Decoy calls unexpectedly change a frog’s mate preference

September 1, 2015 • 10:00 am

Behavioral work on many animals, ranging from insects to mammals, has shown that females prefer a certain type of male call: perhaps one that is longer, louder, or has certain combinations of sounds. We’re not sure why these preferences have evolved, though there are many theories. Those include hypotheses that males with, say, louder calls are healthier, and would confer better genes on their offspring, or that the calls are species-specific and a narrower “call window” prevents you from mating with another species and producing maladaptive offspring. The phenomenon of mate preference in females is well documented, but its evolutionary basis is poorly understood—such studies are very difficult. How can we learn what a female gains by mating with one kind of male versus another? Those studies must be done in the lab, and involve tricky preference tests combined with accurate measurements of female offspring number and quality.

Mike Ryan’s group at the University of Texas in Austin has spent years studying mating behavior (and how it relates to male calls) in túngara frogs (Engystomops pustulosus), a species found in Mexico and Central and South America. Males sit in or near streams and croak for hours, hoping to attract females with the beauty of their calls.

In most cases, female túngara frogs prefer male calls that are more complex, louder, and have lower frequencies and faster call rates, though the situation is complex. (One possibility for the louder-call preference is that those calls are producer by larger males, who not only can fertilize more eggs but may have better genes. They thus could confer a non-genetic benefit on the female (more sperm means more offspring) or a genetic one (offspring carry their father’s genes that make the sons bigger and themselves more likely to get mates).  Both advantages could, over time, impose natural selection on females to prefer certain kinds of calls.

Below are some videos, audio clips, and photos of male túngara frogs calling. As you see, males put a lot of energy into attracting mates, using both their bellies and inflated vocal sacs:

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Males calling:

(See also the video at the bottom of the Science News blurb.) If you click on the screenshot below, you’ll go to a page where you can listen to a typical call: a loud squawk followed by a series of “chuks,” which increase its complexity:

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Calling has its dangers, too. Males who emit more elaborate calls are subject to more predation by fringe-lipped bats, who presumably can detect the frogs more easily. That counterselection may prevent males from evolving even more elaborate calls, for there might be a point beyond which the higher predation outweighs the advantage of attracting females. Here’s a calling male meeting a sad fate (photo by Christian Ziegler from Smithsonian.com):

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One thing that’s tacitly assumed in studies of mate preference is that there is a continuum of call characteristics that is fixed and transitive. That is, if call A is preferred over call B, and call B over call C, then call A should be preferred over call C.  And the order of preference shouldn’t change if other calls are present in the population. But a new paper in Science by Amanda Lea and Mike Ryan (reference and free download below) shows that this might not be the case, at least in this frog.

Their hypothesis was that “decoy” calls could actually change the order of preferences between two calls, making the least preferred call the most preferred. They tested this by making three artificial calls of differing attractiveness to females, and then testing the females’ preferences by playing these calls through speakers in the lab, seeing which speaker a female hopped toward.  (Directional hopping towards a sound source is a common way to estimate female preferences in frogs.)

Lea and Ryan based their experiment on a human analogy: psychological preferences can change direction when a decoy preference is thrown into the system. Here’s how their paper describes the “decoy effect”:

One well-known violation of regularity is the “decoy effect”. For example, while shopping for a used vehicle, the buyer may value both low price and fuel efficiency. Of the two vehicles considered, one has a higher price tag but also better efficiency (A), whereas the second has a lower price but also lower efficiency (B). The buyer decides that he or she values lower prices over higher efficiency and so chooses B. At this point, the salesperson mentions that there is a third vehicle (C), which also has good fuel efficiency but a much higher price than both A and B. This causes the buyer to reconsider, despite no interest in the higher-priced vehicle. To the salesperson’s delight, the buyer ultimately chooses A, spending more money for better fuel efficiency. This irrational behavior has been produced by the decoy effect.

Do frogs do the same thing with calls? Lea and Ryan made three artificial calls differing in “type” (presumably complexity) and rate. The call most preferred in choice tests was call B, with call A significantly less preferred. Then they made a really lousy call, call C, which served as the decoy call, When pairs of calls were tested, B was more preferred than A, and both were preferred more than C.

The twist was then giving individual females a choice of all three calls presented simultaneously. And they did this in two ways. First, they put speakers on the floor emitting all three calls at the same time, and seeing which one the females chose (A below). Then they put the decoy call (C) on a ceiling-mounted speaker, so the female could hear it but not “choose” it, as she couldn’t hop to the ceiling! That’s design B below.

