Invasive species can have profound impacts in non-native environments, the mechanisms behind which are often unclear. Learning and memory are notably two traits that may facilitate their impact. Behavioural traits can subsequently mediate learning ability in invasive species, the interaction between which may provide means by which to both better understand and manage invaders. We evaluated this relationship in lionfish (Pterois volitans), a species introduced to and invasive in the western Atlantic Ocean. We trained lionfish in a food reward task and assessed the degree to which behavioural traits and navigation strategy influenced their performance. We then evaluated memory retention by subjecting fish to training breaks of 5 to 42 days. Lionfish exhibited high inter-individual variability in learning. Half of the lionfish tested learned to navigate the maze, whose performance was strongly mediated by behaviour. Learning ability was positively correlated with boldness, exploratory tendency, and speed of task completion, but irrespective of spatial navigation strategy. However, fast exploratory fish trained in the complex navigation strategy had difficulty adapting to changing environmental conditions, indicative of a speed-accuracy trade-off. Lionfish were able to remember the location of the food reward for up to 6 weeks. Behavioural-mediated learning may help explain and understand the high impact of lionfish and other non-indigenous species in their invaded range and may elucidate spatiotemporal context-dependencies in their ecological impact.

入侵物种可能在非本地环境中产生深远影响，其背后的机制通常不清楚。学习和记忆尤其是可以促进其影响的两个特征。行为特征可以随后介导入侵物种的学习能力，它们之间的相互作用可以提供更好地了解和管理入侵者的手段。我们评估了l鱼（Pterois volitans），是一种引入西大西洋并在西大西洋入侵的物种。我们在食物奖励任务中对l鱼进行了培训，并评估了行为特征和导航策略影响其表现的程度。然后，我们通过对鱼类进行5到42天的训练休息来评估记忆力保持力。鱼在学习中表现出很高的个体差异。测试的一半fish鱼学会了迷宫导航，其行为受到行为的强烈影响。学习能力与勇气，探索倾向和任务完成速度呈正相关，而与空间导航策略无关。但是，采用复杂航行策略训练的快速探索鱼很难适应不断变化的环境条件，这表明了速度精度的取舍。鱼能够记住食物奖励的位置长达6周。行为介导的学习可能有助于解释和理解of鱼和其他非本地物种在其入侵范围内的巨大影响，并可能阐明其生态影响中的时空背景依赖性。