| Popis: |
Many fish form schools and maintain visual contact with their neighbors in a three-dimensional environment. In this study, we assessed whether zebrafish modified their spacing and interaction time in an additive or multiplicative way relative to multiple sources of social information using computer animations. We simultaneously manipulated: (a) the size of the virtual conspecific (as a proxy of social cue magnitude), (b) the position of the virtual conspecific in the water column (as a proxy of the level of perceived risk), and (c) the absence/presence of the visual horizon (as a proxy of depth perception). We found that the size of the virtual conspecific independently affected spacing behavior (zebrafish increased their separation distance as conspecific size increased). However, some of these factors interacted significantly, such that their effects on social behavior depended on each other. For instance, zebrafish increased their separation distance under high risk conditions when the virtual conspecific was larger, but this risk effect disappeared when the conspecific was the same size or smaller, likely to avoid aggression. Also, zebrafish increased their separation distance when depth perception was enhanced under low risk conditions, but the effect of depth perception disappeared under high risk conditions. Overall, we found that certain dimensions of the visual social environment affected zebrafish spacing behavior in different ways, but they did not affect social interaction time. We discuss the implications of these findings for the spatial organization of fish schools. |
