use of learning and memory in orientation <p>8.4 Learning about landmarks. <p>8.5 Compass orientation. <p>8.6 Water movements. <p>8.7 Inertial guidance and internal clocks . <p>8.8 Social cues. <p>8.9 How flexible is orientation behaviour? <p>8.9.1 When to learn? <p>8.9.2 What to learn? <p>8.9.3 Spatial learning capacity. <p>8.10 Salmon homing a case study. <p>8.11 Conclusion. <p>Acknowledgements. <p>References. <p>9 Social Recognition of Conspecifics (Griffiths and Ward). <p>9.1 Introduction. <p>9.2 Recognition of familiars. <p>9.2.1 Laboratory studies of familiarity. <p>9.2.2 Mechanisms of familiarity recognition. <p>9.2.3 Functions of associating with familiar fish. <p>9.2.4 Familiarity in free-ranging fishes. <p>9.2.5 Determinants of familiarity. <p>9.3 Familiarity or kin recognition? <p>9.3.1 Kin recognition theory. <p>9.3.2 Evidence for kin recognition from laboratory studies. <p>9.3.3 Advantages of kin discrimination. <p>9.3.4 Kin association in the wild. <p>9.3.5 Explaining the discrepancies between laboratory and field. <p>9.3.6 Kin avoidance. <p>9.4 Conclusion. <p>References. <p>10 Social Organisation and Information Transfer in Schooling Fish (Ioannou, Couzin, James, Croft and Krause). <p>10.1 Introduction. <p>10.2 Collective motion. <p>10.3 Emergent collective motion in the absence of external stimuli. <p>10.4 Response to internal state and external stimuli: Information processing within schools. <p>10.4.1 Collective response to predators. <p>10.4.2 Mechanisms and feedback in information transfer. <p>10.4.3 Information transfer during group foraging and migration. <p>10.5 Informational status, leadership and collective decision-making in fish schools. <p>10.6 The structure of fish schools and populations. <p>10.7 Social networks and individual identities. <p>10.8 Community structure in social networks. <p>10.9 Conclusions and future directions. <p>Acknowledgements. <p>References. <p>11 Social Learning in Fishes (Brown and Laland). <p>11.1 Introduction. <p>11.2 Anti-predator behaviour. <p>11.3 Migration and orientation. <p>11.4 Foraging. <p>11.5 Mate choice. <p>11.6 Aggression. <p>11.7 Trade-offs in reliance on social and asocial sources of information. <p>11.8 Concluding remarks. <p>Acknowledgements. <p>References. <p>12 Cooperation and Cognition in Fishes (Alfieri and Dugatkin). <p>12.1 Introduction. <p>12.2 Why study cooperation in fishes? <p>12.3 Cooperation and its categories. <p>12.3.1 Category kin selection. <p>22.214.171.124 Cognition and kin selection. <p>126.96.36.199 Example of kin selected cooperation: Cooperative breeding. <p>188.8.131.52 Example of kin selected cooperation: Conditional territory defence. <p>12.3.2 Category reciprocity. <p>184.108.40.206 Cognition and reciprocity. <p>220.127.116.11 Example of reciprocity: Egg trading <p>18.104.22.168 Example of reciprocity: Predator inspection. <p>22.214.171.124 Example of reciprocity: Interspecific cleaning behaviour. <p>12.3.3 Category by-product mutualism <p>126.96.36.199 Cognition and by-product mutualism. <p>188.8.131.52 Example of by-product mutualism: Cooperative foraging. <p>12.3.4 Category trait group selection. <p>184.108.40.206 Cognition and trait group selection. <p>220.127.116.11 Example of trait group selected cooperation: Predator inspection. <p>12.4 Conclusion. <p>Acknowledgements. <p>References. <p>13 Machiavellian Intelligence in Fishes (Bshary). <p>13.1 Introduction. <p>13.2 Evidence for functional aspects of Machiavellian intelligence. <p>13.2.1 Information gathering about relationships between other group members. <p>13.2.2 Predator inspection. <p>13.2.3 Group-living cichlids. <p>13.2.4 Machiavellian intelligence in cleaning mutualisms. <p>18.104.22.168 Categorisation and individual recognition of clients. <p>22.214.171.124 Building up relationships between cleaners and resident clients. <p>126.96.36.199 Use of tactile stimulation by cleaners to manipulate client decisions and reconcile after conflicts. <p>188.8.131.52 Audience effects in response to image scoring and tactical deception. <p>184.108.40.206 Punishment by males during pair inspections. <p>13.3 Evidence for cognitive mechanisms in fishes. <p>13.3.1 What cognitive abilities might cleaners need to deal with their clients? <p>13.3.2 Other cognitive mechanisms. <p>13.4 Discussion. <p>13.4.1 Future avenues I: How Machiavellian is fish behaviour? <p>13.4.2 Future avenues II: Relating