Figure 3.

Spatial learning in zebrafish. (A) The experimental tank was composed of a large square tank with four stimulus tanks placed in it adjacent to each sidewall. Only one of the stimulus tanks contained five conspecifics during training and was highlighted with a red plastic cue card and always keep at the same location. The other stimulus tanks were empty and did not have a red cue card behind them. The areas with different shading served as a template for quantification of the location of the fish during training and probe test. (B) During the probe test, in absence of conspecifics as a reward, fish from the paired group showed a significant preference for the area marked with the red card when the cue card was presented. However, in absence of a cue card, fish showed a preference for the original location of the conspecific tank during training. These results demonstrate that zebrafish were able to use both elemental as well as configural learning strategies to simultaneously learn both the association between CS-US and location-US. Figure modified from Karnik and Gerlai (2012).