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McLean, A.N. |
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2003 |
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The Truth About Horses |
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48-49 |
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Cited By (since 1996): 13; Export Date: 21 October 2008 |
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Equine Behaviour @ team @ |
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4531 |
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McGreevy, P.D.; McLean, A.N.; Warren-Smith, A.K.; Waran, N.; Goodwin, D. |
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Defining the terms and processes associated with equitation |
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2005 |
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Proceedings of the First International Equitation Science Symposium |
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10-43 |
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Cited By (since 1996): 6; Export Date: 24 October 2008 |
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Admin @ knut @ |
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4616 |
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McLean, A.N. |
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The mental processes of the horse and their consequences for training |
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2004 |
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Animal Welfare Science Centre |
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Cited By (since 1996): 1; Export Date: 24 October 2008 |
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4619 |
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König von Borstel, U.; Kienapfel, K.; McLean, A.; Wilkins, C.; Evans, D.; McGreevy, P. |
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Hyperflexing the horse‘s neck: a cost-benefit and meta-analysis |
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2015 |
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Proceedings of the 3. International Equine Science Meeting |
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Proc. 3. Int. Equine. Sci. Mtg |
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horse, head-and-neck posture, hyperflexion, welfare, gymnastics |
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In ethical discussions, a cost-benefit analysis requires that welfare costs associated with an activity can be reliably estimated and balanced against the potential benefits of the activity to both humans and animals. The current study applies a meta-analysis to the peer-reviewed evidence for costs and benefits of hyperflexion of the neck in horses; a practice that has attracted enormous public and scientific scrutiny over the past 15 years. A literature review identified 55 studies dealing with horses’ head and neck postures. Fourty-two of these studies examined the impact of various postures on equine welfare, for example, by assessing behavior, physiological stress parameters, health or rider-horse interaction. Thirty-five studies examined the impact of various postures on gymnastics (e.g. kinematics, shifts in weight distribution, muscle activity, airway functioning or overall workload). For the meta-analysis a dataset containing information from each of the individual studies was created. Data included information such as type, degree, duration and circumstances of hyperflexion applied in that particular study as well as information on the horses (e.g., sport discipline, level of training, breed) and on the study design (e.g., size of study and experimental or epidemiological research design). The results of the study regarding the impact of hyperflexion on a) welfare and b) gymnastics were coded as positive (1), insignificant or contradictory (0) or negative (-1). The significant majority of studies (88%) concluded that a hyperflexed head and neck posture negatively impacts welfare. Just one study suggested welfare advantages of training in a hyperflexed head and neck posture. An analysis using a generalized linear mixed model to assess the influence of the above factors collated in the dataset revealed that none of these factors significantly influenced the probability of a study to detect negative welfare implications. Thus hyperflexing the neck appears to impair horses’ welfare regardless of, for example, the duration or the way of achieving hyperflexion. A concurrent assessment of the evidence for gymnastic benefits showed that approximately one quarter of studies conclude that there may be benefits, while another quarter of the studies conclude that hyperflexion has detrimental effects on gymnastics. Thus, on the costs-side there is a clear reduction in equine welfare and some undesirable gymnastic effects, as well as likely a compromised profile of the equestrian sports in public. Benefits, on the other hand, include some desirable gymnastic effects, and potentially increased control of the horse for the rider. On balance, it appears that the costs associated with hyperflexion exceed the potential benefits of the activity to both humans and horses. |
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König von Borstel, U. |
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Equine Behaviour @ team @ |
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5872 |
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Fenner, K.; Freire, R.; McLean, A.; McGreevy, P. |
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Title |
Behavioral, demographic and management influences on equine responses to negative reinforcement |
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2018 |
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Journal of Veterinary Behavior |
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Learning; horse management; training; temperament; negative reinforcement |
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Understanding the factors that influence horse learning is critical to ensure horse welfare and rider safety. In this study, data were obtained from horses (n=96) training to step backwards through a corridor in response to bit pressure. Following training, learning ability was determined by the latency to step backwards through the corridor when handled on the left and right reins. Additionally, horse owners were questioned about each horse's management, training, behavior and signalment (such as horse breed, age and sex). Factors from these four broad domains were examined using a multiple logistic regression (MLR) model, following an Information Theoretic approach, for associations between horses' behavioral attributes and their ability to learn the task. The MLR also included estimates of the rider's ability and experience as well as owner's perceptions of their horse's trainability and temperament. Results revealed several variables including explanatory variables that correlated significantly with rate of learning. Horses were faster at backing, a behavioral trait, when handled on the right (t = 3.65, df = 94, P < 0.001) than the left side. Thoroughbred horses were slower at completing the tests than other breeds of horses when handled on the left side (LM, F1,48=4.5, P=0.04) and right side (LM, F1,45=6.0, P=0.02). Those in regular work, a training factor, did not learn faster than their unworked counterparts on the right rein but completed the task faster on the left rein (F1,44=5.47, P=0.02). This may reflect differences in laterality and habituation effects. In contrast, more anxious horses were faster at completing the test when handled from the right (Spearman, r=-0.22, P=0.04). It is possible that these horses have an increased arousal level when interacting with handlers, resulting in more engagement with the lesson, accounting for the improved performance results. The findings of this study will help clarify how horse behavior, training and management may influence learning and how their application may optimize learning outcomes. Future equine behavior assessment and research questionnaires should include items that assess these qualities. |
