Growth rate and retention of learned predator cues by juvenile rainbow trout: faster-growing fish forget sooner

Animal cognition and culture mediate predator-prey interactions

Predator-prey ecology and the study of animal cognition and culture have emerged as independent disciplines. Research combining these disciplines suggests that both animal cognition and culture can shape the outcomes of predator-prey interactions and their influence on ecosystems. We review the growing body of work that weaves animal cognition or culture into predator-prey ecology, and argue that both cognition and culture are significant but poorly understood mechanisms mediating how predators structure ecosystems. We present a framework exploring how previous experiences with the predation process creates feedback loops that alter the predation sequence. Cognitive and cultural predator-prey ecology offers ecologists new lenses through which to understand species interactions, their ecological consequences, and novel methods to conserve wildlife in a changing world.

Age-dependent winner-loser effects in a mangrove rivulus fish, Kryptolebias marmoratus

The outcomes of recent fights can provide individuals information about their relative fighting ability and affect their contest decisions (winner-loser effects). Most studies investigate the presence/absence of the effects in populations/species, but here we examine how they vary between individuals of a species in response to age-dependent growth rate. Many animals' fighting ability is highly dependent on body size, so rapid growth makes information from previous fights unreliable. Furthermore, fast-growing individuals are often at earlier developmental stages and are relatively smaller and weaker than most other individuals but are growing larger and stronger quickly. We therefore predicted winner-loser effects to be less detectable in individuals with high than low growth rates and to decay more quickly. Fast-growing individuals should also display stronger winner than loser effects, because a victory when small indicates a strength which will grow, whereas a loss might soon become irrelevant. We tested these predictions using naïve individuals of a mangrove killifish, Kryptolebias marmoratus, in different growth stages. Measures of contest intensity revealed winner/loser effects only for slow-growth individuals. Both fast- and slow-growth fish with a winning experience won more of the subsequent non-escalated contests than those with a losing experience; in fast-growth individuals this effect disappeared in 3 days, but in slow-growth fish it did not. Fast-growth individuals also displayed winner effects but not loser effects. The fish therefore responded to their contest experiences in a way which reflected value of the information from these experiences to them, consistent with our predictions.

Induced defenses as a management tool: Shaping individuals to their environment

Many prey species can adjust morphology to reduce predation risk in response to predator cues. Enhancing prey defenses using predator cues may improve survival of cultivated species and enhance species restoration efforts, but assessment of such benefits at industrially relevant scales is needed. We examined how raising a model foundation species, oysters (Crassostrea virginica), under commercial hatchery conditions with cues from two common predator species can improve survival across a variety of predator regimes and environmental conditions. Oysters responded to predators by growing stronger shells than controls, but had subtle variations in shell characteristics depending on the predator species. Predator-induced changes significantly increased oyster survival up to 600% and survivorship was maximized when cue source was matched with local predator regime. Overall, our findings demonstrate the utility of using predator cues to enhance the survival of target species across landscapes and highlight the opportunity to employ nontoxic methods to control pest-based mortality.

Angling gear avoidance learning in juvenile red sea bream: evidence from individual-based experiments

Angling gear avoidance learning is a possible factor that contributes to the vulnerability of caught-and-released fish to angling. Whereas past studies suggested angling gear avoidance learning, they were based on large-scale experiments on groups of fish and unable to verify learning accurately. Details of avoidance learning are also unclear. The present study investigated angling gear avoidance learning through a series of individual-based experiments using red sea bream (Pagrus major) juveniles. Fish avoided angling gear after only one or two catches while showing feeding motivation for pellets, representing avoidance learning for angling gear. Most of the experienced fish avoided krill attached to a fishing line, but not krill alone or pellets presented near the angling gear. Experienced fish were less vulnerable to angling than control fish. Approximately half of the experienced fish kept the memory of angling gear 2 months after learning. The learning effect through the catch-and-release procedure would reduce catchability and the value of fishery-dependent stock assessments.

Retention of learned predator recognition in embryonic and juvenile rainbow trout

Minimizing predation risk, especially for young or naïve individuals, can be achieved by learning to recognize predators. Embryonic learning may optimize survival by allowing for the earliest possible response to predation threats posthatch. However, predatory threats often change over an individual’s lifetime, and using old information can be detrimental if it becomes outdated. Adaptive forgetting allows an individual to discount obsolete information in decision-making and instead emphasize newer, more relevant information when responding to predation threats. Little is known about the extent to which young individuals can learn and forget information about predation threats. Here we demonstrate that rainbow trout 1) are capable of learning from both conspecific and heterospecific alarm cues as embryos, newly hatched larvae, and free-swimming larvae, 2) exhibit adaptive forgetting of predator information at all stages, and 3) display dynamic adaptive forgetting based on the ontogeny of learning. Specifically, fish that learned information as embryos retained the information for longer periods than those that learned the same information as newly hatched alevins.

