How does hunger affect convergence on prey patches in a social forager?

Teaching laboratory for large cohorts of undergraduates: Private and social information in fish

A challenge in the Bachelor's studies in Biology is to strike a balance between reducing the teaching of practical scientific experiments to what is feasible in a short time, and teaching "real" science in undergraduate laboratories for high numbers of participants. We describe a laboratory in behavioral biology, with the primary focus on the student learning. However, also the underlying scientific question and the results of the experiment, namely the behavior of the three-spined stickleback (Gasterosteus aculeatus) in a trade-off situation during foraging, is without a doubt timely and sufficient for scientific studies on this subject, and this through the experiments conducted and data collected by the students. The students rated this laboratory well and learned at the end that social information is certainly important, but that self-learning can be more important, and this not only in small fish, but also for the students themselves.

Conformity in the collective: differences in hunger affect individual and group behavior in a shoaling fish

Animal groups are often composed of individuals that vary according to behavioral, morphological, and internal state parameters. Understanding the importance of such individual-level heterogeneity to the establishment and maintenance of coherent group responses is of fundamental interest in collective behavior. We examined the influence of hunger on the individual and collective behavior of groups of shoaling fish, x-ray tetras (Pristella maxillaris). Fish were assigned to one of two nutritional states, satiated or hungry, and then allocated to 5 treatments that represented different ratios of satiated to hungry individuals (8 hungry, 8 satiated, 4:4 hungry:satiated, 2:6 hungry:satiated, 6:2 hungry:satiated). Our data show that groups with a greater proportion of hungry fish swam faster and exhibited greater nearest neighbor distances. Within groups, however, there was no difference in the swimming speeds of hungry versus well-fed fish, suggesting that group members conform and adapt their swimming speed according to the overall composition of the group. We also found significant differences in mean group transfer entropy, suggesting stronger patterns of information flow in groups comprising all, or a majority of, hungry individuals. In contrast, we did not observe differences in polarization, a measure of group alignment, within groups across treatments. Taken together these results demonstrate that the nutritional state of animals within social groups impacts both individual and group behavior, and that members of heterogenous groups can adapt their behavior to facilitate coherent collective motion.

A four-questions perspective on public information use in sticklebacks (Gasterosteidae)

Whether learning primarily reflects general processes or species-specific challenges is a long-standing matter of dispute. Here, we present a comprehensive analysis of public information use (PI-use) in sticklebacks (Gasterosteidae). PI-use is a form of social learning by which animals are able to assess the relative quality of resources, here prey patches, by observing the behaviour of others. PI-use was highly specific with only Pungitius and their closest relative Culaea inconstans showing evidence of PI-use. We saw no effects of ontogenetic experience upon PI-use in Pungitius pungitius. Experiments with live demonstrators and animated fish revealed that heightened activity and feeding strikes by foraging conspecifics are important cues in the transmission of PI. Finally, PI-use was the only form of learning in which P. pungitius and another stickleback, Gasterosteus aculeatus differed. PI-use in sticklebacks is species-specific and may represent an 'ecological specialization' for social foraging. Whether this reflects selection on perception, attentional or cognitive processes remains to be determined.