Birke, L. (2007). “Learning to speak horse”: The culture of “natural horsemanship”. Society and Animals, 15(3), 217–239.
Abstract: This paper examines the rise of what is popularly called “natural horsemanship” (NH), as a definitive cultural change within the horse industry. Practitioners are often evangelical about their methods, portraying NH as a radical departure from traditional methods. In doing so, they create a clear demarcation from the practices and beliefs of the conventional horse-world. Only NH, advocates argue, properly understands the horse. Dissenters, however, contest the benefits to horses as well as the reliance in NH on disputed concepts of the natural. Advocates, furthermore, sought to rename technologies associated with riding while simultaneously condemning technologies used in conventional training (such as whips). These contested differences create boundaries and enact social inclusion and exclusion, which the paper explores. For horses, the impact of NH is ambiguous: Depending on practitioners, effects could be good or bad. However, for the people involved, NH presents a radical change-which they see as offering markedly better ways of relating to horses and a more inclusive social milieu.
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Lefebvre, L., & Giraldeau, L. - A. (1996). Is social learning an adaptive specialisation? In C. M. Heyes, & B. G. Galef B. G..Jr. (Eds.), Social learning in animals: The root of culture (pp. 107–128). San Diego: Academic Press.
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Dyer, F. C. (2000). Individual cognition and group movement: insights from social insects. In P. Garber, & S. Boinski (Eds.), Group Movement in Social Primates and Other Animals: Patterns, Processes, and Cognitive Implications.. Chicago: University of Chicago Press.
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de Waal, F. B. M. (1992). Coalitions as part of reciprocal relations in the Arnhem chimpanzee colony. In A. H. Harcourt, & F. B. M. de Waal (Eds.), Coalitions and Alliances in Humans and Other Animals (pp. 233–257). Oxford: Oxford University Press.
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Ehardt, C. L., & Bernstein, I. S. (1992). Conflict intervention behaviour by adult male macaques: structural and functional aspects. In A. H. Harcourt, & F. B. M. de Waal (Eds.), Coalitions and Alliances in Humans and Other Animals (pp. 83–111). Oxford: Oxford University Press.
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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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Byrne, R. W. (2000). How monkeys find their way: leadership, coordination, and cognitive maps of African baboons. In S. Boinski, & P. A. Garber (Eds.), On the Move: How and Why Animals Travel in Groups (pp. 491–518). Chicago: Chicago University Press.
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Holekamp, K. E., Boydston, E.E, & Smale, L. (2000). Group Travel in Social Carnivores (S. Boinski, & P. A. Garber, Eds.). Chicago: Chicago University Press.
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Mertens, P. A., & Unshelm, J. (1996). Effects of Group and Individual Housing on the Behavior of Kennelled Dogs in Animal Shelters. Anthrozoos: A Multidisciplinary Journal of The Interactions of People & Animals, 9, 40–51.
Abstract: To emphasize the effects of group- and single housing of kennelled dogs, the behavior of 211 dogs in two German animal shelters was tested and observed. After being placed, 197 of the dogs' new owners were interviewed.
Although 51% of the German animal shelters already keep dogs in groups, there is strong prejudice against group housing because of the fear of fights. This study demonstrates that this apprehension is unfounded. Ninety-one percent of the social confrontations between dogs housed together were settled by the use of behavioral rituals. Keeping dogs in groups, furthermore, leads to a significant reduction in noise emission (p<.001). Group housing fulfills the dog's need for social interaction and the need to move. Dogs that were housed in groups displayed a closer human-animal relationship (80%) than those that had been kept individually (43%). A high percentage of individually housed dogs suffered from behavioral problems (31%) and 10% developed stereotypes. The percentage of behaviorally disturbed dogs observed in group housing was 11%, and stereotyped forms of behavior did not occur. Dogs who had been kept in groups were, on average, placed within 10 days, and were returned to the animal shelter less often (9%) compared to those housed individually (25%). Dogs that were housed separately needed an average of 17 days to be placed. Even after being placed, there is a correlation between the animal shelter's type of housing and the dog's behavior. Within four weeks after picking up their pet, 88% of the owners of dogs that had been housed individually complained of problems compared to the owners of the dogs that had been kept in groups, 53% of whom were completely satisfied with the adoption.
Despite the fact that these results might be influenced by the small number of shelters examined, the study leads to the conclusion that keeping dogs in groups is a suitable alternative for dog housing in animal shelters and, for the animals' welfare, is preferable to individual housing.
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Hedberg, Y., Dalin, A. - M., Ohagen, P., Holm, K. R., & Kindahl, H. (2005). Effect of oestrous-cycle stage on the response of mares in a novel object test and isolation test. Reprod Domest Anim, 40(5), 480–488.
Abstract: In various species, sex, hormonal treatments and oestrous-cycle stage have been shown to affect the animal's response in behavioural tests. Few such studies have been performed in the horse. The main aim of the present study was to investigate whether oestrous-cycle stage affects mares' response to a novel object test and isolation test and, in part, to study whether mares, assumed to suffer from oestrous-related behavioural problems, respond differently in these tests when compared with controls. Twelve mares were tested twice, in oestrus and dioestrus, in a crossover design. Seven behavioural and two heart rate variables were measured for the novel object test and two heart rate variables for the isolation test. Oestrous-cycle stage and whether a mare was classified as a 'problem' mare did not affect the mare's response. However, test order, i.e. the cycle stage a mare was tested in first, affected its reaction. This effect could partly be explained by significant differences between test occasions 1 and 2 in three behavioural variables and one heart rate variable (p < 0.05) in the novel object test. The mares explored the novel object more and had a higher mean heart rate in the first test. Exploring the novel object more could largely be attributed to those mares tested in dioestrus first, perhaps indicating that the mares in oestrus were less receptive to the novel object. The reason for the differences between test occasions could be an effect of learning or habituation.
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