Adaptive Forgetting: Why Predator Recognition Training Might Not Enhance Poststocking Survival
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Abstract The success of current fish restocking efforts is often hampered by poor poststocking survival of hatchery-reared juveniles. As a result of hatchery selection, combined with a lack of ecologically relevant experience, hatchery-reared fishes often fail to recognize and respond to potential predators following stocking into natural waterways. One commonly proposed method to enhance potential poststocking survival is to condition hatchery-reared fishes to recognize predators prior to stocking. However, despite a wealth of laboratory and field studies demonstrating predator recognition learning in fishes, only a handful of studies have attempted to assess potential poststocking benefits, and these suggest mixed results. Our goal is to highlight possible causes of this apparent contradiction. A survey of the behavioral ecology literature highlights the exceptional degree of sophistication of predator recognition learning among prey fishes. Moreover, an emerging body of literature suggests that how long prey retain learned predator recognition is as important as what prey learn. This highly plastic retention (memory window) may confer adaptive benefits under variable conditions. Hatchery selection may result in phenotypes leading to reduced learning and/or retention of learned information. We conclude by proposing several avenues of investigation aimed at improving the success of prestocking conditioning paradigms. RESUMEN El éxito de los esfuerzos de repoblamiento de peces suele disminuir debido a condiciones desfavorables para la supervivencia de juveniles, provenientes de cultivo, tras prácticas de repoblamiento. Como resultado de la selección en cultivo, en combinación con la falta de experiencia en temas de ecología, los peces de cultivo a veces fallan en reconocer y responder potenciales depredadores después de haber sido introducidos, con fines de repoblamiento, a cuerpos de agua. Un método comúnmente propuesto para aumentar la supervivencia post-repoblamiento es condicionar a los juveniles de peces cultivados a que reconozcan a sus depredadores antes de la translocación. Sin embargo, pese al buen equipamiento de los laboratorios y a los trabajos en campo que demuestran la capacidad de aprendizaje de los peces para reconocer depredadores, solo unos pocos estudios se han enfocado en evaluar los beneficios potenciales post-repoblamiento y dichos estudios muestran resultados encontrados. Nuestro objetivo es subrayar las posibles causas de esta aparente contradicción. Un sondeo bibliográfico acerca de ecología conductual destaca la extraordinaria sofisticación del proceso de aprendizaje en peces para reconocer a sus depredadores. No obstante, otra parte de la literatura reciente sugiere que el tiempo que los peces retienen el patrón de reconocimiento del depredador es igualmente importante que lo aprendido por el individuo. Esta retención altamente flexible (ventana de memoria) puede conferir beneficios adaptativos ante condiciones variables. La selección mediante el cultivo puede resultar en fenotipos caracterizados por una reducida capacidad y/o poca retención de la información aprendida. Concluimos proponiendo distintas líneas de investigación cuyo propósito es aumentar el éxito del acondicionamiento previo al repoblamiento.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it