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Although social learning (the acquisition of specific behaviors by observing other individuals exhibiting those behaviors) is well documented among fish, few studies have investigated social learning within a developmental context in these taxa. Rather than investigating the development of a particular skill, Chapman, Ward, and Krause investigated the role of group density during development in later foraging success in laboratory-housed guppies. When raised with a small number of conspecifics (members of the same species), guppies were quicker to locate food by following a trained adult guppy than were guppies raised in large groups. This counterintuitive finding is explained by the fact that guppies reared in the high-density condition were less likely to shoal (swim in a group) with others and, therefore, were less likely to learn the benefits of social learning. Instead, fish reared in high-density situations may learn that conspecifics are to be viewed as competitors, rather than as potential sources of adaptive information. This finding suggests that at least for guppies, the early social environment may have an effect on the capacity for social learning, if not on the socially learned behaviors themselves.

Regarding research on fish, it can be inferred from the passage that

Aresearch studies of the acquisition of important skills by fish have only recently begun to document the role of conspecifics in the learning process
Bresearch on social learning in guppies suggests that guppies differ in important ways from most other fish in the means by which they learn particular skills
Cresearch on social learning in fish has generally focused on the acquisition of skills other than foraging
Dresearch has established that social learning occurs in some fish species without investigating the development context in which it occurs.
Eresearch to investigate social learning has been done more extensively on fish than on other aquatic animals.

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