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Equine and Animal Cognition Reference Database

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Author Shettleworth, S.J. openurl 
  Title Stimulus relevance in the control of drinking and conditioned fear responses in domestic chicks (Gallus gallus) Type Journal Article
  Year 1972 Publication Journal of comparative and physiological psychology Abbreviated Journal J Comp Physiol Psychol  
  Volume 80 Issue 2 Pages 175-198  
  Keywords Acoustic Stimulation; Animals; Auditory Perception; Chickens; *Conditioning (Psychology); Conditioning, Classical; Discrimination Learning; *Drinking Behavior; Electroshock; *Fear; *Light; Motor Activity; Photic Stimulation; Punishment; Quinine; *Sound; Taste; Visual Perception  
  Abstract  
  Address (up)  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0021-9940 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:5047826 Approved no  
  Call Number refbase @ user @ Serial 390  
Permanent link to this record
 
 
Author Nevin, J.A.; Shettleworth, S.J. doi  openurl
  Title An analysis of contrast effects in multiple schedules Type Journal Article
  Year 1966 Publication Journal of the experimental analysis of behavior Abbreviated Journal J Exp Anal Behav  
  Volume 9 Issue 4 Pages 305-315  
  Keywords Animals; Birds; *Conditioning (Psychology); Conditioning, Operant; Discrimination Learning; *Extinction, Psychological; Male; Reaction Time; *Reinforcement (Psychology)  
  Abstract  
  Address (up)  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0022-5002 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:5961499 Approved no  
  Call Number refbase @ user @ Serial 392  
Permanent link to this record
 
 
Author Sachs, E. openurl 
  Title Dissociation of learning in rats and its similarities to dissociative states in man Type Journal Article
  Year 1967 Publication Proceedings of the Annual Meeting of the American Psychopathological Association Abbreviated Journal Proc Annu Meet Am Psychopathol Assoc  
  Volume 55 Issue Pages 249-304  
  Keywords Animals; Attention; Avoidance Learning; Chlorpromazine/pharmacology; Cognition; Conditioning (Psychology); Conflict (Psychology); *Dissociative Disorders; Fear; Humans; *Learning; Rats  
  Abstract  
  Address (up)  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0091-7389 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:4862744 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2814  
Permanent link to this record
 
 
Author Rubin, L.; Oppegard, C.; Hindz, H.F. url  doi
openurl 
  Title The effect of varying the temporal distribution of conditioning trials on equine learning behavior Type Journal Article
  Year 1980 Publication Journal of Animal Science Abbreviated Journal J. Anim Sci.  
  Volume 50 Issue 6 Pages 1184-1187  
  Keywords Animals; Conditioning (Psychology); *Horses; *Learning  
  Abstract Two experiments were conducted to study the effect of varying the temporal distrbution of conditioning sessions on equine learning behavior. In the first experiment, 15 ponies were trained to clear a small hurdle in response to a buzzer in order to avoid a mild electric shock. Three treatments were used. One group received 10 learning trials daily, seven times a week; one group was trained in the same fashion two times a week and one group was trained once a week. The animals conditioned only once a week achieved a high level of performance in significantly fewer sessions than the ones conditioned seven times a week, although elapsed time from start of training to completion was two to three times greater for the former group. The twice-a-week group learned at an intermediate rate. In the second experiment, the ponies were rearranged into three new groups. They were taught to move backward a specific distance in response to a visual cue in order to avoid an electric shock. Again, one group was trained seven times a week, one group was trained two times and one group was trained once a week. As in the first experiment, the animals trained once a week achieved the learning criteria in significantly fewer sessions than those trained seven times a week, but, as in trial 1, elapsed time from start to finish was greater for them. The two times-a-week group learned at a rate in-between the rates of the other two groups.  
  Address (up)  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0021-8812 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:7400060 Approved no  
  Call Number Equine Behaviour @ team @ Serial 3558  
Permanent link to this record
 
