bioRxiv2021
In moving animal groups, social interactions play a key role in the ability of individuals to achieve coordinated motion. However, a large number of environmental and cognitive factors are able to modulate the expression of these interactions and the characteristics of the collective movements that result from these interactions. Here, we use a data-driven fish school model (Calovi et al., 2018; Lei et al., 2020) to quantitatively investigate the impact of perceptual and cognitive factors on coordination and collective swimming patterns. The model describes the interactions involved in the coordination of burst-and-coast swimming in groups of Hemigrammus rhodostomus. We perform a comprehensive investigation of the respective impacts of two interactions strategies between fish based on the selection of the most or the two most influential neighbors, of the range and intensity of social interactions, of the intensity of individual random behavioral fluctuations, and of the group size, on the ability of groups of fish to coordinate their movements. We find that fish are able to coordinate their movements when they interact with their most or two most influential neighbors, provided that a minimal level of attraction between fish exist to maintain group cohesion. A minimal level of alignment is also required to allow the formation of schooling and milling. However, increasing the strength of social interactions does not necessarily enhance group cohesion and coordination. When attraction and alignment strengths are too high, or when the heading random fluctuations are too large, schooling and milling can no longer be maintained and the school switches to a swarming phase. Increasing the interaction range between fish has a similar impact on collective dynamics as increasing the strengths of attraction and alignment. Finally, we find that coordination and schooling occurs for a wider range of attraction and alignment strength in small group sizes. Author SummaryIn fish schools, social interactions allow individuals to coordinate their movements and their modulation shape the emergent patterns of collective behavior. Here, we use a data-driven fish school model to investigate the impact of perceptual and cognitive factors on collective swimming patterns in the rummy-nose tetra (H. rhodostomus). In this species, fish only pay attention to one or two neighbors that exert the largest influence on their behavior and the interactions consist for a fish to be attracted and aligned with these neighbors. We show that there must exist a minimum level of alignment and attraction between fish to maintain group cohesion and allow the emergence of schooling and milling. Moreover, increasing the interaction range has a similar impact on collective dynamics as increasing the strength of social interactions. However, when the intensity of these interactions becomes too strong, fish can no longer coordinate their swimming and the school adopts a swarming behavior. Our results also show that a moderate level of behavioral fluctuations in fish can induce spontaneous transitions between schooling and milling. Finally, in this species that performs burst-and-coast swimming, we find that coordination occurs for a wider range of interaction strengths only in small group sizes.
animal behavior and cognition↗