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Fish are then individually placed into the model school assay tank and given 5 min to acclimate.
To overcome these challenges, we developed the "model school assay".
To do this, we developed the model school assay (Fig. 3).
We first compared the behavior of twenty marine and twenty benthic sticklebacks in the model school assay.
However, their reduced schooling tendency in the model school assay strongly reflects their behavior in free-swimming groups.
Using the model school assay, we were able to reliably elicit schooling behavior in the laboratory under repeatable stimulus conditions.
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Fish were tested in two different assays: the model school-only assay and the school vs. plant choice assay (see Figure 1).
In our previous QTL analysis of schooling behavior using the school-only assay in an F2 intercross, we identified a "suggestive" QTL for latency to join the school on LG20, which met a genome-wide significance threshold of P < 0.1 (Greenwood et al. 2013).
This negative QTL may be evidence that the school-only assay is not accurately separating schooling from shelter-seeking behavior.
In the school-only assay, fish were presented with a school of eight model sticklebacks, which were cast from a benthic × marine F2 hybrid that was 5 cm in length.
In the school-only assay, marines spent significantly more time with the school and showed a tendency to join the school with a shorter latency.
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