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Equine Behaviour @ team @ |
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6400 |
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Rørvang, M.V.; Christensen, J.W.; Ladewig, J.; McLean, A. |
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Title |
Social Learning in Horses--Fact or Fiction? |
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Journal Article |
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2018 |
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Frontiers in Veterinary Science |
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Front. Vet. Sci. |
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5 |
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212 |
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Prima facie, the acquisition of novel behaviors in animals through observation of conspecifics seems straightforward. There are, however, various mechanisms through which the behavior of animals can be altered from observing others. These mechanisms range from simple hard-wired contagious processes to genuine learning by observation, which differ fundamentally in cognitive complexity. They range from social facilitation and local enhancement to true social learning. The different learning mechanisms are the subject of this review, largely because research on learning by observation can be confounded by difficulties in interpretation owing to the looming possibility of associative learning infecting experimental results. While it is often assumed that horses are capable of acquiring new behavior through intra-species observation, research on social learning in horses includes a variety of studies some of which may overestimate the possession of higher mental abilities. Assuming such abilities in their absence can have welfare implications, e.g. isolating stereotypical horses on the assumption that these behaviors can be learned though observation by neighboring horses. This review summarizes the definitions and criteria for the various types of social transmission and social learning and reviews the current documentation for each type in horses with the aim of clarifying whether horses possess the ability to learn through true social learning. As social ungulates, horses evolved in open landscapes, exposed to predators and grazing most of the day. Being in close proximity to conspecifics may theoretically offer an opportunity to learn socially, however anti-predator vigilance and locating forage may not require the neural complexity of social learning. Given the significant energetic expense of brain tissue, it is likely that social facilitation and local enhancement may have been sufficient in the adaptation of equids to their niche. As a consequence, social learning abilities may be maladaptive in horses. Collectively, the review proposes a novel differentiation between social transmission (social facilitation, local and stimulus enhancement) and social learning (goal emulation, imitation). Horses are undoubtedly sensitive to intra-species transfer of information but this transfer does not appear to satisfy the criteria for social learning, and thus there is no solid evidence for true social learning in horses. |
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2297-1769 |
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Equine Behaviour @ team @ |
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6558 |
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McLean, A.N.; Christensen, J.W. |
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The application of learning theory in horse training |
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2017 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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190 |
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18-27 |
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Behaviour; Conflict theory; Desensitisation; Habituation; Reinforcement; Stress |
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The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including a discussion of how learning processes are employed or otherwise under-utilised in training. This review describes the process of habituation and the most commonly applied desensitisation techniques (systematic desensitisation, counter-conditioning, overshadowing, response prevention) and propose two additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning theory when translated from the research laboratory situation to the practical setting in horse training. While learning theory provides a rich toolbox for riders and trainers, the training process is subject to the simultaneous use of multiple learning processes. In addition, learning/behavioural outcomes and trained responses are not just the result of simple stimulus-response based interactions but are further shaped by arousal, affective and attachment states. More research is needed in these areas. For the field of equitation science to progress and to improve clarity and use of learning processes, changes in nomenclature are required. In particular, the use of the terms 'positive' and 'negative' as descriptive labels in both reinforcement and punishment modalities are unacceptably misleading for everyday use. These labels inhibit the understanding and recognition of the learning processes that these terms supposedly represent, yet the learning processes they describe are vital for horse riders, handlers and trainers to understand. We therefore propose that these labels should be re-labelled more appropriately as 'addition' or 'subtraction' reinforcement/punishment. This would enlighten trainers on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term 'conflict theory' be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence of improved training practices. The optimal use of learning theory should be established as a fundamental principle in equestrian education. |
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0168-1591 |
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Equine Behaviour @ team @ |
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6597 |
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Rørvang, M.V.; Nielsen, B.L.; McLean, A.N. |
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Title |
Sensory Abilities of Horses and Their Importance for Equitation Science |
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2020 |
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Frontiers in Veterinary Science |
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7 |
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633 |
