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If we are to understand the cognitive basis and evolutionary origins of a particular behaviour, it is necessary to identify its underlying mechanism. Ninespine sticklebacks (Pungitius pungitius) can identify the richer of two prey patches by observing other foragers' success. This may be due to social learning, or an unlearned social effect on travel direction, brought about by the fish being more likely to face and subsequently travel towards areas where they have observed more feeding activity. Here we show that observer orientation does not predict patch choice, and that fish are still more likely to spend more time in richer patches even if they have to take an indirect route to reach them. This suggests that sticklebacks can learn the location of the richer patch through observation, and viewed in conjunction with other published findings, suggests that learned local enhancement lies behind public information use in this species. [ABSTRACT FROM AUTHOR]

The ability of animals to disperse towards their original home range following displacement has been demonstrated in a number of species. However, little is known about the homing ability of three-spine sticklebacks (Gasterosteus aculeatus), an important model species in behavioural ecology. In addition, few studies have examined the role of social facilitation in relation to homing behaviour in fishes. We examined homing behaviour of sticklebacks displaced over distances of between 80 m and 160 m in land-drains with directional water flow. Fish were translocated from their original capture site, tagged and then released either in groups or solitarily. We performed recapture transects either one or two days later. Data provided by recaptured sticklebacks show that the fish dispersed in the direction of their original capture site. Although fish translocated downstream typically moved further than those translocated upstream, both dispersed towards their original capture site. There was no difference between fish released solitarily or in groups in their homing ability and indeed there was little evidence that fish translocated in groups remained together following their release. The homing ability of the fish was demonstrated by the finding that up to 80% of fish returned to their home ranges within two days of release over a distance equivalent to approximately 5000 body lengths of these small fish. [ABSTRACT FROM AUTHOR]

A non-invasive tagging system for individual identification of three-spined sticklebacks Gasterosteus aculeatus was evaluated. The tags were easily detected via video, and tagged and non-tagged fish did not differ in terms of growth, activity levels or shoaling behaviour. [ABSTRACT FROM AUTHOR]

Recent years have witnessed a re-evaluation of the cognitive capabilities of fishes, including with respect to social learning. Indeed, some of the best experimental evidence for animal traditions can be found in fishes. Laboratory experimental studies reveal that many fishes acquire dietary, food site and mating preferences, predator recognition and avoidance behaviour, and learn pathways, through copying other fishes. Concentrating on foraging behaviour, we will present the findings of laboratory experiments that reveal social learning, behavioural innovation, the diffusion of novel behaviour through populations and traditional use of food sites. Further studies reveal surprisingly complex social learning strategies deployed by sticklebacks. We will go on to place these observations of fish in a phylogenetic context, describing in which respects the learning and traditionality of fish are similar to, and differ from, that observed in other animals. We end by drawing on theoretical insights to suggest processes that may have played important roles in the evolution of the human cultural capability.