 
Author Heird, J.C.; Lennon, A.M.; Bell, R.W. url  openurl
  Title Effects of early experience on the learning ability of yearling horses Type Journal Article
  Year 1981 Publication Journal of Animal Science Abbreviated Journal J. Anim Sci.  
  Volume 53 Issue 5 Pages 1204-1209  
  Keywords Animals; Conditioning (Psychology); Female; *Handling (Psychology); Horses/*physiology; *Learning  
  Abstract Twenty-four yearling Quarter Horse fillies were divided into three groups (I) very limited handling, (II) intermediate handling and (III) extensive handling. At about 14 months of age, each horse was preconditioned for 2 weeks and then run in a simple place-learning T-maze test in which it had to locate its feed. Thirty trials were run daily for 20 days, with the location of the feed changed each day. To retire from the maze, a horse had to meet the criterion: 11 correct responses in 12 tries, with the last eight being consecutive. Horses in Group II required the fewest trials to reach criterion. These horses also learned more and had the highest percentage of correct responses (P less than .05). Mean trainability tended to predict learning ability; however, trainability and trials to criterion were not significantly correlated. Mean emotionality scores indicated a tendency for horses in the intermediately handled group to be less emotional than those in Group I or III. Results indicated that horses with an intermediate amount of handling scored higher on an intermediate test of learning. All handled horses scored higher on learning tests than those not handled.  
  Address (up)  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0021-8812 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:7319966 Approved no  
  Call Number Equine Behaviour @ team @ Serial 3577  
Permanent link to this record
 
 
Author Van Schaik, C. openurl 
  Title Why are some animals so smart? Type Journal Article
  Year 2006 Publication Scientific American Abbreviated Journal Sci Am  
  Volume 294 Issue 4 Pages 64-71  
  Keywords Animals; *Behavior, Animal; Cognition; Conditioning (Psychology); Culture; Environment; Equipment and Supplies; Evolution; Indonesia; *Intelligence; Learning; Pongo pygmaeus/*physiology; Social Behavior  
  Abstract  
  Address (up) Anthropological Institute and Museum, University of Zurich, Switzerland  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0036-8733 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:16596881 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2830  
Permanent link to this record
 
 
Author Christensen, J.W.; Rundgren, M.; Olsson, K. openurl 
  Title Training methods for horses: habituation to a frightening stimulus Type Journal Article
  Year 2006 Publication Equine veterinary journal Abbreviated Journal Equine Vet J  
  Volume 38 Issue 5 Pages 439-443  
  Keywords Animals; Behavior, Animal/*physiology; *Conditioning (Psychology); *Fear; Heart Rate/*physiology; Horses/physiology/*psychology; Learning; Male; Random Allocation; *Reinforcement (Psychology); Safety; Time Factors  
  Abstract REASONS FOR PERFORMING STUDY: Responses of horses in frightening situations are important for both equine and human safety. Considerable scientific interest has been shown in development of reactivity tests, but little effort has been dedicated to the development of appropriate training methods for reducing fearfulness. OBJECTIVES: To investigate which of 3 different training methods (habituation, desensitisation and counter-conditioning) was most effective in teaching horses to react calmly in a potentially frightening situation. HYPOTHESES: 1) Horses are able to generalise about the test stimulus such that, once familiar with the test stimulus in one situation, it appears less frightening and elicits a reduced response even when the stimulus intensity is increased or the stimulus is presented differently; and 2) alternative methods such as desensitisation and counter-conditioning would be more efficient than a classic habituation approach. METHODS: Twenty-seven naive 2-year-old Danish Warmblood stallions were trained according to 3 different methods, based on classical learning theory: 1) horses (n = 9) were exposed to the full stimulus (a moving, white nylon bag, 1.2 x 0.75 m) in 5 daily training sessions until they met a predefined habituation criterion (habituation); 2) horses (n = 9) were introduced gradually to the stimulus and habituated to each step before the full stimulus was applied (desensitisation); 3) horses (n = 9) were trained to associate the stimulus with a positive reward before being exposed to the full stimulus (counter-conditioning). Each horse received 5 training sessions of 3 min per day. Heart rate and behavioural responses were recorded. RESULTS: Horses trained with the desensitisation method showed fewer flight responses in total and needed fewer training sessions to learn to react calmly to test stimuli. Variations in heart rate persisted even when behavioural responses had ceased. In addition, all horses on the desensitisation method eventually habituated to the test stimulus whereas some horses on the other methods did not. CONCLUSIONS AND POTENTIAL RELEVANCE: Desensitisation appeared to be the most effective training method for horses in frightening situations. Further research is needed in order to investigate the role of positive reinforcement, such as offering food, in the training of horses.  
  Address (up) Danish Institute of Agricultural Sciences, Department of Animal Health, Welfare and Nutrition, Tjele, Denmark  
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  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0425-1644 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:16986605 Approved no  
  Call Number Serial 1783  
Permanent link to this record
 