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And here are the results, shown as the proportion of frogs choosing either A (light gray) calls or B (dark gray calls) in two situations: the “binary” (the decoy call not broadcast), and “trinary” (decoy call broadcast).  The top plot below is from design A above, when the “trinary” situation involves females being able to hop toward the decoy speaker (those preferences aren’t given). The bottom plot is from design B, where females could hear the decoy call but not “prefer” it by moving toward it. Again, the data are just the relative preferences for A and B.

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Let’s look at the top figure first (C; it’s a bit confusing because the figures are given designations that use the same letters as call type). When calls A and B are tested against each other without the decoy call, B is slightly preferred (as it was in the preliminary experiments), but the difference is not significant. However, things change when the decoy call is played: all of a sudden call A becomes strongly and significantly preferred (asterisk shows statistical significance, with a p less than 0.05). The decoy has altered the preference, but not reversed it since there was no significant preference between calls A and B in the “binary” experiment. The alteration, as shown by the comparison with three asterisks between the binary and trinary experiments, is highly significant (p < 0.001).

The results are similar, but even more striking, in experiment B, when the decoy call was played from the ceiling. In this case when only A and B were played, there’s a strong and significant (p < 0.05) preference for B, as in the preliminary experiments. But when the decoy was played from the ceiling, all of a sudden females significantly preferred call A (p < 0.05), a reversal that was significant when binary and trinary tests were compared (three asterisks: p < 0.001).

In both cases, then, throwing a third “decoy” call into the mix makes female prefer a call that was either neutral or less preferred when tested against one alternative call. In other words, the direction of mate preference was not fixed, but altered by a third call—a call that was the least attractive!

What’s the upshot? Clearly, in this experiment (and we’re not sure if the same results would occur in nature rather than the lab), mate preferences are not fixed but malleable: they change depending on what other calls abound in the environment. What we see is similar to the “decoy” effect described by Lea and Ryan for car-buying, with call C playing the role of the more expensive, gas-efficient car.

But what does that mean? First of all, we don’t know whether the result is a general one: is this intransitivity typical of animal mating systems? The authors cite one or two papers suggesting this may be the case in some other species (I haven’t read them), but we’d need a lot more experiments like this to see how general the “decoy” effect is in nature.

But why does this happen at all? Does it make any evolutionary sense, or does it simply reflect confusion on the part of the females, who are thrown off by the decoy call? But if that were the case, why would their preference all of a sudden switch to the suboptimal call A?

We don’t know, but at the end Lea and Ryan suggest some hypotheses:

In socially complex situations such as frog choruses, rational decisions could be time-consuming, potentially resulting in lost mating opportunities or the risk of further exposure to predators. Decision rules might evolve to include loss aversion, mitigating the risk of costly errors, which are more likely when there are extreme alternatives and in uncertain environments. Such heuristics could lead to stabilizing selection on male traits and maintenance of genetic variation. Moreover, as human consumers are susceptible to manipulation by salespeople, context-dependent choice rules may make female frogs vulnerable to behavioral exploitation by competing males; for instance, if males are selective of their nearest neighbors.

Although it is clear that female choice patterns do not coincide with the consistent valuation predicted by traditional models in sexual selection, it is far from clear whether perfect formal rationality is mutually compatible with optimal evolutionary fitness. Closer inspection is required to determine whether inconsistencies revealed by decoy effects are, in fact, suboptimal in the context of fitness maximization. Variation of female mate choice in different social contexts might reflect adaptations for using additional sources of information, resulting in the expression of more complex but predictable choice patterns.

What they’re saying here, in scientific jargon, is that this might just be an irrational mess without adaptive significance. (Perhaps call B just comes through more clearly than does call A when the decoy call is played.) But they also propose alternative scenarios, involving spatial proximity, predators, and loss aversion—all of them adaptive. That is, the changes in preference in the presence of a third call could be an evolutionary phenomenon that gives the female higher offspring number.

Such adaptive hypotheses might make sense, but not necessarily in light of the decoy results. For example, if females want to avoid long-distance hopping, or predators, by mating with the nearest caller rather than the most attractive, that does make adaptive sense, but doesn’t seem to relate at all to Lea and Ryan’s result that the presence of a decoy call makes the female reverse her preference. Why the reversal? And perhaps it’s adaptive to just mate with any male when the acoustic environment is confusing, but again that fails to explain the switch in preference rather than just a loss of preference.