Machiavellian-type behaviour to brain size evolution. <p>13.4.3 Extending the Machiavellian intelligence hypothesis to general social intelligence. <p>Acknowledgements. <p>References. <p>14 Lateralization of Cognitive Functions in Fish (Bisazza and Brown). <p>14.1 Introduction. <p>14.2 Lateralized functions in fish. <p>14.2.1 Antipredator behavior <p>220.127.116.11 Predator inspection. <p>18.104.22.168 Predator evasion. <p>22.214.171.124 Fast escape response. <p>14.2.2 Mating behavior. <p>14.2.3 Aggression . <p>14.2.4 Shoaling and social recognition. <p>14.2.5 Foraging behavior. <p>14.2.6 Exploration and response to novelty. <p>14.2.7 Homing and spatial abilities. <p>14.2.8 Communication. <p>14.3 Individual differences in lateralization. <p>14.3.1 Hereditary basis of lateralization. <p>14.3.2 Sex differences in lateralization. <p>14.3.3 Environmental factors influencing development of lateralization. <p>14.3.4 Lateralization and personality. <p>14.4 Ecological consequences of lateralization of cognitive functions. <p>14.4.1 Selective advantages of cerebral lateralization. <p>14.4.2 Costs of cerebral lateralization. <p>14.4.3 Maintenance of intraspecific variability in the degree of lateralization. <p>14.4.4 Evolutionary significance of population biases in laterality. <p>14.5 Summary and future research. <p>Acknowledgements. <p>References. <p>15 Brain and Cognition in Teleost Fish (Broglio, G'omez, Dur'an, Salas and Rodr'iguez). <p>15.1 Introduction. <p>15.2 Classical conditioning. <p>15.2.1 Delay motor classical conditioning and teleost fish cerebellum. <p>15.2.2 Role of the teleost cerebellum and telencephalic pallium in trace motor classical conditioning. <p>15.3 Emotional learning. <p>15.3.1 Role of the medial pallium in avoidance conditioning and taste aversion learning. <p>15.3.2 Teleost cerebellum and fear conditioning. <p>15.4 Spatial cognition. <p>15.4.1 Allocentric spatial memory representations in teleost fishes. <p>15.4.2 Role of the teleost telencephalon in egocentric and allocentric spatial navigation. <p>15.4.3 Map-like memories and hippocampal pallium in teleost fishes. <p>15.4.4 Neural mechanisms for egocentric spatial orientation. <p>15.5 Concluding remarks. <p>Acknowledgements . <p>References. <p>16 Fish Behaviour, Learning, Aquaculture and Fisheries (Fern¨o, Huse, Jakobsen, Kristiansen and Nilsson). <p>16.1 Fish learning skills in the human world. <p>16.2 Fisheries. <p>16.2.1 Spatial dynamics. <p>126.96.36.199 Learning skills and movement. <p>188.8.131.52 Social learning of migration pattern. <p>184.108.40.206 Implications of learning for fisheries management. <p>16.2.2 Fish capture. <p>220.127.116.11 Natural variations in spatial distribution and behaviour. . <p>18.104.22.168 Avoidance and attraction before fishing <p>22.214.171.124 Before physical contact with the gear. <p>126.96.36.199 After physical contact with the gear. <p>188.8.131.52 Behaviour after escaping the gear and long-term consequences. <p>16.2.3 Abundance estimation. <p>16.3 Aquaculture. <p>16.3.1 Ontogeny. <p>16.3.2 Habituation, conditioning and anticipation. <p>16.3.3 Pavlovian learning delay and trace conditioning. <p>16.3.4 Potential use of reward conditioning in aquaculture. <p>16.3.5 Operant learning. <p>16.3.6 Individual decisions and collective behaviour. <p>16.4 Stock enhancement and sea-ranching. <p>16.5 Escapees from aquaculture . <p>16.6 Capture-based aquaculture. <p>16.7 Conclusions and perspectives. <p>Acknowledgements. <p>References. <p>17 Cognition and Welfare (Sneddon). <p>17.1 Introduction. <p>17.1.1 Fish welfare. <p>17.1.2 Preference and avoidance testing. <p>17.1.3 Behavioural flexibility and intraspecific variation. <p>17.2 What is welfare? <p>17.2.1 Sentience and consciousness. <p>17.2.2 Cognition and welfare. <p>17.3 What fishes want. <p>17.3.1 Preference tests. <p>184.108.40.206 Physical habitat. <p>220.127.116.11 Breeding. <p>18.104.22.168 Diet. <p>22.214.171.124 Social interactions. <p>17.4 What fishes do not want. <p>17.5 Pain and fear in fish. <p>17.6 Personality in fish. <p>17.7 Wider implications for the use of fish. <p>17.7.1 Aquaculture. <p>17.7.2 Fisheries. <p>17.7.3 Recreational fishing. <p>17.7.4 Research. <p>17.7.5 Companion fish. <p>17.8 Conclusion. <p>Acknowledgements. <p>References. <p>Species List. <p>Index.|
|Series Title:||Fish and aquatic resources series.|
|Responsibility:||edited by Culum Brown, Kevin Laland, Jens Krause.|