title: The influence of group size on learning and problem-solving in New Zealand spotted wrasse (Notolabrus celidotus)

authors: Georgeson, Sean Alexander

abstract: Foraging dynamics are a fundamental ecological process influencing a variety of other important processes including population dynamics and reproduction. This study investigated the influence of group size on the foraging success of 40 New Zealand spotted wrasse (Notolabrus celidotus) using a problem-solving apparatus. A pilot study using four fish was initially carried out to test equipment and gain an understanding of the individual learning capacity of these fish. Following this pilot study, the full study was separated into four stages. Stage 1 involved observing individual fish attempting a problem-solving foraging task on their own. Stages 2 and 3 increased the group size of fish attempting this foraging task to two fish and four fish, respectively. Stage 4 involved individual fish attempting the task on their own, however, mirrors were fitted to the experimental tank to simulate an increase in group size. Results of this research showed that the presence/perceived presence of conspecifics resulted in increased success rates and reduced latency to solve the problem over time. These results suggest that group size is an important contributor to foraging efficiency in the New Zealand spotted wrasse, as larger groups outperformed smaller groups in most cases, and individual fish with simulated increases to group size outperformed individual fish without this effect. There are three potential explanations for these results. (1) The presence of conspecifics provides passive predator vigilance, enabling individual fish to put more time into solving the foraging task instead of scanning for predators. (2) As a function of increased competition for a limited resource, fish put more effort into solving the foraging task. (3) Social learning resulted in fish learning foraging strategies from conspecifics. It is likely that the effects of reduced predator vigilance and increased competition in larger group sizes influenced foraging success rates of the fish in this study concurrently. Additionally, the pair and group treatments displayed a reduced latency for fish to leave the starting arena and to orient toward the food reward than the other treatments. It is unlikely that these results can be attributed to increased chance due to increased fish density, as fish from the pair and group treatments performed similarly in weeks one and three, despite the group treatment having twice as many fish per trial. This indicates the potential effect of a social learning mechanism, such as local enhancement, in the spotted wrasse in this study. Future studies could further assess the influence of social learning through use of reliable demonstrator fish in an observer-demonstrator experiment. Further study is required to conclusively suggest whether the effect of reduced predator vigilance, increased competition, or social learning has a greater influence on increased foraging success with increased group size in New Zealand spotted wrasse.

text: The influence of group size on learning and problem-solving in New Zealand spotted wrasse (Notolabrus celidotus) Foraging dynamics are a fundamental ecological process influencing a variety of other important processes including population dynamics and reproduction. This study investigated the influence of group size on the foraging success of 40 New Zealand spotted wrasse (Notolabrus celidotus) using a problem-solving apparatus. A pilot study using four fish was initially carried out to test equipment and gain an understanding of the individual learning capacity of these fish. Following this pilot study, the full study was separated into four stages. Stage 1 involved observing individual fish attempting a problem-solving foraging task on their own. Stages 2 and 3 increased the group size of fish attempting this foraging task to two fish and four fish, respectively. Stage 4 involved individual fish attempting the task on their own, however, mirrors were fitted to the experimental tank to simulate an increase in group size. Results of this research showed that the presence/perceived presence of conspecifics resulted in increased success rates and reduced latency to solve the problem over time. These results suggest that group size is an important contributor to foraging efficiency in the New Zealand spotted wrasse, as larger groups outperformed smaller groups in most cases, and individual fish with simulated increases to group size outperformed individual fish without this effect. There are three potential explanations for these results. (1) The presence of conspecifics provides passive predator vigilance, enabling individual fish to put more time into solving the foraging task instead of scanning for predators. (2) As a function of increased competition for a limited resource, fish put more effort into solving the foraging task. (3) Social learning resulted in fish learning foraging strategies from conspecifics. It is likely that the effects of reduced predator vigilance and increased competition in larger group sizes influenced foraging success rates of the fish in this study concurrently. Additionally, the pair and group treatments displayed a reduced latency for fish to leave the starting arena and to orient toward the food reward than the other treatments. It is unlikely that these results can be attributed to increased chance due to increased fish density, as fish from the pair and group treatments performed similarly in weeks one and three, despite the group treatment having twice as many fish per trial. This indicates the potential effect of a social learning mechanism, such as local enhancement, in the spotted wrasse in this study. Future studies could further assess the influence of social learning through use of reliable demonstrator fish in an observer-demonstrator experiment. Further study is required to conclusively suggest whether the effect of reduced predator vigilance, increased competition, or social learning has a greater influence on increased foraging success with increased group size in New Zealand spotted wrasse.

year: 2020

title: The Long Term Implication of RTLB Support: 'Listening to the Voices of Student Experiences'

authors: Pillay, Poobie

subjects: RTLB

abstract: This research inquiry is based on the narratives of six secondary school male students who tell of their experiences of having learning and/or behaviour difficulties in school.The research explores the perspectives of these six participants, from one New Zealand Secondary School, who received support from a Resource Teacher Learning and Behaviour (RTLB) from a single RTLB cluster. The RTLB service is a school based resource that provides itinerant specialist support to schools and work with regular class teachers to improve the educational outcomes for students with moderate learning and/or behavioural difficulties (Ministry of Education, 1999; Walker et al, 1999).

