Status of Ornamental Fish Industry in the Philippines: Prospects for Development

The ornamental fish business is a lucrative industry worldwide with huge prospects for livelihood and trade, but the Philippines has not developed this industry to its full potential due to some constraints. This study was conducted to assess the ornamental fish industry in the Philippines using purposive survey interview and focal group discussions in major production areas in the country to determine aspects for development. Information on key stakeholders in the marine and freshwater ornamental fish sector; quantity and value of production by region and by species; and trade were generated from the study. Approximately 8,911,879 pieces of marine ornamental fish were exchanged per year, contributing to PHP 137,165,576 in the country’s annual trade. Production of freshwater ornamental fish was 14,304,739 pieces valued at PHP 145,958,667. The bulk of marine ornamental fish supply came from regions with coral reef areas teeming with marine ornamentals, namely: Regions IV-A (65.56%), III (23.18%), and VII (4.63%). Freshwater ornamental fish were produced mainly by Regions IV-A (34.29%), XI (35.41%), VI (11.96%) and III (10.43%) which have existing local markets. The center of trade for marine ornamental fish is Metro Manila and Cebu City due to the presence of international airports. Meanwhile, freshwater ornamental trade is concentrated in major cities and municipalities given the significant number of local hobbyists. An ornamental fish development program is needed to attain the full potential of the industry with an emphasis on (1) captive breeding of marine ornamental and freshwater indigenous fish, (2) tapping the export market for freshwater ornamental fish, and (3) promoting the sustainability of wild-caught marine ornamental fish

Value Chain Analysis of Marine Ornamental Fish Industry in the Philippines

The Philippines is a major supplier of marine ornamental fish in the world but the understanding of the overall local industry is limited. This study assessed the marine ornamental fish industry in the Philippines using the value chain analysis approach aimed to describe the market chain and key actors, species collected and traded, cost distribution in each of the stakeholders involved, and value addition across actors. Survey interview using purposive sampling was conducted in major collection areas in the country and data gathered was analyzed through a mixed-methods approach and validated by focus group discussions. The results identified the actors in the chain as diver-gatherer, middleman-trader, and exporter. There were 1,431 stakeholders directly dependent on the industry. The annual trade approximately involved a total of 8,554,729 pieces comprised of 1,200 marine species belonging to 144 families contributing PHP 235,496,302.50 to the country’s economy. The bulk of the supply came from Region 4A (61.06%), Region 3 (26.63%), and Region 7 (5.32%). The value chain of the industry was mapped out, revealing a gross value addition of PHP 88.27 per marine ornamental fish. Cost-return analysis showed the last node actors having the highest monthly net return while the lowest in the first node actors. Appropriate programs, policy, and institutional reforms needed to maximize the benefits of the business across key actors and ensure the sustainability of fish resources in the wild were presented

Age-dependent relationships between multiple sexual pigments and condition in males and females

The reliability of sexual signaling may change across age classes due to shifts in resource allocation patterns. Two contrasting hypotheses exist regarding how the condition dependence of ornaments may shift with age, and both have received empirical support. On one hand, ornaments may more reliably reflect condition and quality in older individuals, because younger individuals of high quality invest in survival over signaling effort. On the other hand, the condition dependence of ornaments may decline with age, if older individuals in poor condition terminally invest in ornaments, or if resource constraints decline with age. Further, the expression and condition dependence of different ornaments may shift with age in unique ways, such that multifaceted sexual displays maintain reliable signaling across age classes. In yellow warblers (Setophaga petechia) of both sexes, we assessed how relationships between carotenoid-and phaeomelanin-based sexual pigmentation, prenesting body reserves, and condition at molt (reflected by growth bars and feather quality) vary across age classes. Melanin coverage correlated with condition at molt across age classes in males and showed high repeatability in both sexes. In contrast, carotenoid saturation increased longitudinally with age in males and correlated with condition at molt in different age classes in the 2 sexes. Specifically, carotenoid saturation correlated positively with condition at molt in younger, but not older males, whereas in females, the situation was reversed, with a positive correlation present only in older females. Results suggest that age-dependent signaling may promote maintenance of multifaceted sexual displays and that agedependent signaling dynamics depend on sex. © The Author 2013. Published by Oxford University Press on behalf of the International Society for Behavioral Ecology. All rights reserved

