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Machmoum, M.; Badaoui, B.; Petit, D.; Germot, A.; El Alaoui, M.A.; Boujenane, I.; Piro, M. |
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Title |
Genetic Diversity and Maternal Phylogenetic Relationships among Populations and Strains of Arabian Show Horses |
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2023 |
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genetic variability; whole D-loop mitochondrial DNA; desert-bred; straight Egyptian; Polish Arabian; traditional Arabian horse classification |
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Genetic diversity and phylogenetic relationships within the Arabian show horse populations are of particular interest to breeders worldwide. Using the complete mitochondrial DNA D-loop sequence (916 pb), this study aimed (i) to understand the genetic relationship between three populations, the Desert-Bred (DB), a subset of the Kingdom of Saudi Arabia (KSA), United Arab Emirates (UAE) and Bahrain (BAH), the Straight Egyptian (EG) and the Polish bloodline (PL), and (ii) to assess the accuracy of the traditional strain classification system based on maternal lines, as stated by the Bedouin culture. To that end, we collected 211 hair samples from stud farms renowned for breeding Arabian show horses from Nejd KSA, Bahrain, Egypt, Qatar, Morocco, UAE, and Poland. The phylogenetic and network analyses of the whole mitochondrial DNA D-loop sequence highlighted a great genetic diversity among the Arabian horse populations, in which about 75% of variance was assigned to populations and 25% to strains. The discriminant analysis of principal components illustrated a relative distinction between those populations. A clear subdivision between traditional strains was found in PL, in contrast to the situation of DB and EG populations. However, several Polish horse individuals could not be traced back to the Bedouin tribes by historical documentation and were shown to differ genetically from other studied Bedouin strains, hence motivating extended investigations. |
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Animals |
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13 |
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12 |
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2076-2615 |
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Equine Behaviour @ team @ |
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6709 |
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Author |
A. Lanata; A. Guidi; G. Valenza; P. Baragli; E. P. Scilingo |
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Title |
Quantitative heartbeat coupling measures in human-horse interaction |
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Conference Article |
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Year |
2016 |
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2016 38th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC) |
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2016 38th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (E |
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2696-2699 |
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Keywords |
electrocardiography; medical signal processing; signal classification; time series; Dtw; Hrv; Mpc; Msc; complex biological systems; dynamic time warping; grooming; heart rate variability time series; heartbeat dynamics; human-horse dynamic interaction; magnitude squared coherence; magnitude-phase coupling; mean phase coherence; nearest mean classifier; quantitative heartbeat coupling; real human-animal interaction; time duration; visual-olfactory interaction; Coherence; Couplings; Electrocardiography; Heart rate variability; Horses; Protocols; Time series analysis |
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Abstract— We present a study focused on a quantitative estimation of a human-horse dynamic interaction. A set of measures based on magnitude and phase coupling between heartbeat dynamics of both humans and horses in three different conditions is reported: no interaction, visual/olfactory interaction and grooming. Specifically, Magnitude Squared Coherence (MSC), Mean Phase Coherence (MPC) and Dynamic Time Warping (DTW) have been used as estimators of the amount of coupling between human and horse through the analysis of their heart rate variability (HRV) time series in a group of eleven human subjects, and one horse. The rationale behind this study is that the interaction of two complex biological systems go towards a coupling process whose dynamical evolution is modulated by the kind and time duration of the interaction itself. We achieved a congruent and consistent
statistical significant difference for all of the three indices. Moreover, a Nearest Mean Classifier was able to recognize the three classes of interaction with an accuracy greater than 70%. Although preliminary, these encouraging results allow a discrimination of three distinct phases in a real human-animal interaction opening to the characterization of the empirically proven relationship between human and horse. |
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2016 38th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (E |
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1557-170x |
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Equine Behaviour @ team @ |
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6175 |
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Author |
A. Wiggins; K. Crowston |
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Title |
From Conservation to Crowdsourcing: A Typology of Citizen Science |
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Conference Article |
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Year |
2011 |
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2011 44th Hawaii International Conference on System Sciences |
Abbreviated Journal |
2011 44th Hawaii International Conference on System Sciences |
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1-10 |
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groupware; natural sciences computing; research and development; social sciences; crowdsourcing; citizen science typology; research collaboration; scientific research projects; virtual collaboration; Communities; Education; Monitoring; Collaboration; Organizations; Biological system modeling; Production |
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Citizen science is a form of research collaboration involving members of the public in scientific research projects to address real-world problems. Often organized as a virtual collaboration, these projects are a type of open movement, with collective goals addressed through open participation in research tasks. Existing typologies of citizen science projects focus primarily on the structure of participation, paying little attention to the organizational and macrostructural properties that are important to designing and managing effective projects and technologies. By examining a variety of project characteristics, we identified five types-Action, Conservation, Investigation, Virtual, and Education- that differ in primary project goals and the importance of physical environment to participation. |
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2011 44th Hawaii International Conference on System Sciences |
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1530-1605 |
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Equine Behaviour @ team @ |
