Stop! Go! What Can We Learn About Family Planning From Birth Timing in Settler South Africa, 1835–1950?

We revisit the discussion on family limitation through stopping and spacing behavior before and during the fertility transition with a sample of 12,800 settler women's birth histories in nineteenth- and twentieth-century South Africa. Using cure models that allow us to separate those who stop childbearing from those who continue, we find no evidence of parity-specific spacing before the transition. We do find evidence of non-parity-based birth postponement before the transition. Increased stopping and parity-independent postponement characterized the beginning of the fertility transition, with increased parity-specific spacing following later in the transition phase.

Zebrafish Neighbor Distance Changes Relative to Conspecific Size, Position in the Water Column, and the Horizon: A Video-Playback Experiment

Many fish form schools and maintain visual contact with their neighbors in a three-dimensional environment. In this study, we assessed whether zebrafish modified their spacing and interaction time in an additive or multiplicative way relative to multiple sources of social information using computer animations. We simultaneously manipulated: (a) the size of the virtual conspecific (as a proxy of social cue magnitude), (b) the position of the virtual conspecific in the water column (as a proxy of the level of perceived risk), and (c) the absence/presence of the visual horizon (as a proxy of depth perception). We found that the size of the virtual conspecific independently affected spacing behavior (zebrafish increased their separation distance as conspecific size increased). However, some of these factors interacted significantly, such that their effects on social behavior depended on each other. For instance, zebrafish increased their separation distance under high risk conditions when the virtual conspecific was larger, but this risk effect disappeared when the conspecific was the same size or smaller, likely to avoid aggression. Also, zebrafish increased their separation distance when depth perception was enhanced under low risk conditions, but the effect of depth perception disappeared under high risk conditions. Overall, we found that certain dimensions of the visual social environment affected zebrafish spacing behavior in different ways, but they did not affect social interaction time. We discuss the implications of these findings for the spatial organization of fish schools.

The visual social environment affects non-additively neighbor spacing and interaction time in zebrafish

Many fish form schools and visually track the position of their neighbors in a 3D environment. In this study, we assessed whether zebrafish modified their spacing behavior and interaction time in an additive or multiplicative way relative to multiple sources of visual social information using video playbacks. We simultaneously manipulated: (a) the magnitude of the social cues (by varying the size of the virtual fish), (b) the level of social risk (low, high based on the position of the virtual fish in the water column), and (c) the perceived depth of the social cues (visual horizon absent or present). Each of these factors independently affected spacing behavior (zebrafish increased the separation distance with larger virtual fish, under lower visual social risk, and when depth perception was enhanced), but they did not affect interaction time. However, some of these factors interacted significantly, such that their effects on social behavior depended on each other. For instance, zebrafish decreased their separation distance under high vs. low risk conditions when the virtual fish was the same or smaller size, but this risk effect disappeared with larger virtual fish likely to avoid aggression. Also, zebrafish increased their separation distance when perceived depth was enhanced under low risk, but the perceived depth effect became less pronounced under high risk probably due to dilution effects. Overall, the effects of certain visual social parameters depend on the intensity of other visual social parameters, ultimately tuning up or down different social behavioral responses. We discuss the implications for the spatial organization of fish schools.Significance StatementMany fish form schools and visually track the position of their neighbors in a 3D environment. We found that zebrafish consider multiple visual social sources of information simultaneously to modify their neighbor distance. Thus, their spacing behavior appears to follow multiplicative rules, whereby the spacing response to a visual social parameter depend on the intensity of a different visual social parameter.