Social learning and life skills training for hatchery reared fish

By Culum Brown, Kevin N. Laland. 2001

443 citations recorded by the source corpus.

Subfields: Ecology, Evolution, Behavior and Systematics, Global and Planetary Change, Nature and Landscape Conservation

View Paper: https://www.semanticscholar.org/paper/dc211c262dc47d559fe1d964087072b1317b5905

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Ecology, Evolution, Behavior and Systematics

In Global and Planetary Change

In Nature and Landscape Conservation

Citations in the corpus

Differences in antipredator behaviour between wild and hatchery-reared juvenile Atlantic salmon (Salmo salar) under seminatural conditions (2011, background): “Consequently, the survival rate of hatchery-reared fishes into adulthood is extremely poor, and this reduces the usefulness of hatchery programs (Brown and Laland 2001).”
Innate antipredator responses of Arctic charr (Salvelinus alpinus) depend on predator species and their diet (2003, background): “social learning procedures (Brown and Laland 2001).”
Effects of relaxed predation pressure on visual predator recognition in the guppy (2003, background): “Acquiring information by interacting with, or observing conspecifics (= social learning; Box 1984) is a way in which fish can learn about predators at minimal risk to themselves (reviewed by Brown and Laland 2001).”
Benefits and costs of parental care (2012, background): “Early learning can lead to more effective foraging, antipredator behaviour, defence against brood parasites, and mate choice during adulthood (Curio 1993; Brown and Laland 2001; Davies and Welbergen 2009) so can increase fitness (Mateo and Holmes 1997).”
Quality of hatchery-reared juveniles for marine fisheries stock enhancement (2007, background): “, 1992) or by indirect social learning (Brown and Laland, 2001) and there may be specific windows of development in early life stages when learning and retention is most effective (Tsukamoto et al.”
Predator avoidance behaviour in wild and hatchery‐reared brown trout: the role of experience and domestication (2003, background): “Artificial rearing can induce rapid genetic change in fish social behaviour (Swain & Riddell, 1990; Ruzzante & Doyle, 1991, 1993; Berejikian et al., 1996; Siikavuopio et al., 1996; Brown & Laland, 2001 ).”
Effects of Rearing Density and Structural Complexity on the Pre‐ and Postrelease Performance of Atlantic Salmon (2007, background): “Also, the captive environment often lacks stimuli that promote development of essential life skills under wild conditions (Olla et al. 1998; Brown and Laland 2001; Huntingford 2004; Huntingford et al. 2006).”
Social Learning of a Novel Avoidance Task in the Guppy: Conformity and Social Release (2002, background): “There is now considerable evidence that social learning enhances the foraging and antipredator behaviour of fish (for a review see Brown & Laland 2001).”
Social learning of foraging sites and escape routes in wild Trinidadian guppies (2003, background): “Considerable direct and circumstantial evidence suggests that social learning may enhance the foraging and antipredator behaviour of fish (Brown & Laland 2001).”
Effects of social learning on predator training and postrelease survival in juvenile black-tailed prairie dogs, Cynomys ludovicianus (2007, background): “These mechanisms can lead to efficient development of effective foraging, mate selection and antipredator behaviour (Curio 1993; Brown & Laland 2001), and increase fitness (Mateo & Holmes 1997).”
Effects of early experience on group behaviour in fish (2007, methodology): “salmonids, there is current interest in devising rearing methods to enhance the survival of these fish after they are released as part of conservation or reintroduction programmes ( Brown & Laland 2001 ).”
Enrichment promotes learning in fish (2010, background): “…used to evaluate risks such as recognising the presence of predators through expressed conspecific fright responses, to learn migration routes, to learn about mating opportunities, and to collect information about food (quality and location) (Brown & Laland 2001, 2003, Braithwaite & Salvanes 2008).”