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Cerasoli, F., Podaliri Vulpiani, M., Saluti, G., Conte, A., Ricci, M., Savini, G., et al. (2022). Assessment of Welfare in Groups of Horses with Different Management, Environments and Activities by Measuring Cortisol in Horsehair, Using Liquid Chromatography Coupled to Hybrid Orbitrap High-Resolution Mass Spectrometry (Vol. 12). Animals, 12(14).
Abstract: Horses have always been animals used for companionship, work, transportation, and performance purposes over the history of humanity; there are different ways of managing horses, but studies on how horse welfare is influenced by different activities and managements are scanty. Understanding how the management, the environment, and the different uses of horses can affect the level of stress and well-being is important not only for people associated with horses. Three groups of horses with different management, environments, and activities were selected: (1) stabled horses ridden frequently, (2) horses that perform public order service under the Italian state police, and (3) free-ranging horses. Cortisol analysis was carried out on horsehair samples using liquid chromatography coupled to hybrid orbitrap high-resolution mass spectrometry (LC-HRMS/MS), a laboratory technique used for the first time to quantify horsehair cortisol. The selection of horses to be included in the three groups was carried out by including only subjects with positive welfare assessment in accordance with the horse welfare assessment protocol (AWIN). These analyses demonstrated that the cortisol levels detected in the horsehair of free-ranging animals were significantly higher compared to those detected in stabled and working horses. These results may have been a consequence of complex environmental, managerial, and behavioral factors, which should be worth further investigation
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Krueger., K., & Farmer, K. (2018). Social learning in Horses: Differs from individual learning only in the learning stimulus and not in the learning mechanisms. In 14th Meeting of the Internatinoal Society for Equitation Science.
Abstract: Equine welfare can be enhanced by applying species specific training. This may incorporate social learning, as horses are highly social and social stimuli are of primary importance. Social learning is comparable to individual learning in its learning mechanisms, differing primarily in the way it is stimulated. Our initial study showed that horses of different breeds (N = 38) follow humans after observing other horses doing so, but only if the observed horse was familiar to and higher ranking than the observer (Fisher's exact test: N = 12, P = 0.003). A second study showed that horses and ponies (N = 25) learned to pull a rope to open a feeding apparatus after observing demonstrations by conspecifics, again, only if the demonstrating horse was older and higher ranking than the observer (Fisher's combination test, N = 3, v2 = 27.71, p = 0.006). Our third approach showed that horses and ponies (N = 24) learned to press a switch to open a feeding apparatus after observing a familiar person (GzLM: N = 24, z = 2.33, P = 0.02). Most recently, we confronted horses and ponies (N = 50) with persons demonstrating different techniques for opening a feeding apparatus. In this study we investigated whether the horses would copy the demonstrators' techniques or apply their own. Here only some horses copied the technique, and most of the successful learners used their mouths irrespective of the demonstrators' postures (Chi Square Test: N = 40, df = 2, χ2 = 31.4, p < 0.001). In all the approaches social stimuli elicited learning processes in the test horses, while only a few individuals in the control groups mastered the tasks by individual learning. The following behaviour observed in the initial study may have been facilitated by a social stimuli (social facilitation), and the opening of the feed boxes in the subsequent studies appear to be mostly the result of enhancement (social enhancement). Some horses may have used the social stimuli at first and continued their learning process by individual trial and error. However, the horses were also selective in whom and some in how to copy. This may have been conditioned (socially conditioned) or the result of simple forms of reasoning on the reliability of the particular information provided by demonstrators of certain social ranks or social positions, as high ranking and familiar horses and familiar persons were copied and some imitated exactly.
Lay person message: Traditional riding instructions suggest that horses learn by observing other horses. For example, older, more experienced driving horses are used for initial training of young driving horses. We have shown that horses indeed use learning stimuli provided by other horse, as well as by humans. Horses readily accept stimuli observed in high ranking and familiar horses, and familiar persons. Such stimuli elicit learning processes which are comparable to individual learning. We suggest applying social learning whenever possible, as it is much faster and less stressful than individual learning, where learners experience negative outcomes in trial and error learning.
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Waran, N., Leadon, D., & Friend, T. (2002). The Effects of Transportation on the Welfare of Horses. In The Welfare of Horses (pp. 125–150).
Abstract: Typically, horses are transported many times in their lives, this is with the exception of the horses reared for meat. Although difficult to estimate the extent of the movement of horses worldwide, it is clear that this is a substantial and growing practice. Until recently research into the effects of the different methods of transport (road, sea and air), was limited. This may have been because it was presumed that, because of their financial and emotional value, horses experience higher standards of transportation, than other large domestic animals. The process of transporting horses includes a range of potential Stressors, and there is scientific evidence that many of these can impact upon the welfare of the horse. In this chapter, we examine the effects of the different modes used to transport horses and we offer suggestions where possible for improvements in this practice.
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Goodwin, D. (2002). Horse Behaviour: Evolution, Domestication and Feralisation. In The Welfare of Horses (pp. 1–18).
Abstract: The evolution of the horse began some 65 million years ago. The horse"s survival has depended on adapative behaviour patterns that enabled it to exploit a diverse range of habitats, to successfully rear its young and to avoid predation. Domestication took place relatively recently in evolutionary time and the adaptability of equine behaviour has allowed it to exploit a variety of domestic environments. Though there are benefits associated with the domestic environment, including provision of food, shelter and protection from predators, there are also costs. These include restriction of movement, social interaction, reproductive success and maternal behaviour. Many aspects of domestication conflict with the adaptive behaviour of the horse and may affect its welfare through the frustration of highly motivated behaviour patterns. Horse behaviour appears little changed by domestication, as evidenced by the reproductive success of feral horse populations around the world.
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Krueger, K. (2014). “Pferdehaltung und Ethologie der Pferde” im Bachelorstudiengang Pferdewirtschaft. In : S. Lepp und C. Niederdrenk-Felgner (Ed.), Forschendes Lernen initiieren, umsetzen und reflektieren (pp. 54–81). Bielefeld: UniversitätsVerlag Webler.
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Virányi, Z., Range, F., & Huber, L. (2008). Attentiveness toward others and social learning in domestic dogs. In L. S. Röska-hardy, & E. Neumann-held (Eds.), Learning from Animals?: Examining the Nature of Human Uniqueness (pp. 141–154). New York, NY: Psychology Press.
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Parrish, J. K., & Viscido, S. V. (2005). Traffic rules of fish schools: A review of agent-based approaches. In C. K. Hemelrijk (Ed.), Self-organisation and the evolution of social behaviour. (pp. 50–80). Cambridge: Cambridge University Press.
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Krueger, K. (2010). “Erfasst” das Pferd die menschliche Psyche". In M. Dettling, C. Opgen-Rhein, & M. Kläschen (Eds.), Pferdegestützte Therapie bei psychischen Erkrankungen (pp. 40–51). Stuttgart: Schattauer Verlag.
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Krueger, K. (2017). Perissodactyla Cognition. In J. Vonk, & T. Shackelford (Eds.), Encyclopedia of Animal Cognition and Behavior (pp. 1–10). Cham: Springer International Publishing.
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