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6430 |
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Author |
Zentall, T.R. |
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Title |
Imitation: definitions, evidence, and mechanisms |
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Journal Article |
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Year |
2006 |
Publication |
Animal cognition |
Abbreviated Journal |
Anim. Cogn. |
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9 |
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4 |
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335-353 |
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Keywords |
Adaptation, Psychological; Animals; *Behavior, Animal; *Imitative Behavior; *Learning; Motivation; *Social Environment; Transfer (Psychology) |
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Imitation can be defined as the copying of behavior. To a biologist, interest in imitation is focused on its adaptive value for the survival of the organism, but to a psychologist, the mechanisms responsible for imitation are the most interesting. For psychologists, the most important cases of imitation are those that involve demonstrated behavior that the imitator cannot see when it performs the behavior (e.g., scratching one's head). Such examples of imitation are sometimes referred to as opaque imitation because they are difficult to account for without positing cognitive mechanisms, such as perspective taking, that most animals have not been acknowledged to have. The present review first identifies various forms of social influence and social learning that do not qualify as opaque imitation, including species-typical mechanisms (e.g., mimicry and contagion), motivational mechanisms (e.g., social facilitation, incentive motivation, transfer of fear), attentional mechanisms (e.g., local enhancement, stimulus enhancement), imprinting, following, observational conditioning, and learning how the environment works (affordance learning). It then presents evidence for different forms of opaque imitation in animals, and identifies characteristics of human imitation that have been proposed to distinguish it from animal imitation. Finally, it examines the role played in opaque imitation by demonstrator reinforcement and observer motivation. Although accounts of imitation have been proposed that vary in their level of analysis from neural to cognitive, at present no theory of imitation appears to be adequate to account for the varied results that have been found. |
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Department of Psychology, University of Kentucky, Lexington, KY 40506-0044, USA. Zentall@uky.edu |
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1435-9448 |
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PMID:17024510 |
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refbase @ user @ |
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217 |
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Author |
Heyes, C.M. |
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Title |
Social learning in animals: categories and mechanisms |
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Journal Article |
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Year |
1994 |
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Biological reviews of the Cambridge Philosophical Society |
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Biol. Rev. |
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69 |
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2 |
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207-231 |
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Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior |
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There has been relatively little research on the psychological mechanisms of social learning. This may be due, in part, to the practice of distinguishing categories of social learning in relation to ill-defined mechanisms (Davis, 1973; Galef, 1988). This practice both makes it difficult to identify empirically examples of different types of social learning, and gives the false impression that the mechanisms responsible for social learning are clearly understood. It has been proposed that social learning phenomena be subsumed within the categorization scheme currently used by investigators of asocial learning. This scheme distinguishes categories of learning according to observable conditions, namely, the type of experience that gives rise to a change in an animal (single stimulus vs. stimulus-stimulus relationship vs. response-reinforcer relationship), and the type of behaviour in which this change is detected (response evocation vs. learnability) (Rescorla, 1988). Specifically, three alignments have been proposed: (i) stimulus enhancement with single stimulus learning, (ii) observational conditioning with stimulus-stimulus learning, or Pavlovian conditioning, and (iii) observational learning with response-reinforcer learning, or instrumental conditioning. If, as the proposed alignments suggest, the conditions of social and asocial learning are the same, there is some reason to believe that the mechanisms underlying the two sets of phenomena are also the same. This is so if one makes the relatively uncontroversial assumption that phenomena which occur under similar conditions tend to be controlled by similar mechanisms. However, the proposed alignments are intended to be a set of hypotheses, rather than conclusions, about the mechanisms of social learning; as a basis for further research in which animal learning theory is applied to social learning. A concerted attempt to apply animal learning theory to social learning, to find out whether the same mechanisms are responsible for social and asocial learning, could lead both to refinements of the general theory, and to a better understanding of the mechanisms of social learning. There are precedents for these positive developments in research applying animal learning theory to food aversion learning (e.g. Domjan, 1983; Rozin & Schull, 1988) and imprinting (e.g. Bolhuis, de Vox & Kruit, 1990; Hollis, ten Cate & Bateson, 1991). Like social learning, these phenomena almost certainly play distinctive roles in the antogeny of adaptive behaviour, and they are customarily regarded as 'special kinds' of learning (Shettleworth, 1993).(ABSTRACT TRUNCATED AT 400 WORDS) |
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Department of Psychology, University College London |
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1464-7931 |
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PMID:8054445 |
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refbase @ user @ |
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708 |
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Author |
McDonnell, S.M. (ed) |
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Title |
The Equid Ethogram: A Practical Field Guide to Horse Behavior |
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Book Whole |
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2003 |
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Eclipse Press |
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Lexington, Kentucky |
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McDonnell, S.M. |
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978-1581500905 |
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refbase @ user @ |
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711 |