In the end, I find the experimental results intriguing, but their meaning unclear. That’s not the experimenter’s fault, for although they expected decoy effects, their significance, and whether the explanation involves adaptation, would be very hard to disentangle. The only problem I have with the paper, and it’s a minor one, is that the adaptive hypotheses don’t seem to relate very well to the experimental findings of a reversal of preference. What is sound (pardon the pun) is the finding that relative preferences between two call types can be dramatically altered by the presence of a third call.

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Lea, A. M. and M. J. Ryan. 2015. Irrationality in mate choice revealed by túngara frogs. Science 349:964-966.

A Twi**er exchange about woo

September 1, 2015 • 8:41 am

Grania sent me this Tw**er exchange with Jim Al-Khalili, a physicist and popular science writer/broadcaster in the UK, and one other person. Al-Khalili recounts a phenomenon that I’m well familiar with: kooks sending us crazy papers and asking for our opinion. I get several of these a month, all in manila envelopes with scrawled handwriting. I can tell from the envelope alone that it contains some wacky theory.

The tw**ts (read from the bottom up):

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That paper’s title is not too far from the kind of thing that Deepak Chopra writes.

Readers’ wildlife photos

September 1, 2015 • 7:15 am

Reader Mark Sturtevant sent three photos of insects, one engorged with his blood. The third photo has a “spot the spider” feature.

A completely adorable grass skipper [species unidentified]. Just look at this little cutie! Skippers are traditionally classified in their own suborder, separate from true butterflies and the moths.

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I was being eaten alive by mosquitoes while photographing insects in our garden. I then found this little bastard relaxing after a big meal. I think it was Aedes vexans.

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I have learned to take pictures of the many kinds of small yellow and black wasps that I see. I often find that some are a species I have never noticed before, and some of these turn out to have an interesting back story. This little wasp is Philanthus gibbosus , which is a kind of parasitoid wasp known as a bee wolf. Parasitoid is a term commonly used for organisms that feed on a host, but they eventually deliberately kill or otherwise harm the host. A true parasite in this sense does not intentionally harm their host.

Bee wolves dig burrows and provision them with paralyzed bees to feed their larvae. Bee wolves have to be well armored because their prey does fight back.

Bee wolves are of broader interest because one of the pioneering papers on animal behavior in the field was done by Nikolas Tinbergen on a different species of bee wolf. In this paper he showed that bee wolves have an innate ability to precisely find their burrow entrance by first forming a detailed mental picture of surrounding landmarks.

Finally, do you see the spider that is photobombing this picture?

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Reader Randy, in southeastern Iowa, took this photo of the Moon last night:

I was out on the back patio with the cat about 10 pm when the moon suddenly came up in the east.  It was not quite full but very bright orange and worth a picture at least.  Some might refer to this as the harvest moon but it is something to see in compete darkness with no city lights.

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Tuesday: Hili dialogue (with Leon and Fitness lagniappe)

September 1, 2015 • 6:30 am

Good morning to all from Chicago, where it’s predicted to be a steamy 90°F today, with summer reminding us it’s not yet given up. Let us hope that no crayfish dessicte today. It’s also been high in Dobrzyn: 34°C yesterday. But that didn’t prevent Hili and Cyrus from going on a walk, apparently joining the Peripatetic School of philosophy. Malgorzata’s explanation is below:

Hili: Don’t you think that an excess of emotional intelligence kills common sense?
Cyrus: Oh yes. I have often had the urge to bite such an emotional intellectual.
Hili: What prevented you?
Cyrus: Only my common sense.

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Malgorzata’s explanation:

 There is a theory that there are different kinds of intelligence, and one of them is “emotional intelligence”, considered just as important as IQ. The originator of this concept, called EI, is Daniel Goleman. We always giggled a bit about how enormously attractive this theory was to psychologists and even the public in Poland and in Sweden. Suddenly, intellectual achievements were of no consequence if you had high emotional intelligence. Andrzej even wrote somewhere that he fell in love with my very low score on the Emotional Intelligence scale. So our animals, of course, are following in our footsteps, showing a disparaging attitude toward EI. This perhaps explains the term “emotional intellectual” which Cyrus used. For it’s possible that an idiot could score very high on EI scale.

