Behavior
Adult male five-lined skinks exhibit complex courtship and aggressive behavior. Although males tolerate juveniles and females in their territories, they actively defend these areas against other males. Vomeronasal analysis of chemical cues and recognition of sex specific visual stimuli, including tail and body coloration, aid in the identification of gender. Evidence suggests that males may rely more on contact phermones than volatile airborne molecules in the identification of conspecifics. Courting males grasp the necks of receptive females in their jaws after approaching them from the side. Using the tail to align cloacal openings, males initiate copulation by inserting one of the two hemipenes into the female's cloaca. Copulation events typically last four to eight minutes.
Female five-lined skinks demonstrate high levels of parental care which reduces egg mortality. Females exhibit several brooding positions of variant contact levels with the body placed beside, over, through, or in a coil around the eggs. Brooding position varies according to soil moisture. Maternal body contact increases at lower moisture levels potentially reducing transpirational loss of the eggs. In communal nests, females may alternate foraging and guarding of the nests, leaving eggs protected at all times. Females may also urinate in the nests and turn eggs to maintain humidity. In addition, females transfer heat from basking through body contact. Any eggs displaced from the nest are retrieved by head or snout rolling, and rotten eggs are eaten.
Five-lined skinks also exhibit antipredation behavior. In evasion of various predators including snakes, crows, hawks, shrews, moles, opossums, skunks, raccoons, and domestic cats, skinks may disconnect their entire tail or a small segment. Skinks run to shelter to escape their distracted predators as the disconnected tail continues to twitch. Skinks may also utilize biting as a defensive strategy.
Read more about this topic: Eumeces Fasciatus
Famous quotes containing the word behavior:
“School success is not predicted by a childs fund of facts or a precocious ability to read as much as by emotional and social measures; being self-assured and interested: knowing what kind of behavior is expected and how to rein in the impulse to misbehave; being able to wait, to follow directions, and to turn to teachers for help; and expressing needs while getting along with other children.”
—Daniel Goleman (20th century)
“To be told that our childs behavior is normal offers little solace when our feelings are badly hurt, or when we worry that his actions are harmful at the moment or may be injurious to his future. It does not help me as a parent nor lessen my worries when my child drives carelessly, even dangerously, if I am told that this is normal behavior for children of his age. Id much prefer him to deviate from the norm and be a cautious driver!”
—Bruno Bettelheim (20th century)
“If parents award freedom regardless of whether their children have demonstrated an ability to handle it, children never learn to see a clear link between responsible behavior and adult privileges.”
—Melinda M. Marshall (20th century)