 
Author Vlamings, P.H.J.M.; Uher, J.; Call, J. doi  openurl
  Title How the great apes (Pan troglodytes, Pongo pygmaeus, Pan paniscus, and Gorilla gorilla) perform on the reversed contingency task: the effects of food quantity and food visibility Type Journal Article
  Year 2006 Publication Journal of Experimental Psychology. Animal Behavior Processes Abbreviated Journal J Exp Psychol Anim Behav Process  
  Volume 32 Issue 1 Pages 60-70  
  Keywords Age Factors; Animals; Behavior, Animal/physiology; Cognition; Conditioning (Psychology); Female; *Food; Gorilla gorilla/*psychology; *Learning; Male; Pan paniscus/*psychology; Pan troglodytes/*psychology; Pongo pygmaeus/*psychology; *Visual Perception  
  Abstract S. T. Boysen and G. G. Berntson (1995) found that chimpanzees performed poorly on a reversed contingency task in which they had to point to the smaller of 2 food quantities to acquire the larger quantity. The authors compared the performance of 4 great ape species (Pan troglodytes, Pongo pygmaeus, Pan paniscus, and Gorilla gorilla) on the reversed contingency task while manipulating food quantity (0-4 or 1-4) and food visibility (visible pairs or covered pairs). Results showed no systematic species differences but large individual differences. Some individuals of each species were able to solve the reversed contingency task. Both quantity and visibility of the food items had a significant effect on performance. Subjects performed better when the disparity between quantities was smaller and the quantities were not directly visible.  
  Address (up) Department of Developmental and Comparative Psychology, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. p.vlamings@psychology.unimaas.nl  
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  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0097-7403 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:16435965 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2765  
Permanent link to this record
 
 
Author Pickens, C.L.; Holland, P.C. doi  openurl
  Title Conditioning and cognition Type Journal Article
  Year 2004 Publication Neuroscience and Biobehavioral Reviews Abbreviated Journal Neurosci Biobehav Rev  
  Volume 28 Issue 7 Pages 651-661  
  Keywords Animals; Association Learning/physiology; Cognition/*physiology; Conditioning (Psychology)/*physiology; Discrimination Learning/physiology; Humans; Memory; Models, Psychological; Reinforcement (Psychology); Visual Perception/physiology  
  Abstract Animals' abilities to use internal representations of absent objects to guide adaptive behavior and acquire new information, and to represent multiple spatial, temporal, and object properties of complex events and event sequences, may underlie many aspects of human perception, memory, and symbolic thought. In this review, two classes of simple associative learning tasks that address these core cognitive capacities are discussed. The first set, including reinforcer revaluation and mediated learning procedures, address the power of Pavlovian conditioned stimuli to gain access, through learning, to representations of upcoming events. The second set of investigations concern the construction of complex stimulus representations, as illustrated in studies of contextual learning, the conjunction of explicit stimulus elements in configural learning procedures, and recent studies of episodic-like memory. The importance of identifying both cognitive process and brain system bases of performance in animal models is emphasized.  
  Address (up) Department of Psychological and Brain Sciences, Johns Hopkins University, 3400 North Charles Street, Baltimore, MD 21218, USA  
  Corporate Author Thesis  
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  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0149-7634 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:15555675 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2803  
Permanent link to this record
 
 
Author Katz, J.S.; Wright, A.A. doi  openurl
  Title Same/different abstract-concept learning by pigeons Type Journal Article
  Year 2006 Publication Journal of Experimental Psychology. Animal Behavior Processes Abbreviated Journal J Exp Psychol Anim Behav Process  
  Volume 32 Issue 1 Pages 80-86  
  Keywords Animals; Behavior, Animal; *Cognition; Columbidae; *Concept Formation; Conditioning (Psychology); *Learning  
  Abstract Eight pigeons were trained and tested in a simultaneous same/different task. After pecking an upper picture, they pecked a lower picture to indicate same or a white rectangle to indicate different. Increases in the training set size from 8 to 1,024 items produced improved transfer from 51.3% to 84.6%. This is the first evidence that pigeons can perform a two-item same/different task as accurately with novel items as training items and both above 80% correct. Fixed-set control groups ruled out training time or transfer testing as producing the high level of abstract-concept learning. Comparisons with similar experiments with rhesus and capuchin monkeys showed that the ability to learn the same/different abstract concept was similar but that pigeons require more training exemplars.  
  Address (up) Department of Psychology, Auburn University, Auburn, AL 36849, USA. katzjef@auburn.edu  
  Corporate Author Thesis  
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  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0097-7403 ISBN Medium  
  Area Expedition Conference  
  Notes PMID:16435967 Approved no  
  Call Number Equine Behaviour @ team @ Serial 2764  
Permanent link to this record
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