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18 results for “schooling fishes”
Data from: Selective social interactions and speed-induced leadership in schooling fish
<p>Experimental datasets for the manuscript:</p> <div>Puy, A., Gimeno, E., Torrents, J., Bartashevich, P., Miguel, M. C., Pastor-Satorras, R., & Romanczuk, P. (2024). Selective social interactions and speed-induced leadership in schooling fish. <em>Proceedings of the National Academy of Sciences</em>, <em>121</em>(18), e2309733121.</div> <div> </div> <p>The datasets provide trajectories of fish. There are 2 recordings with N=39 fish (60 minutes duration) and 6 recordings with N=8 fish (30 minutes duration). The columns are as follows:</p> <ul> <li>Time [frame]: Time of the trajectory in frames.</li> <li>X_0 [px]: Position in the x-coordinate in pixels of the trajectory of individual 0.</li> <li>Y_0 [px]: Position in the y-coordinate in pixels of the trajectory of individual 0.</li> <li>X_1 [px]: Position in the x-coordinate in pixels of the trajectory of individual 1.</li> <li>Y_1 [px]: Position in the y-coordinate in pixels of the trajectory of individual 1.</li> <li>...</li> </ul> <p>Conversion to international units:</p> <ul> <li>50 frames = 1 s.</li> <li>2745 px= 100 cm.</li> </ul>
Data accompanying the master thesis: A neuronal model for visually evoked startle responses in schooling fish
<p>This dataset contains data that was generated and analyzed for the master thesis "A neuronal model for visually evoked startle responses". All related material, including analysis code, of the master thesis can be found at https://github.com/awakenting/master-thesis.</p>
Review of Recent Trends in Measuring the Computing Systems Intelligence-Figure 1. Intelligence of different simple living creature (accessed 01.11.2017). 1.1. A carnivorous plants catching an insect (https://phys.org/news/2016-05-colombia-peace-reveal-jungle-species.html); 1.2. A colony of ants solving a very complex task (https://mappingignorance.org/2016/05/27/rafting-ants); 1.3. The collective behaviour of a school of fish (https://simple.wikipedia.org/wiki/Shoaling_and_schooling)
<p>The biological intelligence of different life forms, ranging from very simple (such as plants) to very complex (such as humans) is the subject of many studies and a large amount of research. Frequent studies related to different kind of biological intelligence include: the intelligence of horses (Krueger, & Heinze, 2008; Krueger, Farmer, & Heinze, 2014; Schuetz, Farmer, & Krueger, 2016), intelligence of pigs (Broom, Sena, & Moynihan, 2009), intelligence of dogs (Coren, 1995), intelligence of primates (Reader, Hager, & Laland, 2011) and so one. Figures 1, 2, and 3 present some biological life forms that are frequently considered intelligent. Trewavas (2002; 2005) considered that plants intelligence should be based on principles such as their ability to adjust their morphology, and phenotype accordingly to ensure self- preservation and reproduction. Figure 1.1 presents an intelligent plant (carnivorous) that uses a strategy for catching very fast flying insects. In order to eat the insect, it makes a movement. Figure 1.1 presents the catching of an insect by a carnivorous plant. The intelligence of colonies of ants, termites and other insects that live in large colonies is considered at the colony level (Brady, Fisher, Schultz, & Ward, 2014; Johnson, Borowiec, Chiu, Lee, Atallah, & Ward, 2013). Figure 1.2 presents the coherent intelligent surviving behaviour of a colony of a species of ants. The ants make a structural reorganization in order to move on the surface of the water. Figure 1.3 presents a very large school of fish with an intelligent coherent collective feeding and self-protecting behaviour. Each individual fish has a very simple behavior. Based on this it cannot be considered intelligent. The intelligence in large schools of fish emerges at the collective level (Shaw, 1978; Parrish, Viscedo, & Grunbaum, 2002).</p>
Fig. 2. Heterotypic schooling involving the genus Haemulon and other coral reef fish species. A in Mixed-species schooling behavior and protective mimicry involving coral reef fish from the genus Haemulon (Haemulidae)
Fig. 2. Heterotypic schooling involving the genus Haemulon and other coral reef fish species. A) Anisotremus virginicus with school of adult H. aurolineatum; B) Ocyurus chrysurus with adult H. aurolineatum and H. squamipinna; C) Scarus zelindae with adult H. parra, H. plumieri and H. squamipinna; D) Lutjanus jocu with adult H. parra and H. squamipinna. Circles highlight the non-Haemulon species. Photos: P. H. C. Pereira
Fig. 3. Protective mimicry between select reef fish species and the genus Haemulon. A in Mixed-species schooling behavior and protective mimicry involving coral reef fish from the genus Haemulon (Haemulidae)
Fig. 3. Protective mimicry between select reef fish species and the genus Haemulon. A) Mulloidichthys martinicus with a school of adult H. aurolineatum; B) Sparisoma axillare with H. parra juveniles; C) Harengula clupeola with a school of juvenile H. aurolineatum. Circles highlight non-Haemulon species. Photos: P. H. C. Pereira
Data from: Fish communicate with water flow to enhance a school's social network
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Schooling behavior by two stream fish in Brazilian semiarid
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Environmental impacts on visual perception modulate behavioral responses of schooling fish to looming predators
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Data from: Same school, different conduct: rates of multiple paternity vary within a mixed-species breeding school of semi-pelagic cichlid fish (Cyprichromis spp.)