Relations between symbolic number processing and mathematical achievement

Los estudios que investigan la relación entre diferencias individuales en las habilidades numéricas básicas y la ejecución en matemáticas, tanto en niños como en adultos, se han multiplicado en los últimos años. Algunos de esto estudios han demostrado que la ejecución en tareas de procesamiento numérico simbólico se relacionan con dicha ejecución, aunque no está claro qué mecanismo es el responsable de esta relación, si el procesamiento automático de símbolos propiamente dicho o el acceso a la representación de la magnitud desde los símbolos. Para responder a esta cuestión, el presente estudio con participantes adultos utilizó tres tareas de procesamiento numérico simbólico: 1) comparación de magnitudes simbólicas, cuya medida de “efecto distancia numérica” reflejaría de manera indirecta el acceso a la representación de la magnitud, 2) procesamiento simbólico puro, y 3) una tarea de acceso directo a la magnitud (proyección de símbolos a magnitudes). Como medidas de ejecución aritmética se utilizaron dos pruebas: fluidez de cálculo y cálculo mental. El análisis de regresión jerárquica, en el que se incluyeron como variables de control la inteligencia, velocidad de procesamiento y memoria de trabajo verbal y espacial, mostró que las tres medidas de procesamiento numérico simbólico contribuyeron a la varianza de fluidez de cálculo más allá de las variables de control (modelo completo R2= .55; F(7, 83) = 14.59, p < .0001), mientras que a la varianza en fluidez de cálculo (R2= .43; F(7, 83) = 8.55, p < .0001) solo contribuyeron las medidas de acceso a la representación de la magnitud. Estos resultados sugieren que la ejecución aritmética se construye sobre las habilidades para procesar automáticamente símbolos y para acceder a la magnitud desde los símbolos, aunque esta relación está mediatizada por las medidas de ejecución aritmética.The development of numerical abilities and math-related skills, both in children and adults, has become a heavily researched topic in the last years. Some of these studies have shown that the performance in symbolic number processing tasks relate to math achievement, although it is not still clear what mechanism is responsible of this relation. It could be either the automatic symbol processing, or the access to magnitude representation from the symbols. To answer this question, in the current study were used three different symbolic number processing tasks with adults participants: 1) number comparison, whose measure of “numerical distance effect” would reflect, indirectly, the access to magnitude representation 2) pure symbolic processing and 3) one task of direct access to magnitude (from symbols to magnitudes). As measures of arithmetic achievement two tests were used: calculation speed and mental calculation. It was conducted a hierarchical regression analysis taking into account the intelligence, processing speed and verbal and spatial working memory. This analysis showed that the three measures of symbolic number processing contributed to the variance of calculation speed in the absence of the other predictors (complete model R2= .55; F(7, 83) = 14.59, p < .0001); on the other hand, only the access measures to magnitude representation contributed to the variance on mental calculation (R2= .43; F(7, 83) = 8.55, p < .0001). These results suggest that arithmetic achievement is built upon the abilities to automatically process symbols and to access to their magnitude, although this relationship is mediated by arithmetic achievement measures.Este trabajo ha sido apoyado por el proyecto PSI2015-66802-P del Ministerio de Economía y Competitividad

Numerical magnitude processing and mathematical achievement

© 2018, Ministry Education and Science. All rights reserved. Recent research suggests that individual differences in mathematics are related to the ability to basic number processing skills, such as the ability to process numerical magnitudes. A key question in this emerging field of research is which skills related to the magnitude processing predict the mathematical competence: either no symbolic magnitude processing, or the access to those magnitudes from the symbolic numbers. The present study extended this research by investigating the role of the size of the quantities (small vs. large). Fifty-two children were assessed on nonsymbolic and symbolic magnitude processing measures at the start of formal schooling and mathematics achievement was evaluated two years later. Hierarchical regression analyzes showed that large symbolic magnitude processing was a stronger predictor of future mathematical achievement compared to the other magnitude processing measures. These results were interpreted in terms of their educational implications, specifically in the use of screening tools for identifying children with difficulties in mathematics.edition: Facultad de Educaciónstatus: publishe