In Polish:
Hili: Czy nie uważasz, że nadmiar inteligencji emocjonalnej zabija zdrowy rozsądek?
Cyrus: O tak, niejeden raz miałem ochotę zagryźć takiego emocjonalnego inteligenta.
Hili: I co cię powstrzymuje?
Cyrus: Tylko zdrowy rozsądek.

But Leon apparently enjoyed the heat:

Leon: I will warm myself here.

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Finally, we have a lovely photo of Hili’s nemesis, Fitness—the black cat who lives upstairs. He is usually shy and easily spooked, but is getting friendlier, at least towards Hili’s staff. (Hili still hates him.) Malgorzata commented: “Just look at this gorgeous cat! Taken this morning. He now jumps on Andrzej’s lap and allows me to pat him. Progress. . . ”

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Blue whale—live!

August 31, 2015 • 2:00 pm

by Matthew Cobb

The BBC and the PBS have been running a series of live programmes about the sea called Big Blue Live [The programme’s BBC website is here, the PBS site is here.]

Yesterday they were broadcasting from Monterey Bay and interviewing a local expert when they suddenly heard that a blue whale had been spotted in the bay. The excitement of the presenter, Steve Blackshaw, is palpable, and he does a remarkable job of explaining the images from the programme’s helicopter—in particular the whale’s repeated short breaths before it dives deep into the undersea canyon to feed on krill.

 

American professors threaten grades of students who don’t conform to the Official Class Ideology

August 31, 2015 • 12:20 pm

UPDATE: As reader Rhonda reports in the comments, Inside Higher Ed reports that Washington State has spoken out against these language bans. An announcement from the University President says this (in part):

Over the weekend, we became aware that some faculty members, in the interest of fostering a constructive climate for discussion, included language in class syllabi that has been interpreted as abridging students’ free speech rights. We are working with these faculty members to clarify, and in some cases modify, course policies to ensure that students’ free speech rights are recognized and protected. No student will have points docked merely as a result of using terms that may be deemed offensive to some. Blanket restriction of the use of certain terms is not consistent with the values upon which this university is founded.

Free speech and a constructive climate for learning are not incompatible. We aim to cultivate diversity of expression while protecting individual rights and safety.

To this end, we are asking all faculty members to take a moment to review their course policies to ensure that students’ right to freedom of expression is protected along with a safe and productive learning environment.

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Here I go again, making an unholy and uncomfortable alliance with conservatives. According to PuffHo, the site Campus Reform is dedicated to “providing resources for young conservative students.” And indeed, some of the articles are pretty invidious, at least to me. But one of them, pointed out by reader Cindy, caught my notice because it discusses university courses that seem to be violating students’ freedom of speech in the name of political correctness. And it provides documentation to back up those claims.

What bothers me about agreeing with stuff on sites like Campus Reform is that I don’t subscribe to conservative values. I like to think of myself as a liberal and social progressive, neither of whom are that site’s consumers.  But then I remember that conservatives can be right about some things, too (granted, not many!). And I remember as well that conservatives probably differ in their motivations for writing pieces like this, for they are using the free speech trope to mock college professors’ liberal ideology, while I (or so I like to think) oppose the suppression of speech of all stripes, except when it incites violence.  That said, I feel that the report below, in which students’ grades are threatened unless they conform to a particular liberal ideology, has a chilling effect on discussion.

When I first read the title—”Professors threaten bad grades for saying ‘illegal alien,’ ‘male,’ female” —I thought this was either a joke or an exaggeration, but it’s neither. It’s a report on how liberal ideologues at Washington State University are slanting dialogue in their classes by acting like language and thought police. If you doubt that the article’s claims are true, just go to its links to see the syllabi. An excerpt:

According to the syllabus for Selena Lester Breikss’ “Women & Popular Culture” class, students risk a failing grade if they use any common descriptors that Breikss considers “oppressive and hateful language.”

The punishment for repeatedly using the banned words, Breikss warns, includes “but [is] not limited to removal from the class without attendance or participation points, failure of the assignment, and— in extreme cases— failure for the semester.”

Breikss is not the only WSU faculty member implementing such policies.

Much like in Selena Breikss’s classroom, students taking Professor Rebecca Fowler’s “ Introduction to Comparative Ethnic Studies” course will see their grades suffer if they use the term “illegal alien” in their assigned writing.

