Analysis of functional response in presence of schooling phenomena: An IBM approach

Authored by Chiara Accolla, David Nerini, Olivier Maury, Jean-Christophe Poggiale

Date Published: 2015

DOI: 10.1016/j.pocean.2015.02.002

Sponsors: No sponsors listed

Platforms: C++

Model Documentation: Other Narrative Mathematical description

Model Code URLs: https://ars-els-cdn-com.ezproxy1.lib.asu.edu/content/image/1-s2.0-S0079661115000361-mmc1.zip

Abstract

The aim of this paper is to analyse the emergence of functional response of a predator prey system starting from diverse simulations of an Individual-Based Model of schooling fish. Individual characteristics can, indeed, play an important role in establishing group dynamics. The central question we address is whether or not aggregation influences predator prey relationships. To answer this question, we analyse the consequences of schooling when estimating functional response in four configurations: (1) no schooling of either prey nor predators; (2) schooling of prey only; (3) schooling of predators only; and (4) schooling of both prey and predators. Aggregation is modelled using the rules of attraction, alignment and repulsion. We find important differences between the various configurations, highlighting that functional response is largely affected by collective behaviour. In particular, we show: (1) an increased predation efficiency when prey school and (2) different functional response shapes: Holling type II emerges if prey do not school, while Hailing type III emerges when prey aggregate. (C) 2015 Elsevier Ltd. All rights reserved.

Tags

behavior models emergence collective motion vision Animal groups Fish schools Heterogeneous environment Ratio Predator-prey systems