Magnitude representation and mathematics achievement in five years old children

Las habilidades numéricas y matemáticas son predictores críticos del éxito académico. En trabajos recientes, se cuestiona qué habilidades numéricas básicas se relacionan con la ejecución matemática: si el procesamiento de magnitudes numéricas no simbólicas, el procesamiento de magnitudes simbólicas, o la proyección de unas en las otras. En el presente estudio se tomó una muestra de 147 escolares del tercer curso de Educación Infantil, que completaron una tarea de comparación de magnitudes numéricas no simbólicas, una de comparación de magnitudes numéricas simbólicas y una de proyección entre símbolos y magnitudes (enumeración de puntos), así como dos test estandarizados de rendimiento en matemáticas (TEMA-3 y TEMT). Además, se controlaron habilidades cognitivas generales como inteligencia, velocidad de procesamiento, amplitud de memoria, y memorias visual y espacial. Para comprobar si las variables de procesamiento numérico predicen más allá de las variables de control, se realizaron dos análisis de regresión jerárquica. Por un lado, se utilizó como variable dependiente el TEMA-3. El modelo explicó el 47 % de la varianza (F(8,136) = 15.066, p<.0001). Si bien, únicamente las medidas de comparación de magnitudes simbólicas y de proyección contribuyen a la varianza significativamente. Por otro lado, se realizó un análisis de regresión jerárquica utilizando como variable dependiente el TEMT, en este caso, el modelo explica un 36 % de la varianza (F(8,136) = 9.58, p<.0001) y la única variable que contribuyó significativamente (β = -.141, p<.05) fue la relacionada con el procesamiento de la magnitud no simbólica. Esto nos indica que los resultados que obtenemos en los estudios varían en función de las variables y las medidas que se tengan en cuenta y que haría falta un consenso a este respecto para saber cuáles serían las variables que mejor predicen la ejecución matemática.The numerical and mathematics skills are critical predictors of academic success. In current studies it has been questioned what numerical skills relate with mathematical achievement: whether the non-symbolic numerical magnitudes processing, the symbolic magnitudes processing, or the projection of one into the other. In the current study a sample of 146 kindergarten children pupils was taken. They completed a non-symbolic numerical comparison task, a symbolic numerical comparison task and a mapping task between symbols and magnitudes (dot enumeration), as well as two standardized mathematical performance test (TEMA-3 and TEMT). Moreover, general cognitive skills such as intelligence, processing speed, memory span and visuo-spatial memory, were controlled. To test whether the variables of number processing predict in the absence of the above predictors, it were conducted two hierarchical regression analysis. On the one hand we took the TEMA-3 as a dependent variable. The model explained 47 % of the variance (F(8,136) = 15.066, p<.0001). But only the symbolic magnitudes comparison and the projection task contributed to the mathematical achievement variance in absence of the control variables. On the other hand, we took the TEMT as a dependent variable and another hierarchical regression analysis were conducted. This model explain the 36 % of the variance (F(8,136) = 9.58, p<.0001) and only the non-symbolic magnitude comparison task contributed significantly (β = -.141, p<.05). This indicates that results vary depending on the variables and the measures that are taken into account, so it would be very important to know which variables predict mathematics performance the best.Este trabajo ha sido apoyado por el proyecto PSI2015-66802-P del Ministerio de Economía y Competitividad y por la beca FPU14/02400 del Ministerio de Educación

Relations between numerical magnitude processing and arithmetic achievement. A longitudinal study

Recientes investigaciones sugieren que las diferencias individuales en aritmética están relacionadas con la capacidad para procesar magnitudes numéricas. Una cuestión clave en este reciente campo de investigación es qué habilidades de las relacionadas con el procesamiento de magnitudes predicen la ejecución en aritmética: el procesamiento de magnitudes no simbólicas o el acceso a esas magnitudes desde los números simbólicos. Aunque las diferencias individuales se han relacionado con ambas habilidades, los trabajos existentes son escasos y no concluyentes. El presente trabajo ha analizado esta cuestión en un estudio longitudinal. Para ello se han utilizado un amplio número de tareas relacionadas con el procesamiento de magnitudes que han mostrado su relación con la ejecución en aritmética, aunque ningún estudio ha utilizado las mismas en una misma muestra. Además, este trabajo ha utilizado cantidades numéricas de dos dígitos en todas las tareas, algo tampoco considerado hasta ahora. Las tareas fueron aplicadas a 52 niños de 1º de Educación Primaria junto con una prueba de inteligencia general y una de ejecución matemática, y en 3º de E. Primaria fueron evaluados en ejecución aritmética. Los análisis de regresión jerárquica mostraron que solo las medidas relacionadas con el procesamiento de magnitudes simbólicas se relacionaron dos años después con la ejecución en aritmética más allá de lo explicado por la inteligencia. El modelo completo explicó el 45% de la varianza, y las medidas relacionadas con el procesamiento de magnitudes añadieron un 37% a la varianza. Más importante, hubo una aportación significativa de estas medidas a la varianza en ejecución matemática (13%) incluso después de controlar la propia ejecución aritmética. Este estudio extiende los resultados previos al demostrar que la eficacia para acceder a la magnitud desde cantidades simbólicas de dos dígitos se relaciona con la ejecución en aritmética.Recent research suggest that individual differences in arithmetic are related to the ability to process numerical magnitudes. A key question in this emerging field of research is which skills related to the magnitude processing predict the mathematical competence: either no symbolic magnitude processing, or the access to those magnitudes from the symbolic numbers. Although individual differences have been linked to both skills, existing studies are insufficient and inconclusive. This paper analyzes this issue in a longitudinal study. For this, a large number of tasks were used. All of them were tasks related to the magnitude processing and have proven their relation with the arithmetic performance but no study has used them in the same sample. In addition, this study used two-digit numerical quantities in all tasks. This is something not considered in other studies so far. The tasks were applied to 52 children in Grade 1, along with an intelligence test and an arithmetic test. In Grade 3 they were assessed in arithmetic performance. Hierarchical regression analyzes showed that only measures relating to the symbolic magnitude processing were related two years after the arithmetic achievement beyond that explained by intelligence. The complete model explained 45% of the variance and variables related to the magnitude processing accounted for an additional 37% of the variance. Moreover, these measures contributed additional 13% to variance in mathematical performance even after controlling arithmetic performance. The present study extends previous results by demonstrating the efficacy to access the magnitude from symbolic two-digit quantities relates to the arithmetic performance.Este trabajo ha sido apoyado por el proyecto PSI2015-66802-P del Ministerio de Economía y Competitividad

