The role of social learning in conservation and fisheries reintroductions
Identifieur interne : 001160 ( Main/Exploration ); précédent : 001159; suivant : 001161The role of social learning in conservation and fisheries reintroductions
Auteurs : C. Brown [Royaume-Uni] ; K. Laland [Royaume-Uni]Source :
- Journal of Fish Biology [ 0022-1112 ] ; 2003-12.
Abstract
The plight of the world fish stocks is all too well documented. As part of an ongoing attempt to bolster fish stocks for both commercial and conservation purposes, many fish are reared in captivity and released into the wild. It is well known that hatchery‐reared fish have low post‐release survival compared with wild fish of similar age. Part of the reason for this high mortality is that hatchery fish show deficits in virtually all aspects of their behaviour, including prey selection and predator avoidance. Much behaviour requires repeated experience so that it may become fine‐tuned to prevailing circumstances via learning during development. It has been suggested that inappropriate behaviour is encouraged when fish are reared in the unnatural surroundings of the hatchery. However, hatchery fish can be taught to recognise live, novel prey items and predators and the rate of learning is increased in the presence of a more knowledgeable conspecifics. Here we present data showing how social learning protocols can be used to dramatically increase foraging success in juvenile Atlantic salmon. We also outline related aspects of our ongoing research and discuss some of the possibilities for altering hatchery practices to maximize post‐release survival.
Url:
DOI: 10.1111/j.1095-8649.2003.0216c.x
Affiliations:
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Brown</name><affiliation wicri:level="4"><country xml:lang="fr" wicri:curation="lc">Royaume-Uni</country><wicri:regionArea>(1Institute of Cell, Animal and Population Biology, University of Edinburgh, Edinburgh, EH9 1PE</wicri:regionArea><orgName type="university">Université d'Édimbourg</orgName><placeName><settlement type="city">Édimbourg</settlement><region type="country">Écosse</region></placeName></affiliation></author><author><name sortKey="Laland, K" sort="Laland, K" uniqKey="Laland K" first="K." last="Laland">K. 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As part of an ongoing attempt to bolster fish stocks for both commercial and conservation purposes, many fish are reared in captivity and released into the wild. It is well known that hatchery‐reared fish have low post‐release survival compared with wild fish of similar age. Part of the reason for this high mortality is that hatchery fish show deficits in virtually all aspects of their behaviour, including prey selection and predator avoidance. Much behaviour requires repeated experience so that it may become fine‐tuned to prevailing circumstances via learning during development. It has been suggested that inappropriate behaviour is encouraged when fish are reared in the unnatural surroundings of the hatchery. However, hatchery fish can be taught to recognise live, novel prey items and predators and the rate of learning is increased in the presence of a more knowledgeable conspecifics. Here we present data showing how social learning protocols can be used to dramatically increase foraging success in juvenile Atlantic salmon. We also outline related aspects of our ongoing research and discuss some of the possibilities for altering hatchery practices to maximize post‐release survival.</div></front></TEI><affiliations><list><country><li>Royaume-Uni</li></country><region><li>Écosse</li></region><settlement><li>Édimbourg</li></settlement><orgName><li>Université d'Édimbourg</li></orgName></list><tree><country name="Royaume-Uni"><region name="Écosse"><name sortKey="Brown, C" sort="Brown, C" uniqKey="Brown C" first="C." last="Brown">C. Brown</name></region><name sortKey="Laland, K" sort="Laland, K" uniqKey="Laland K" first="K." last="Laland">K. Laland</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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