Leveraging how animals learn in conservation science: Behavioral responses of reintroduced bison to management interventions

Abstract

Abstract Reintroduction programs have increased amid unprecedented biodiversity loss, yet the success of these programs lag. A prominent reason for program failure is dispersal beyond the planned range of the population. Management techniques, such as hazing, can be used to prevent movement beyond set boundaries, but to be effective long‐term, the animals must learn to avoid the areas where they are hazed. Although concepts of animal learning have been used to improve reintroduction programs, learning is not often explicitly tested or used as an indicator of program success. We used a conservation behavior framework to evaluate how a range of management techniques influenced learning in a reintroduced population of bison in Banff National Park, Canada. We hypothesized exposure to stronger negative stimuli would enhance learning, leading to more pronounced behavioral responses. Specifically, we tested the degree to which management actions (i.e., drift fence encounters, foot, horseback, helicopter, and combined hazing) elicited behavioral responses and how they facilitated learning. Consistent with our predictions, drift fence interactions and foot and horseback hazing elicited fewer behavioral responses of a smaller magnitude than helicopter hazing or combined methods, suggesting these techniques cause less disturbance to the bison. Bison continually returned to locations where they encountered management actions that caused the least disturbance, demonstrating a lack of associative learning. Bison appeared to form negative associations with locations where they were hazed via helicopter or combined methods, however, and rarely returned to these locations. Evaluating management techniques is essential for improving conservation success. We demonstrate that by bridging the fields of conservation biology and animal learning, we can understand how management techniques influence learning and behavior thereby facilitating effective conservation plans that incorporate disruption levels of the animals, financial costs, and overall effectiveness. Effective conservation plans, in turn, improve our likelihood of successfully managing and recovering species.

Keywords

• animal learning
• animal movement
• behavior
• conservation
• group dynamics
• hazing