This study aims to capture the voices of the participants through narratives and to tell
of their experiences with RTLB, their school and what makes sense in their lives. The purpose of this research is to induce reflection, themes or possibly questions for further discussion or research. There were four questions that drove this research inquiry:

1. What were the experiences of the participants who received support
from the RTLB while they were at primary, intermediate or secondary
school?
2. What were their current experiences of school life?
3. What is it about boys and school- especially those with learning and
behaviour difficulties?
4. Were there any new insights available to support/extend the work of the
RTLB in this cluster?

A narrative approach was chosen as the methodology because it allowed the stories of
the students to be told in their own voices. The principles of a narrative guided the construction, presentation and application of the interviews. The interviews were informally conducted and the transcription formed the narratives in this inquiry.

The themes from the narratives generated discussion about the family as an important
factor in raising positive, well balanced children. The similarities between the Caucasian participants and the Māori participants of the Te Kotahitanga project also featured. The themes also cover the impact of immigration on the South African participants and show the differences between the two school systems and how they
affect students new to New Zealand. The impact of RTLB support was greatest on those who remembered quite clearly the RTLB and the support they received.

The research presented a positive outlook for the participants despite their difficulties
and experiences of school. Their resilience and the combination of support they received at school and home were important contributors to this optimism. The analysis of the narratives provided the RTLB in this cluster with some implications to support or extend their work. The implications included the development of proactive
connections and meaningful relationships with the student. This was possible by getting to know them better and by making them aware of the purpose of RTLB involvement. The students could also be included in the problem solving and
intervention processes. Two recommendations from this research are that future research could investigate a system to monitor progress of students who received RTLB support and a process to place immigrant children correctly in the New Zealand school system.

text: The Long Term Implication of RTLB Support: 'Listening to the Voices of Student Experiences' This research inquiry is based on the narratives of six secondary school male students who tell of their experiences of having learning and/or behaviour difficulties in school.The research explores the perspectives of these six participants, from one New Zealand Secondary School, who received support from a Resource Teacher Learning and Behaviour (RTLB) from a single RTLB cluster. The RTLB service is a school based resource that provides itinerant specialist support to schools and work with regular class teachers to improve the educational outcomes for students with moderate learning and/or behavioural difficulties (Ministry of Education, 1999; Walker et al, 1999).

This study aims to capture the voices of the participants through narratives and to tell
of their experiences with RTLB, their school and what makes sense in their lives. The purpose of this research is to induce reflection, themes or possibly questions for further discussion or research. There were four questions that drove this research inquiry:

1. What were the experiences of the participants who received support
from the RTLB while they were at primary, intermediate or secondary
school?
2. What were their current experiences of school life?
3. What is it about boys and school- especially those with learning and
behaviour difficulties?
4. Were there any new insights available to support/extend the work of the
RTLB in this cluster?

A narrative approach was chosen as the methodology because it allowed the stories of
the students to be told in their own voices. The principles of a narrative guided the construction, presentation and application of the interviews. The interviews were informally conducted and the transcription formed the narratives in this inquiry.

The themes from the narratives generated discussion about the family as an important
factor in raising positive, well balanced children. The similarities between the Caucasian participants and the Māori participants of the Te Kotahitanga project also featured. The themes also cover the impact of immigration on the South African participants and show the differences between the two school systems and how they
affect students new to New Zealand. The impact of RTLB support was greatest on those who remembered quite clearly the RTLB and the support they received.

The research presented a positive outlook for the participants despite their difficulties
and experiences of school. Their resilience and the combination of support they received at school and home were important contributors to this optimism. The analysis of the narratives provided the RTLB in this cluster with some implications to support or extend their work. The implications included the development of proactive
connections and meaningful relationships with the student. This was possible by getting to know them better and by making them aware of the purpose of RTLB involvement. The students could also be included in the problem solving and
intervention processes. Two recommendations from this research are that future research could investigate a system to monitor progress of students who received RTLB support and a process to place immigrant children correctly in the New Zealand school system.

year: 2009

title: Traditional New Zealand Māori instruments, composition and digital technology: some recent collaborations and processes

authors: Whalley, Ian

abstract: This paper examines the integration of traditional New Zealand Māori instruments with digital music technology, and the use of these instruments in making new works. The focus is on the work of performer/composers Hirini Melbourne and Richard Nunns, as well as recent collaborations that Richard Nunns has undertaken with some composers and musicians in genres other than Māori music. Aesthetic, practical and cultural considerations in the composition process are explored.

text: Traditional New Zealand Māori instruments, composition and digital technology: some recent collaborations and processes This paper examines the integration of traditional New Zealand Māori instruments with digital music technology, and the use of these instruments in making new works. The focus is on the work of performer/composers Hirini Melbourne and Richard Nunns, as well as recent collaborations that Richard Nunns has undertaken with some composers and musicians in genres other than Māori music. Aesthetic, practical and cultural considerations in the composition process are explored.

year: 2005