在保护科学中利用动物的学习方式:重新引入的野牛对管理干预措施的行为反应

IF 2.8 2区 环境科学与生态学 Q1 BIODIVERSITY CONSERVATION
Tana L. Verzuh, Karsten Heuer, Jerod A. Merkle
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引用次数: 0

摘要

在生物多样性空前丧失的情况下,重新引入计划有所增加,但这些计划的成功率却很低。计划失败的一个主要原因是种群分散到了计划范围之外。管理技术(如驯化)可用于防止动物向既定范围外迁移,但要长期有效,动物必须学会避开被驯化的区域。虽然动物学习的概念已被用于改善重引入计划,但学习并不经常被明确测试或用作计划成功与否的指标。我们使用保护行为框架来评估一系列管理技术如何影响加拿大班夫国家公园野牛重引入种群的学习。我们假设,暴露于较强的负面刺激会增强学习效果,从而导致更明显的行为反应。具体来说,我们测试了管理措施(即漂移围栏、徒步、骑马、直升机和联合驱赶)引起行为反应的程度以及它们如何促进学习。与我们的预测一致,与直升机或综合方法相比,漂移围栏、徒步和骑马驱赶引起的行为反应较少,幅度也较小,这表明这些技术对野牛造成的干扰较小。野牛会不断返回它们遇到过的干扰最小的管理行动地点,这表明它们缺乏联想学习。然而,野牛似乎对通过直升机或综合方法进行野化的地点形成了负面联想,很少返回这些地点。评估管理技术对于提高保护的成功率至关重要。我们的研究表明,通过在保护生物学和动物学习领域之间架起桥梁,我们可以了解管理技术如何影响学习和行为,从而促进制定有效的保护计划,将动物的干扰程度、经济成本和整体效益结合起来。有效的保护计划反过来又能提高我们成功管理和恢复物种的可能性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

Leveraging how animals learn in conservation science: Behavioral responses of reintroduced bison to management interventions

Leveraging how animals learn in conservation science: Behavioral responses of reintroduced bison to management interventions

Reintroduction programs have increased amid unprecedented biodiversity loss, yet the success of these programs lag. A prominent reason for program failure is dispersal beyond the planned range of the population. Management techniques, such as hazing, can be used to prevent movement beyond set boundaries, but to be effective long-term, the animals must learn to avoid the areas where they are hazed. Although concepts of animal learning have been used to improve reintroduction programs, learning is not often explicitly tested or used as an indicator of program success. We used a conservation behavior framework to evaluate how a range of management techniques influenced learning in a reintroduced population of bison in Banff National Park, Canada. We hypothesized exposure to stronger negative stimuli would enhance learning, leading to more pronounced behavioral responses. Specifically, we tested the degree to which management actions (i.e., drift fence encounters, foot, horseback, helicopter, and combined hazing) elicited behavioral responses and how they facilitated learning. Consistent with our predictions, drift fence interactions and foot and horseback hazing elicited fewer behavioral responses of a smaller magnitude than helicopter hazing or combined methods, suggesting these techniques cause less disturbance to the bison. Bison continually returned to locations where they encountered management actions that caused the least disturbance, demonstrating a lack of associative learning. Bison appeared to form negative associations with locations where they were hazed via helicopter or combined methods, however, and rarely returned to these locations. Evaluating management techniques is essential for improving conservation success. We demonstrate that by bridging the fields of conservation biology and animal learning, we can understand how management techniques influence learning and behavior thereby facilitating effective conservation plans that incorporate disruption levels of the animals, financial costs, and overall effectiveness. Effective conservation plans, in turn, improve our likelihood of successfully managing and recovering species.

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来源期刊
Conservation Science and Practice
Conservation Science and Practice BIODIVERSITY CONSERVATION-
CiteScore
5.50
自引率
6.50%
发文量
240
审稿时长
10 weeks
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