Mating system variability is known to exist between and within species, often due to environmental influences. An open question is whether, vice versa, similar environmental conditions entail congruent mating behavior, for example in terms of multiple paternity, in species or populations sharing largely comparable breeding modes. This study employed microsatellite markers to investigate the incidence of multiple paternity in Cyprichromis coloratus and Cyprichromis leptosoma, two sympatric, closely related, mouthbrooding Lake Tanganyika cichlids with similar ecological and behavioral characteristics including the formation of open-water schools. Mouthbrooding females of both species were collected from the same mixed-species breeding school at the same time, minimizing environmental variation during courtship and mating. In C. coloratus, four of 12 broods had more than one sire, with a mean of 1.33 reconstructed sires per brood. C. leptosoma exhibited multiple paternity in 18 of 22 broods, with a mean of 2.59 or 2.86 reconstructed sires per brood according to the programs gerud and colony, respectively. In addition, two broods were found to contain offspring transplanted from another brood. There was no significant difference in brood size between species, but mean sire number did differ significantly. Hence, substantial similarity in reproductive behavior along with shared environmental conditions during courtship and spawning did not lead to equal rates of polyandry or sneaking in the two species.
Data from: Same school, different conduct: rates of multiple paternity vary within a mixed-species breeding school of semi-pelagic cichlid fish (Cyprichromis spp.)
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Data from: How to capture fish in a school? Effect of successive predator attacks on seabird feeding success
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Data from: Validating two-dimensional leadership models on three-dimensionally structured fish schools
Identifying leader-follower interactions is crucial for understanding how a group decides where or when to move, and how this information is transferred between members. Although many animal groups have a three-dimensional structure, previous studies investigating leader-follower interactions have often ignored vertical information. This raises the question whether commonly used two-dimensional leader-follower analyses can be used justifiably on groups that interact in three dimensions. To address this we quantified the individual movements of banded tetra fish (Astyanax mexicanus) within shoals by computing the three-dimensional trajectories of all individuals using a stereo-camera technique. We used these data firstly to identify and compare leader-follower interactions in two and three dimensions, and secondly to analyse leadership with respect to an individual's spatial position in three dimensions. We show that for 95% of all pairwise interactions leadership identified through two-dimensional analysis matches that identified through three-dimensional analysis, and we reveal that fish attend to the same shoalmates for vertical information as they do for horizontal information. Our results therefore highlight that three-dimensional analyses are not always required to identify leader-follower relationships in species that move freely in three-dimensions. We discuss our results in terms of the importance of taking species' sensory capacities into account when studying interaction networks within groups.
Data from: Social conformity and propagation of information in collective u-turns of fish schools
Moving animal groups such as schools of fish or flocks of birds often undergo sudden collective changes of their travelling direction as a consequence of stochastic fluctuations in heading of the individuals. However, the mechanisms by which these behavioural fluctuations arise at the individual level and propagate within a group are still unclear. In the present study, we combine an experimental and theoretical approach to investigate spontaneous collective U-turns in groups of rummy-nose tetra (Hemigrammus rhodostomus) swimming in a ringshaped tank. U-turns imply that fish switch their heading between the clockwise and anticlockwise direction. We reconstruct trajectories of individuals moving alone and in groups of different sizes. We show that the group decreases its swimming speed before a collective U-turn. This is in agreement with previous theoretical predictions showing that speed decrease facilitates an amplification of fluctuations in heading in the group, which can trigger U-turns. These collective U-turns are mostly initiated by individuals at the front of the group. Once an individual has initiated a U-turn, the new direction propagates through the group from front to back without amplification or dampening, resembling the dynamics of falling dominoes. The mean time between collective U-turns sharply increases as the size of the group increases. We develop an Ising spin model integrating anisotropic and asymmetrical interactions between fish and their tendency to follow the majority of their neighbours nonlinearly (social conformity). The model quantitatively reproduces key features of the dynamics and the frequency of collective U-turns observed in experiments.
Fig. 1 in Mixed-species schooling behavior and protective mimicry involving coral reef fish from the genus Haemulon (Haemulidae)
Fig. 1. Schematic diagram presenting differences among the behavioral tactics registered for species joining Haemulon spp. schools.
Data from: Body size affects the strength of social interactions and spatial organization of a schooling fish (Pseudomugil signifer)
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Data from: Social conformity and propagation of information in collective u-turns of fish schools
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Data from: Validating two-dimensional leadership models on three-dimensionally structured fish schools
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Nourishing for Knowledge: Fish Powder in School Meals in Malawi
ClinicalTrials.gov study NCT07085871. IPD Sharing: UNDECIDED. Countries: 1. Publications: 0.
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