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Author |
Tyler, S.J. |
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The behaviour and social organisation of the new Forest ponies |
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1972 |
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Animal Behaviour Monograph |
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Anim. Behav. Monogr. |
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5 |
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2 |
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85-196 |
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refbase @ user @; Equine Behaviour @ team @ room B 3.029 |
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719 |
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Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S. |
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Title |
How do apes ape? |
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Journal Article |
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2004 |
Publication |
Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
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32 |
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1 |
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36-52 |
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Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation |
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Abstract |
In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives. |
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Centre for Social Learning and Cognitive Evolution, Scottish Primate Research Group, School of Psychology, University of St. Andrews, St. Andrews, Fife, Scotland. a.whiten@st-and.ac.uk |
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1543-4494 |
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PMID:15161139 |
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refbase @ user @ |
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734 |
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Author |
Caldwell, C.A.; Whiten, A. |
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Testing for social learning and imitation in common marmosets, Callithrix jacchus, using an artificial fruit |
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Journal Article |
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2004 |
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Animal cognition |
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Anim. Cogn. |
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7 |
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2 |
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77-85 |
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Animals; *Association Learning; Callithrix/*psychology; Discrimination Learning; *Feeding Behavior; Female; Food Preferences; Fruit; *Imitative Behavior; Male; *Social Behavior; Social Environment |
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Abstract |
We tested for social learning and imitation in common marmosets using an artificial foraging task and trained conspecific demonstrators. We trained a demonstrator marmoset to open an artificial fruit, providing a full demonstration of the task to be learned. Another marmoset provided a partial demonstration, controlling for stimulus enhancement effects, by eating food from the outside of the apparatus. We thus compared three observer groups, each consisting of four animals: those that received the full demonstration, those that received the partial demonstration, and a control group that saw no demonstration prior to testing. Although none of the observer marmosets succeeded in opening the artificial fruit during the test periods, there were clear effects of demonstration type. Those that saw the full demonstration manipulated the apparatus more overall, whereas those from the control group manipulated it the least of the three groups. Those from the full-demonstration group also contacted the particular parts of the artificial fruit that they had seen touched (localised stimulus enhancement) to a greater extent than the other two groups. There was also an interaction between the number of hand and mouth touches made to the artificial fruit for the full- and partial-demonstration groups. Whether or not these data represent evidence for imitation is discussed. We also propose that the clear differences between the groups suggest that social learning mechanisms provide real benefits to these animals in terms of developing novel food-processing skills analogous to the one presented here. |
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Centre for Social Learning and Cognitive Evolution and Scottish Primate Research Group, University of St Andrews, KY16 9JU, St Andrews, Fife, Scotland. C.A.Caldwell@exeter.ac.uk |
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1435-9448 |
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PMID:15069606 |
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refbase @ user @ |
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735 |
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Whiten, A.; Custance, D.M.; Gomez, J.C.; Teixidor, P.; Bard, K.A. |
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Title |
Imitative learning of artificial fruit processing in children (Homo sapiens) and chimpanzees (Pan troglodytes) |
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Journal Article |
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Year |
1996 |
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Journal of comparative psychology (Washington, D.C. : 1983) |
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J Comp Psychol |
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110 |
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1 |
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3-14 |
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Animals; Child, Preschool; Discrimination Learning; Female; Food Preferences/*psychology; *Fruit; Humans; *Imitative Behavior; Male; Mental Recall; Pan troglodytes/*psychology; Social Environment |
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Observational learning in chimpanzees and young children was investigated using an artificial fruit designed as an analog of natural foraging problems faced by primates. Each of 3 principal components could be removed in 2 alternative ways, demonstration of only one of which was watched by each subject. This permitted subsequent imitation by subjects to be distinguished from stimulus enhancement. Children aged 2-4 years evidenced imitation for 2 components, but also achieved demonstrated outcomes through their own techniques. Chimpanzees relied even more on their own techniques, but they did imitate elements of 1 component of the task. To our knowledge, this is the first experimental evidence of chimpanzee imitation in a functional task designed to simulate foraging behavior hypothesized to be transmitted culturally in the wild. |
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Scottish Primate Research Group, University of St. Andrews, Fife, Scotland. aw2@st-andrews.ac.uk |
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0735-7036 |
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PMID:8851548 |
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Call Number |
refbase @ user @ |
Serial |
744 |
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