Cookies Policy

This site uses cookies. By continuing to browse the site you are agreeing to our use of cookies.

I accept this policy

Find out more here

Do Predators 'Shape' Fish Schools: Interactions Between Predators and Their Schooling Prey

No metrics data to plot.
The attempt to load metrics for this article has failed.
The attempt to plot a graph for these metrics has failed.
The full text of this article is not currently available.
Brill’s MyBook program is exclusively available on BrillOnline Books and Journals. Students and scholars affiliated with an institution that has purchased a Brill E-Book on the Brill platform automatically have access to the MyBook option for the title(s) acquired by the Library. MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.

Access this article

+ Tax (if applicable)
Add to Favorites

image of Netherlands Journal of Zoology
For more content, see Archives Néerlandaises de Zoologie (Vol 1-17) and Animal Biology (Vol 53 and onwards).

Predation has long been considered a powerful selective force governing the evolution and maintenance of gregariousness. Membership in a stable aggregation may afford the individual with a reduction in the probability of being successfully attacked, when compared with isolated individuals. This mitigation of predation accrues passively through the effects of dilution and confusion, and actively through the differential value of spatial position and the evolution of group avoidance manoeuvres. The relative safety of a given spatial position can change drastically, depending on attack strategy. Aquatic vertebrate predators (fish, birds, and marine mammals) display a wide variety of strategies when attacking schooling prey, ranging from marginal and invasive to exploitative. Evolution of avoidance manoeuvres by the school is dependent on the individual correctly assessing the potential for danger and responding in a timely, coordinated fashion. Whether safety accrues differentially among school members, and between school members and isolates, depends on: the size and shape of the school, the individual member's behaviour, the 'behaviour' of the group, and, most importantly, the relative frequency and abundance of each predator type.

Affiliations: 1: Fisheries Research Institute, University of Washington, USA


Full text loading...


Data & Media loading...

Article metrics loading...



Can't access your account?
  • Key

  • Full access
  • Open Access
  • Partial/No accessInformation