The interaction between water currents and salmon swimming behaviour in sea cages.

Positioning of sea cages at sites with high water current velocities expose the fish to a largely unknown environmental challenge. In this study we observed the swimming behaviour of Atlantic salmon (Salmo salar L.) at a commercial farm with tidal currents altering between low, moderate and high velocities. At high current velocities the salmon switched from the traditional circular polarized group structure, seen at low and moderate current velocities, to a group structure where all fish kept stations at fixed positions swimming against the current. This type of group behaviour has not been described in sea cages previously. The structural changes could be explained by a preferred swimming speed of salmon spatially restricted in a cage in combination with a behavioural plasticity of the fish.

Innovative behaviour in fish: Atlantic cod can learn to use an external tag to manipulate a self-feeder.

This study describes how three individual fish, Atlantic cod (Gadus morhua L.), developed a novel behaviour and learnt to use a dorsally attached external tag to activate a self-feeder. This behaviour was repeated up to several hundred times, and over time these fish fine-tuned the behaviour and made a series of goal-directed coordinated movements needed to attach the feeder's pull string to the tag and stretch the string until the feeder was activated. These observations demonstrate a capacity in cod to develop a novel behaviour utilizing an attached tag as a tool to achieve a goal. This may be seen as one of the very few observed examples of innovation and tool use in fish.

Food anticipatory behaviour as an indicator of stress response and recovery in Atlantic salmon post-smolt after exposure to acute temperature fluctuation.

In this study we evaluated Pavlovian conditioned food anticipatory behaviour as a potential indicator for stress in groups of Atlantic salmon, and compared this with the physiological stress responses of cortisol excretion into water and hyper-consumption of oxygen. We hypothesised that environmental stress would result in reduced feeding motivation. To assess this, we measured the strength of anticipatory behaviour during a period of flashing light that signalled arrival of food. Further, we expected that fish given a reduced food ration would be less sensitive to environmental stress than fish fed full ration. The fish responded to an acute temperature fluctuation with hyper-consumption of oxygen that decreased in line with the temperature, and elevated cortisol excretion up to 1h after the stressor. These physiological responses did not differ significantly between the food ration groups. The anticipatory behaviour was significantly reduced after the stressor and returned to control levels after 1 to 2 h in the reduced ration group, but not until after 3 to 4 h in the full ration group. Our results show that acute stress can be measured in terms of changes to feeding motivation, and that it is a more sensitive indicator of stress that influences the fish over a longer time period than measures of change in cortisol excretion.

Learning and anticipatory behaviour in a "sit-and-wait" predator: the Atlantic halibut.

We studied the learning capacities and anticipatory behaviour in a "sit-and-wait" predatory fish, the Atlantic halibut, Hippoglossus hippoglossus. In Experiment 1 two groups of halibut received series of light flashes (conditioned stimulus, CS) that started before delivery of food (unconditioned stimulus, US) and persisted until after food delivery, i.e. delay conditioning. Control groups received unpaired CS and US presentations. The anticipatory behaviour of delay conditioned halibut consisted mainly of take-offs towards the surface shortly after onset of the CS. In Experiment 2 six groups of halibut were trained in three trace conditioning procedures: Two groups with 20s, two groups with 60s and two groups with 120s trace interval. Learning was evident in the 20 and 60s trace groups and in one of the 120s trace groups. In contrast to delay conditioning the anticipatory behaviour of trace conditioned halibut was characterized by subtle movements near the tank floor with orientation towards the CS. The cautious responses of halibut after trace conditioning differed markedly from what is observed in other fish species and are suggested to reflect a "sit-and-wait" foraging strategy that requires the predator to remain undetected until the prey is within lunging range.

Sign- and goal-tracking in Atlantic cod (Gadus morhua).

When animals associate a stimulus with food, they may either direct their response towards the stimulus (sign-tracking) or towards the food (goal-tracking). The direction of the conditioned response of cod was investigated to elucidate how cod read cue signals. Groups of cod were conditioned to associate a blinking light (conditioned stimulus, CS) with a food reward (unconditioned stimulus, US), with the CS and the US located at opposite sides of the tank. Two groups were trained in a delay conditioning procedure (CS = 60 s, interstimulus interval = 30 s) and two groups were trained in a trace conditioning procedure (CS = 12 s, trace interval = 20 s). The response pattern was similar for the delay- and trace-conditioned groups. The initial main response at the onset of the CS was approaching the blinking lights, i.e. sign-tracking. In the early trials, the fish did not gather in the feeding area before the arrival of food. In the later trials, the fish first approached the blinking lights, but then moved across the tank and gathered below the feeder before the food arrived, i.e. sign-tracking followed by goal-tracking within each trial. These two responses are interpreted as reflecting two learning systems, i.e. one rapid, reflexive response directed at the signal (sign-tracking) and one slower, more flexible response based on expectations about time and place for arrival of the food (goal-tracking). The ecological significance of these two learning systems in cod is discussed.

Learning in cod (Gadus morhua): long trace interval retention.

Basic knowledge about learning capacities and awareness in fish is lacking. In this study we investigated which temporal gaps Atlantic cod could tolerate between two associated events, using an appetitive trace-conditioning paradigm with blinking light as conditioned stimulus (CS) and dry fish food as unconditioned stimulus (US). CS-US presentations were either temporally overlapping (delay conditioning, CS duration 24 s, interstimulus interval 12 s) or separated by 20, 60, or 120 s (trace conditioning, CS duration 12 s) or 2 h (control, CS duration 12 s). The percentage of fish in the feeding area increased strongly during CS presentation in all delay, 20 s, and 60 s trace groups and in one out of two 120 s trace groups, but not in the control groups. In the 20 and 60 s trace procedures, the fish crowded together in the small feeding area during the trace interval, showing strong anticipatory behaviour. In all the conditioned groups, the fish responded to the CS within eight trials, demonstrating rapid learning. At 88 and 70 days after the end of the conditioning experiments, the delay and 20 s trace groups, respectively, were presented the CS six times at 2-h intervals without reward. All groups responded to the light signal, demonstrating memory retention after at least 3 months. This study demonstrates that Atlantic cod has an impressively good ability to associate two time-separated events and long time retention of learnt associations.