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Author |
Lee, P. |
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Title |
Adaptation to environmental change:an evolutionary perspective |
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1991 |
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Primate responses to environmental changes |
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39-56 |
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Chapmann & Hall |
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London |
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H. O. Box |
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Equine Behaviour @ team @ |
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6523 |
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Author |
McCall, C.A.; Salters, M.A.; Simpson, S.M. |
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Title |
Relationship between number of conditioning trials per training session and avoidance learning in horses |
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Journal Article |
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Year |
1993 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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36 |
Issue |
4 |
Pages |
291-299 |
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Keywords |
Horse; Learning; Avoidance conditioning |
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Abstract |
Sixteen horses were used to determine if number of trials given per training session (5, 10, 15 or 20) affected learning performance in an avoidance conditioning task. The horse had to move from one side of a test pen to the other during an auditory cue presentation to avoid aversive stimulation. A pen 8 mx3.6 m, divided into two equal sections by a 13-cm diameter plastic pipe lying on the ground, was used as the test pen. Painted plywood panels were fastened to the fence in half the pen to help horses distinguish visually between the two parts. A 10-s auditory cue was used as a signal for horses to move from one side of the test pen to the other. A 20-s intertrial interval was used. Training sessions were conducted every third day. Each trial was recorded as an avoidance (the horse completed the task during auditory cue presentation and avoided aversive stimulus) or an error (the horse received aversive stimulus). After completing ten consecutive avoidances (criterion), the horse was removed from the study. Numbers of training sessions, trials, avoidances and errors until reaching criterion were recorded for each horse. Horses varied greatly within these variables with ranges of 3-18 sessions, 37-121 trials, 20-68 avoidances and 17-53 errors to criterion. No differences were detected (P>0.05) in the number of conditioning trials per training session (treatment) for the mean number of trials, avoidances or errors to criterion. Number of training sessions to criterion differed (P<0.01) among treatments, indicating that an optimum number of learning trials per training session might exist. Mean sessions to criterion for horses receiving 5, 10, 15 and 20 trials per session were 15.1+/-1.3, 5.8+/-1.1, 5.3+/-1.1 and 4.6+/-1.1, respectively. Regression analysis indicated that 16.2 trials per training session would minimize number of sessions to criterion. Although it is widely assumed that learning efficiency in horses is decreased when intense activity is concentrated into a small number of sessions, these results indicate that moderate repetition of training activities is needed for efficient learning. |
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Equine Behaviour @ team @ |
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3686 |
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Author |
Byrne, R.W. |
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Title |
Do larger brains mean greater intelligence? |
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Journal Article |
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Year |
1993 |
Publication |
Behavioral and Brain Sciences |
Abbreviated Journal |
Behav. Brain Sci. |
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16 |
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4 |
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696-697 |
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Cambridge University Press |
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1469-1825 |
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Equine Behaviour @ team @ |
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6171 |
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Title |
Wolves in Europe: status and perspectives |
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Book Whole |
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Year |
1993 |
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Munich Wildlife Society |
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Ettal, Germany |
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Equine Behaviour @ team @ ref8 |
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6449 |
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Author |
Genov, P.W.; Kostava, V. |
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Title |
Untersuchungen zur zahlenmäßigen Stärke des Wolfes und seiner Einwirkung auf die Haustierbestände in Bulgarien |
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Year |
1993 |
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Zeitschrift für Jagdwissenschaft |
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39 |
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4 |
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217-223 |