Memory retention capacity using two different training methods, appetitive and aversive learning, in juvenile red sea bream Chrysophrys major

Memory retention based on appetitive and aversive learning was studied in juvenile red sea bream Chrysophrys major. The fish were individually trained via appetitive and aversive learning. In general, they retained appetitive memories for 30 days, but not for 60 days. Conversely, aversive memory endured for 1 day, but not for 3 days or longer. Analyses at the individual level revealed that some fish retained appetitive memories for 60 days, whereas others lost it within 3 days; this suggests considerable variability in memory retention capacity among individual fish. The memory duration for aversive learning was remarkably short, which should be considered when releasing trained fish into the wild for stock enhancement. Furthermore, the high inter-individual variability suggests that evaluating memory retention capacity through group experiments might lead to overestimation of fishes' ability.

Exposure to a contextually neutral stressor potentiates fear conditioning in juvenile rainbow trout, Oncorhynchus mykiss

Organisms faced with stressors deploy a suite of adaptive responses in the form of behavioral, physiological and cognitive modifications to overcome the challenge. Interactive effects of these responses are known to influence learning and memory processes and facilitation is thought to be dependent, in part, upon contextual relevance of the stressor to the learning task. Predation is one such stressor for prey animals, and their ability to manage reliable information about predators is essential for adaptive antipredator strategies. Here, we investigated (i) the influence cortisol has on the ability of juvenile rainbow trout to learn and retain conditioned antipredator responses to predatory cues, and (ii) whether conditioned behavioral and physiological responses to predator cues are fixed or deployed in a threat-sensitive manner. Trout were fed cortisol-coated pellets minutes prior to a conditioning event where they were exposed to novel predator odor paired with chemical alarm cues (unconditioned stimulus). We tested for conditioned responses by exposing trout to predator cues after 2, 4 or 10days and subsequently documented physiological and behavioral responses. Both control and cortisol-fed trout learned the predator odor and responded 2 and 4days post conditioning. However, at 10days only cortisol-fed trout maintained strong behavioral responses to predator cues. Interestingly, we failed to find conditioned physiological responses to predator odor despite the presence of threat-sensitive cortisol responses to the unconditioned stimulus. Our findings suggest cortisol exposure prior to predator-learning may enhance retention of conditioned responses, even without a contextual link between stressor source and learning task.

A salty landscape of fear: responses of fish and zooplankton to freshwater salinization and predatory stress

Predator-prey relationships are altered by anthropogenic contaminants. Road salt is a widespread contaminant among freshwater ecosystems, yet a relatively understudied subject in community ecology. Unknown is whether road salt salinization interacts with predatory stress to influence the growth, behavior, or reproduction of freshwater organisms. Using rainbow trout (Oncorhynchus mykiss) and zooplankton (Daphnia pulex), we exposed them to variable levels of road salt (NaCl) crossed with the presence or absence of alarm cues or kairomones. Alarm cue reduced trout activity and aggression and increased shoaling behavior. Road salt reduced trout growth in the high compared to moderate salt concentration, but neither concentration was different from the control. There was no interaction between alarm cues and salt for trout. Road salt and predatory stress had an additive effect on Daphnia abundance. Predatory stress decreased Daphnia abundance by 11%. Compared to the control, salt decreased Daphnia abundance by 40% in 860 mg Cl^-/L and 79% in 1300 mg Cl^-/L, and by the final day abundance was reduced by 85% in 1300 mg Cl^-/L. Road salt and predatory stress had an interactive effect on Daphnia reproduction. Predatory stress in control water and moderate salt levels (230 mg Cl^-/L) increased sexual reproduction of Daphnia, but these responses disappeared at high salt concentrations. Thus, road salt could limit reproductive adaptations to natural and anthropogenic stressors in Daphnia. Our results indicate road salt salinization could alter zooplankton population dynamics directly and by interacting with predatory stress, which might affect energy flow through freshwater food webs.

Balancing past and present: how experience influences boldness over time in Eurasian perch

Adapting to fluctuating predation conditions is a challenge for prey. By learning through experience, animals may adjust their anti-predator behavior to better reflect current predation risk. Although many studies show experience of predation to alter prey behavior, little is known about how prey rely on such experience over time. By comparing boldness over different temporal scales between individuals of Eurasian perch, either experienced or naïve of predators, we examine how risk is traded based on past and present experience. Differences in predator exposure during the first year of life were found to lead to differences in risk-taking behavior, even after the perch been kept in a predator-free environment for 9 months. However, the response to a potential predator was quickly readjusted after increased experience of current conditions. The results highlight how prey have to balance past experiences of predators against current threat levels.