Relations between symbolic number processing and mathematical achievement

Los estudios que investigan la relación entre diferencias individuales en las habilidades numéricas básicas y la ejecución en matemáticas, tanto en niños como en adultos, se han multiplicado en los últimos años. Algunos de esto estudios han demostrado que la ejecución en tareas de procesamiento numérico simbólico se relacionan con dicha ejecución, aunque no está claro qué mecanismo es el responsable de esta relación, si el procesamiento automático de símbolos propiamente dicho o el acceso a la representación de la magnitud desde los símbolos. Para responder a esta cuestión, el presente estudio con participantes adultos utilizó tres tareas de procesamiento numérico simbólico: 1) comparación de magnitudes simbólicas, cuya medida de “efecto distancia numérica” reflejaría de manera indirecta el acceso a la representación de la magnitud, 2) procesamiento simbólico puro, y 3) una tarea de acceso directo a la magnitud (proyección de símbolos a magnitudes). Como medidas de ejecución aritmética se utilizaron dos pruebas: fluidez de cálculo y cálculo mental. El análisis de regresión jerárquica, en el que se incluyeron como variables de control la inteligencia, velocidad de procesamiento y memoria de trabajo verbal y espacial, mostró que las tres medidas de procesamiento numérico simbólico contribuyeron a la varianza de fluidez de cálculo más allá de las variables de control (modelo completo R2= .55; F(7, 83) = 14.59, p < .0001), mientras que a la varianza en fluidez de cálculo (R2= .43; F(7, 83) = 8.55, p < .0001) solo contribuyeron las medidas de acceso a la representación de la magnitud. Estos resultados sugieren que la ejecución aritmética se construye sobre las habilidades para procesar automáticamente símbolos y para acceder a la magnitud desde los símbolos, aunque esta relación está mediatizada por las medidas de ejecución aritmética.The development of numerical abilities and math-related skills, both in children and adults, has become a heavily researched topic in the last years. Some of these studies have shown that the performance in symbolic number processing tasks relate to math achievement, although it is not still clear what mechanism is responsible of this relation. It could be either the automatic symbol processing, or the access to magnitude representation from the symbols. To answer this question, in the current study were used three different symbolic number processing tasks with adults participants: 1) number comparison, whose measure of “numerical distance effect” would reflect, indirectly, the access to magnitude representation 2) pure symbolic processing and 3) one task of direct access to magnitude (from symbols to magnitudes). As measures of arithmetic achievement two tests were used: calculation speed and mental calculation. It was conducted a hierarchical regression analysis taking into account the intelligence, processing speed and verbal and spatial working memory. This analysis showed that the three measures of symbolic number processing contributed to the variance of calculation speed in the absence of the other predictors (complete model R2= .55; F(7, 83) = 14.59, p < .0001); on the other hand, only the access measures to magnitude representation contributed to the variance on mental calculation (R2= .43; F(7, 83) = 8.55, p < .0001). These results suggest that arithmetic achievement is built upon the abilities to automatically process symbols and to access to their magnitude, although this relationship is mediated by arithmetic achievement measures.Este trabajo ha sido apoyado por el proyecto PSI2015-66802-P del Ministerio de Economía y Competitividad