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Vision, hearing, olfaction, taste, and touch comprise the sensory modalities of most vertebrates. With these senses, the animal receives information about its environment. How this information is organized, interpreted, and experienced is known as perception. The study of the sensory abilities of animals and their implications for behavior is central not only to ethology but also to animal welfare. Sensory ability, perception, and behavior are closely linked. Horses and humans share the five most common sensory modalities, however, their ranges and capacities differ, so that horses are unlikely to perceive their surroundings in a similar manner to humans. Understanding equine perceptual abilities and their differences is important when horses and human interact, as these abilities are pivotal for the response of the horse to any changes in its surroundings. This review aims to provide an overview of the current knowledge on the sensory abilities of horses. The information is discussed within an evolutionary context and also includes a practical perspective, outlining potential ways to mitigate risks of injuries and enhance positive horse-human interactions. The equine sensory apparatus includes panoramic visual capacities with acuities similar to those of red-green color-blind humans as well as aural abilities that, in some respects exceed human hearing and a highly developed sense of smell, all of which influence how horses react in various situations. Equine sensitivity to touch has been studied surprisingly sparingly despite tactile stimulation being the major interface of horse training. We discuss the potential use of sensory enrichment/positive sensory stimulation to improve the welfare of horses in various situations e.g. using odors, touch or sound to enrich the environment or to appease horses. In addition, equine perception is affected by factors such as breed, individuality, age, and in some cases even color, emphasizing that different horses may need different types of management. Understanding the sensory abilities of horses is central to the emerging discipline of equitation science, which comprises the gamut of horse-human interactions. Therefore, sensory abilities continue to warrant scientific focus, with more research to enable us to understand different horses and their various needs. |
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Equine Behaviour @ team @ |
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6634 |
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Goodwin, D.; McGreevy, P.; Waran, N.; McLean, A. |
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How equitation science can elucidate and refine horsemanship techniques |
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2009 |
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The Veterinary Journal |
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Special Issue: Equitation Science |
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181 |
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1 |
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5-11 |
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Horse; Training; Equitation; Learning theory; Ethology; Cognition |
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The long-held belief that human dominance and equine submission are key to successful training and that the horse must be taught to [`]respect' the trainer infers that force is often used during training. Many horses respond by trialling unwelcome evasions, resistances and flight responses, which readily become established. When unable to cope with problem behaviours, some handlers in the past might have been encouraged to use harsh methods or devices while others may have called in a so-called [`]good horseman' or [`]horse whisperer' to remediate the horse. Frequently, the approaches such practitioners offer could not be applied by the horse's owner or trainer because of their lack of understanding or inability to apply the techniques. Often it seemed that these [`]horse-people' had magical ways with horses (e.g., they only had to whisper to them) that achieved impressive results although they had little motivation to divulge their techniques. As we begin to appreciate how to communicate with horses sensitively and consistently, misunderstandings and misinterpretations by horse and trainer should become less common. Recent studies have begun to reveal what comprises the simplest, most humane and most effective mechanisms in horse training and these advances are being matched by greater sharing of knowledge among practitioners. Indeed, various practitioners of what is referred to here as [`]natural horsemanship' now use techniques similar to the [`]whisperers' of old, but they are more open about their methods. Reputable horse trainers using natural horsemanship approaches are talented observers of horse behaviour and respond consistently and swiftly to the horse's subtle cues during training. For example, in the roundpen these trainers apply an aversive stimulus to prompt a flight response and then, when the horse slows down, moves toward them, or offers space-reducing affiliative signals, the trainer immediately modifies his/her agonistic signals, thus negatively reinforcing the desired response. Learning theory and equine ethology, the fundamentals of the emerging discipline of equitation science, can be used to explain almost all the behaviour modification that goes on in these contexts and in conventional horsemanship. By measuring and evaluating what works and what does not, equitation science has the potential to have a unifying effect on traditional practices and developing branches of equitation. |
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1090-0233 |
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Equine Behaviour @ team @ |
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4826 |
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McGreevy, P.D.; Oddie, C.; Burton, F.L.; McLean, A.N. |
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The horse–human dyad: Can we align horse training and handling activities with the equid social ethogram? |
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2009 |
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The Veterinary Journal |
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Special Issue: Equitation Science |
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181 |
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1 |
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12-18 |
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Horse training; Social inter- and intra-specific communication; Learning; Counter–predator behaviour |
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This article examines the recently completed equid ethogram and shows how analogues of social interactions between horses may occur in various human–horse interactions. It discusses how some specific horse–horse interactions have a corresponding horse–human interaction – some of which may be directly beneficial for the horse while others may be unusual or even abnormal. It also shows how correspondent behaviours sometimes become inappropriate because of their duration, consistency or context. One analogue is unlikely to hold true for all horse–human contexts, so when applying any model from horse–horse interactions to human–horse interactions, the limitations of the model may eclipse the intended outcome of the intervention. These limitations are especially likely when the horse is being ridden. Such analyses may help to determine the validity of extrapolating intra-specific interactions to the inter-specific setting, as is advocated by some popular horse-training methods, and highlight the subsequent limitations where humans play the role of the ‘alpha mare’ or leader in horse handling and training. This examination provides a constructive framework for further informed debate and empirical investigation of the critical features of successful intra-specific interactions. |
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Equine Behaviour @ team @ |
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5729 |
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