According to her syllabus, students will lose one point every time they use the words “illegal alien” or “illegals” rather than the preferred terms of “‘undocumented’ migrants/immigrants/persons.” Throughout the course, Fowler says, students will “come to recognize how white privilege functions in everyday social structures and institutions.”

I don’t like the term “illegal alien”, either, but I wouldn’t dream of penalizing students who use it.

In an email to Campus Reform, Fowler complained that “the term ‘illegal alien’ has permeated dominant discourses that circulate in the news to the extent that our society has come to associate ALL unauthorized border crossings with those immigrants originating from countries south of our border (and not with Asian immigrants, for example, many of whom are also in the country without legal documents and make up a considerable portion of undocumented immigrants living in the country).”

“The socio-legal production of migrant illegality works to systematically dehumanize and exploit these brown bodies for their labor,” Fowler continued.

White students in Professor John Streamas’s “ Introduction to Multicultural Literature” class, are expected to “defer” to non-white students, among other community guidelines, if they want “to do well in this class.”

In the guidelines in his syllabus, Streamas elaborates that he requires students to “reflect” on their grasp of history and social relations “by respecting shy and quiet classmates and by deferring to the experiences of people of color.”

Here’s that bit:

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The piece continues:

Streamas—who previously generated controversy by calling a student a “ white shitbag” and declared that WSU should stand for “White Supremacist University”—also demands that students “understand and consider the rage of people who are victims of systematic injustice.”

. . . Several other WSU professors require their students to “acknowledge that racism, classism, sexism, heterosexism, and other institutionalized forms of oppression exist” or that “ we do not live in a post-racial world.”

Seriously, the students have to pledge to that acknowledgment? Yes, there are surely some forms of institutionalized oppression, but there are also institutionalized responses to oppression, like Title IX rules against gender discrimination. But making students agree to a predetermined conclusion, and not discussing it, or figuring out what kinds of oppression are institutionalized, what kinds are personal, and so on, is odious. It’s just as if a conservative taught a history class and required her students to acknowledge that “the main cause of the Civil War wasn’t slavery, but the rights of states”, or an economics professor who required you to acknowledge “that the untrammeled free market is the best economic system.”

It’s thus ironic that Michael Johnson, who runs the “Race and Racism in US Popular Culture” course, also says this on his syllabus:

Remember that discussion in this class isn’t about proving, embarrassing, showing off, winning, losing, convincing, holding one’s argument to the bitter end – it’s about dialogue, debate and self-reflections. Listen to others!

Yes, listen to others so long as they’ve already acknowledged the pervasive institutional oppression! How free, really, is a student going to feel in such a class? I strongly suspect that they’ll have to toe Johnson’s line if they want a decent grade.

The article continues with a statement by the estimable FIRE organization, dedicated to defending students’ Constitutional rights:

Ari Cohn, a lawyer with the Foundation for Individual Rights in Education, told Campus Reform he considers such requirements to be contradictory, even given the sensitive nature of the courses.

“It is notable that one of the syllabus provisions warns: ‘The subject material of this class is sensitive and controversial. Strive to keep an open mind.’ How are students supposed to approach these sensitive and controversial materials at all, let alone to keep an open mind, if they have to fear that a misconstrued statement, or one that unreasonably offends a classmate will lead to a grade reduction or even removal from class?”

Exactly. Clean up your act, WSU! But I suspect that syllabi like these, and debate-quashing ideologies, are pervasive throughout American academia. And sadly, most of these are probably taught by left-wing faculty like me—but ones who use their classes to politically brainwash their students. In the end, the grade is what will condition these students’ behavior.

h/t: Cindy

I saved two lives!

August 31, 2015 • 11:17 am

Yes, they were the lives of crayfish, but who’s to say they don’t value their existence as much as we do ours? As I walked out of the building today, and past the big pond, I came upon two crayfish on the sidewalk. When I approached them, they made cool threat displays like the one below, spreading their forelegs and waving their fearsome claws. I have been here nearly 30 years, and this is the first time I’ve seen these “mud bugs.”

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A passerby who works in my department told me that they come out once a year in some weird migration, and many actually enter the biology buildings, doomed to die from desiccation. So I put both crayfish back in the pond, perhaps only a temporary reprieve.

As the Talmud says, “Whoever saves a life, it is considered as if he saved an entire world.” I like that phrase (remember it from “Schindler’s List”?). I’m sure that phrase refers to human lives only, but I prefer to interpret it as including crayfish. So I saved the entire world twice today: not a bad feat!