Retention of neophobic predator recognition in juvenile convict cichlids: effects of background risk and recent experience

Exposure to conditions of elevated predation risk, even for relatively short periods, has been shown to induce neophobic responses to novel predators. Such phenotypically plastic responses should allow prey to exhibit costly anti-predator behaviour to novel cues only in situations where the risk of predation is high. While there is evidence that the level of background risk shapes the strength of induced neophobia, we know little about how long neophobic responses are retained. Here we exposed juvenile convict cichlids (Amatitlania nigrofasciata) to three background levels of short-term background risk and then tested their responses to novel predator odours. Cichlids exposed to low risk did not show neophobic responses, while those exposed to intermediate and high risk did. Using extinction trials, we demonstrate that the retention of neophobic responses is greater among cichlids exposed to high versus intermediate predation risk conditions. Moreover, we found much longer retention of the neophobic responses when cichlids were tested a single time compared to when they were tested repeatedly in the extinction trials. This work supports the prediction that neophobic responses to specific odours are relatively long lasting but can quickly wane if the cues are experienced repeatedly without them being associated with risk. It is clear that background level of risk and the frequency of exposure to novel cues are crucial factors in determining the retention of risk-related information among prey.

Temporal dynamics of information use in learning and retention of predator-related information in tadpoles

Due to the high variability in predation risk through space and time, prey have to continuously update information about the risk level posed by predators. Despite numerous studies focusing on temporal risk assessment, we know very little about how individuals deal with information regarding changes in risk level of a given predator through time. In this study, we conditioned tadpoles to recognize a predator as a high or low risk twice 2 weeks apart, in a 2 × 2 design. We tested the responses of the tadpoles 1 and 11 days after each conditioning event. Prey showed responses to the predator 1 day after the first conditioning, but the low-risk group failed to respond to the predator after 11 days. However, we found that information learned during the first conditioning affected the response to the predator after the second conditioning, indicating that prey do not 'forget' old information, but simply ignore it. Moreover, tadpoles were able to assess their change in vulnerability over the 2-week period and further extrapolate the risk level of the predator through time to display adaptive threat-sensitive antipredator responses. Our study highlights the complex decision-making that prey use to assess temporal fluctuation in predation risk.

Temperature-mediated changes in rates of predator forgetting in woodfrog tadpoles

Hundreds of studies have investigated the sources and nature of information that prey gather about their predators and the ways in which prey use this information to mediate their risk of predation. However, relatively little theoretical or empirical work has considered the question of how long information should be maintained and used by prey animals in making behavioural decisions. Here, we tested whether the size of the memory window associated with predator recognition could be affected by an intrinsic factor, such as size and growth rate of the prey. We maintained groups of predator-naive woodfrog, Lithobates sylvaticus, tadpoles at different temperatures for 8 days to induce differences in tadpole size. We then conditioned small and large tadpoles to recognize the odour of a predatory tiger salamander, Ambystoma tigrinum. Tadpoles were then maintained either on a high or low growth trajectory for another 8 days, after which they were tested for their response to the predator. Our results suggest that the memory window related to predator recognition of tadpoles is determined by both their size and/or growth rate at the time of learning and their subsequent growth rate post-learning.

Learn and live: predator experience and feeding history determines prey behaviour and survival

Determining how prey learn the identity of predators and match their vigilance with current levels of threat is central to understanding the dynamics of predator-prey systems and the determinants of fitness. Our study explores how feeding history influences the relative importance of olfactory and visual sensory modes of learning, and how the experience gained through these sensory modes influences behaviour and survival in the field for a juvenile coral reef damselfish. We collected young fish immediately prior to their settlement to benthic habitats. In the laboratory, these predator-naïve fish were exposed to a high- or low-food ration and then conditioned to recognize the olfactory cues (odours) and/or visual cues from two common benthic predators. Fish were then allowed to settle on reefs in the field, and their behaviour and survival over 70 h were recorded. Feeding history strongly influenced their willingness to take risks in the natural environment. Conditioning in the laboratory with visual, olfactory or both cues from predators led fish in the field to display risk-averse behaviour compared with fish conditioned with sea water alone. Well-fed fish that were conditioned with visual, chemical or a combination of predator cues survived eight times better over the first 48 h on reefs than those with no experience of benthic predator cues. This experiment highlights the importance of a flexible and rapid mechanism of learning the identity of predators for survival of young fish during the critical life-history transition between pelagic and benthic habitats.