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Die Untersuchung wurde in der Zeitspanne von 1984 bis 1988 durchgeführt. Es wurden die Protokolle des Staatlichen Versicherungsinstituts benutzt, die Angaben für Raubüberfälle von Wölfen auf Haustiere beinhalten (Tabelle 1). Außerdem wurden Angaben über die während dieser Zeitspanne erlegten Wölfe zusammengefaßt. Die Abschußzahlen lauten: 1984 – 163, 1985 – 147, 1986 – 179, 1987 – 211 und 1988 – 220 Tiere. Die Anzahl der in den einzelnen Gebirgen lebenden Wölfe wurde nach einer Umfrage festgestellt. Für die in Betracht kommenden Gebirge werden folgende Bestandszahlen angenommen: Rhodopen -- 60-80 Individuen, 189 bis 264 km2 pro Tier, Rila- und Piringebirge -- 60-80 Tiere, 109 bis 145 km2 pro Tier, Ossogowo-Belassiza Gebirgssystem -- 40-50 Individuen, 57-70 km2 pro Tier, West- und Mittelbalkan -- 35-38 Wölfe, 200 km2 pro Tier. Dazu kommen noch 10-15 Wölfe im Flußbecken von Beli Lom und etwa 20 Exemplare in Strandscha- und Sakargebirge. Insgesamt lebten in Bulgarien im Jahre 1988 etwa 260-330 Wölfe (Abb. 1). |
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1439-0574 |
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Equine Behaviour @ team @ Genov1993 |
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6686 |
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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 |
Publication |
Biological reviews of the Cambridge Philosophical Society |
Abbreviated Journal |
Biol. Rev. |
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69 |
Issue |
2 |
Pages |
207-231 |
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Keywords |
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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Notes |
PMID:8054445 |
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Call Number |
refbase @ user @ |
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708 |
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Author |
Fritts, S.H.; Bangs, E.E.; Gore, J.F. |
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The relationship of wolf recovery to habitat conservation and biodiversity in the northwestern United States |
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Journal Article |
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Year |
1994 |
Publication |
Landsc Urban Plan |
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28 |
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Equine Behaviour @ team @ Fritts1994 |
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6453 |
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Author |
Fisher, J.; Hinde, R. A. |
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Title |
The opening of milk bottles by birds |
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Journal Article |
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Year |
1994 |
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British Birds |
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British Birds |
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42 |
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347-357 |
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Equine Behaviour @ team @ |
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6525 |
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Author |
Byrne R.W. |
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Title |
The evolution of intelligence |
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Book Chapter |
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Year |
1994 |
Publication |
Behaviour and Evolution |
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223-265 |
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Cambridge University Press |
Place of Publication |
Cambridge,UK |
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P.J.B. Slater and T.R. Halliday |
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Equine Behaviour @ team @ |
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6566 |
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Author |
McGreevy, P.D.; French, N.P.; Nicol, C.J. |
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Title |
The prevalence of abnormal behaviours in dressage, eventing and endurance horses in relation to stabling |
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Journal Article |
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Year |
1995 |
Publication |
The Veterinary record |
Abbreviated Journal |
Vet. Rec. |
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137 |
Issue |
2 |
Pages |
36-37 |
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Animal Husbandry/*methods; Animals; *Behavior, Animal; Horse Diseases/*psychology; Horses; *Physical Conditioning, Animal; Prevalence; Questionnaires; *Stereotyped Behavior |
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Abstract |
The behaviour of horses competing in different disciplines was studied and the relationship between the time they spent out of the stable and the prevalence of abnormal behaviour was examined. The owners of dressage, eventing and endurance horses were sent a questionnaire and a total of 1101 responses were received, giving data on 1750 horses. The behaviours studied were wood-chewing, weaving, crib-biting/wind-sucking and box-walking. The reported percentage prevalences of abnormal behaviour for the dressage, eventing and endurance horses were 32.5, 30.8 and 19.5, respectively. The relationship between the time spent in the stable and the prevalence of abnormal behaviour was examined by chi 2 tests which showed that there were significant linear trends for the eventing group (P < 0.001) and the dressage group (P < 0.05). It is concluded that the time a horse spends out of the stable is related to the discipline for which it is being trained and in dressage and eventing horses the time spent in a stable is correlated with an increased risk of abnormal behaviour. |
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University of Bristol, Department of Clinical Veterinary Science, Langford |
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0042-4900 |
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PMID:8525580 |
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refbase @ user @ |
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