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Biology subjects

Hayashi, K. T.

Publications and source records attributed to Hayashi, K. T..

2 recordsLinked to original sources

Contrasting effects of competition on plant fitness and distributions along environmental gradients

O_LISpecies distributions have long been understood to depend on the complex interplay between the abiotic environment and biotic interactions. Empirical work in ecological communities has increasingly revealed how competition can mediate species demographic responses to environmental variation, but understanding how the demographic consequences of spatially variable competition manifest in observed distribution patterns remains an important challenge. C_LIO_LIHere, we describe a conceptual framework for characterizing competition-driven mismatches between responses of fitness and occurrence to environmental gradients. We then explore these mismatches for eight annual plant species in an edaphically variable California grassland landscape. C_LIO_LIWe experimentally quantified how species demographic rates (germination rate, fecundity) and fitness respond to spatial variation in the soil environment, either in the presence or absence of naturally occurring neighbors. We also surveyed species occurrence across the study landscape. Combining these demographic and occurrence data, we asked whether observed occurrence patterns are congruent with responses of intrinsic fitness (i.e., fitness in the absence of competitors) to soil gradients. C_LIO_LIWe found that competition altered responses of fitness to the primary soil gradient (soil texture) for many (4/8) species. In turn, occurrence patterns were often poorly or even inversely related to responses of intrinsic fitness to this environmental axis. In contrast, we found that competition had relatively little effect on responses of fitness and occurrence to a secondary soil gradient (soil Ca:Mg). C_LIO_LISynthesis. We demonstrate that spatially variable competition can contribute to mismatched responses of fitness and occurrence to environmental variation. Importantly, these quantitative mismatches depend on the species and environmental gradient in question. Our results caution against assuming that variation in occurrence implies variation in intrinsic fitness (or vice versa) without first disentangling how the abiotic environment and competition impact the demographic processes that underlie species distributions. C_LI

ecology↗

EcoEvoApps: Interactive Apps for Teaching Theoretical Models in Ecology and Evolutionary Biology

O_LIThe integration of theory and data drives progress in science, but a persistent barrier to such integration in ecology and evolutionary biology (EEB) is that theory is often developed and expressed in the form of mathematical models that can feel daunting and inaccessible for students and empiricists with variable quantitative training and attitudes towards math. C_LIO_LIA promising way to make mathematical models more approachable is to embed them into interactive tools with which one can visually evaluate model structures and directly explore model outcomes through simulation. C_LIO_LITo promote such interactive learning of quantitative models, we developed EcoEvoApps, a collection of free, open-source (R/Shiny) apps that include model overviews, interactive model simulations, and code to implement these models directly in R. The package currently focuses on canonical models of population dynamics, species interaction, and landscape ecology. We also outline a vision and approach for growing the collection to include more models from across EEB. C_LIO_LIThese apps help illustrate fundamental results from theoretical ecology and can serve as valuable teaching tools in classroom settings. We present data from student surveys which show that students rate these apps as useful learning tools, and that using interactive apps leads to substantial gains in students interest and confidence in mathematical models. This points to the potential for interactive activities to make theoretical models more accessible to a wider audience, and thus facilitate the feedback between theory and data across ecology and evolutionary biology. C_LI

scientific communication and education↗