| Records |
| Author |
Kaplan, A.I.; Borodovskii, M.I. |
| Title |
[Alternative animal behavior: a model and its statistical characteristics] |
Type |
Journal Article |
| Year |
1989 |
Publication |
Nauchnye Doklady Vysshei Shkoly. Biologicheskie Nauki |
Abbreviated Journal |
Nauchnye Doki Vyss Shkoly Biol Nauki |
| Volume |
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Issue |
3 |
Pages |
29-32 |
| Keywords |
Animals; *Behavior, Animal; Cognition; Male; Mathematics; *Models, Biological; *Models, Statistical; Rats; Reinforcement (Psychology) |
Abstract  |
The rats' alternative behaviour in T-maze at simultaneous two-sided food refreshment in 13 trials a day during 6 days has been studied. It has been found that in the first testing days the indexes of alternative behaviour of animals correspond to the characteristics of the random alternation. However, on the 5-6th day of testing in the overwhelming majority of rats the true deviation of alternation index above or below than the theoretical values has been revealed. A question on the existence of two strategies of cognitive behaviour alteration and perseveration in rat population is under discussion. |
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| Language |
Russian |
Summary Language |
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Original Title |
Al'ternativnoe povedenie zhivotnykh: model' i statisticheskie kharakteristiki |
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Series Title |
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Abbreviated Series Title |
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Series Issue |
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Edition |
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| ISSN |
0470-4606 |
ISBN |
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Medium |
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Conference |
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| Notes |
PMID:2742929 |
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
2799 |
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| Author |
Hendriksen, P.; Elmgreen, K.; Ladewig, J. |
| Title |
Trailer-loading of horses: Is there a difference between positive and negative reinforcement concerning effectiveness and stress-related signs? |
Type |
Journal Article |
| Year |
2011 |
Publication |
Journal of Veterinary Behavior |
Abbreviated Journal |
J. Vet. Behav. |
| Volume |
6 |
Issue |
5 |
Pages |
261-266 |
| Keywords |
negative reinforcement; positive reinforcement; horse; behavior; heart rate; trailer-loading |
| Abstract |
The traditional way to train horses is by the application of negative reinforcement (NR). In the past few years, however, the use of positive reinforcement (PR) has become more common. To evaluate the effectiveness and the possible stressor effect of the 2 training methods, 12 horses showing severe trailer-loading problems were selected and exposed to trailer-loading. They were randomly assigned to one of the 2 methods. NR consisted of various degrees of pressure (lead rope pulling, whip tapping). Pressure was removed as soon as the horse complied. PR horses were exposed to clicker training and taught to follow a target into the trailer. Heart rate (HR) was recorded every 5 seconds and behavior denoting discomfort was observed using one-zero sampling with 10 seconds sampling intervals. Training was completed when the horse could enter the trailer upon a signal, or was terminated after a maximum of 15 sessions. Of the 12 horses, 10 reached the criterion within the 15 sessions. One horse was eliminated from the study because of illness and 1 PR horse failed to enter the trailer. A Mann-Whitney U-test indicated that the horses trained with NR displayed significantly more discomfort behavior per training session than horses trained with PR (NR: 13.26 ± 3.25; PR: 3.17 ± 8.93, P < 0.0001) and that horses in the PR group spent less time (second) per session to complete the training criterion (NR: 672.9 ± 247.12; PR: 539.81 ± 166.37, P < 0.01). A Mann-Whitney U-test showed that no difference existed in mean HR (bpm) between the 2 groups (NR: 53.06 ± 11.73 bpm; PR: 55.54 ± 6.7 bpm, P > 0.05), but a Wilcoxon test showed a difference in the PR group between the baseline of HR and mean HR obtained during training sessions (baseline PR: 43 ± 8.83 bpm; PR: 55.54 ± 6.7 bpm, P < 0.05). In conclusion, the PR group provided the fastest training solution and expressed less stress response. Thus, the PR procedure could provide a preferable training solution when training horses in potentially stressing situations. |
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Edition |
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| ISSN |
1558-7878 |
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| Notes |
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Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
6598 |
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| Author |
Langbein, J.; Siebert, K.; Nuernberg, G.; Manteuffel, G. |
| Title |
The impact of acoustical secondary reinforcement during shape discrimination learning of dwarf goats (Capra hircus) |
Type |
Journal Article |
| Year |
2007 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
103 |
Issue |
1-2 |
Pages |
35-44 |
| Keywords |
Dwarf goats; Operant conditioning; Visual discrimination learning; Secondary reinforcement |
| Abstract |
The use of secondary reinforcement is widely accepted to support operant learning in animals. In farm animals, however, the efficacy of secondary reinforcement has up to now been studied systematically only in horses (“clicker training”), and the results are controversial. We investigated the impact of acoustical secondary reinforcement on voluntary, self-controlled visual discrimination learning of two-dimensional shapes in group-housed dwarf goats (Capra hircus). Learning tests were conducted applying a computer-controlled learning device that was integrated in the animals' home pen. Shapes were presented on a TFT-screen using a four-choice design. Drinking water was used as primary reinforcement. In the control group (Gcontrol, n = 5) animals received only primary reinforcement, whereas in the sound group (Gsound, n = 6) animals got additional acoustical secondary reinforcement. Testing recall of shapes which had been successfully learned by the goats 6 weeks earlier (T1), we found a weak impact of secondary reinforcement on daily learning success (P = 0.07), but not on the number of trials the animals needed to reach the learning criterion (trials to criterion, n.s.). Results in T1 indicated that dwarf goats did not instantly recall previously learned shapes, but, re-learned within 250-450 trials. When learning a set of new shapes (T2), there was a strong influence of secondary reinforcement on daily learning success and on trials to criterion. Animals in Gsound reached the learning criterion earlier (P < 0.05) and needed fewer trials (1320 versus 3700; P < 0.01), compared to animals in Gcontrol. Results suggest that acoustical secondary reinforcement supports visual discrimination learning of dwarf goats, especially when the task is new and the salience of S+ is low. |
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Equine Behaviour @ team @ |
Serial |
3583 |
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| Author |
Zentall, T.R. |
| Title |
Timing, memory for intervals, and memory for untimed stimuli: the role of instructional ambiguity |
Type |
Journal Article |
| Year |
2005 |
Publication |
Behavioural processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
70 |
Issue |
3 |
Pages |
209-222 |
| Keywords |
Animals; *Attention; Columbidae; *Discrimination Learning; *Memory, Short-Term; Practice (Psychology); Reinforcement Schedule; *Retention (Psychology); *Time Perception |
| Abstract |
Theories of animal timing have had to account for findings that the memory for the duration of a timed interval appears to be dramatically shorted within a short time of its termination. This finding has led to the subjective shortening hypothesis and it has been proposed to account for the poor memory that animals appear to have for the initial portion of a timed interval when a gap is inserted in the to-be-timed signal. It has also been proposed to account for the poor memory for a relatively long interval that has been discriminated from a shorter interval. I suggest here a simpler account in which ambiguity between the gap or retention interval and the intertrial interval results in resetting the clock, rather than forgetting the interval. The ambiguity hypothesis, together with a signal salience mechanism that determines how quickly the clock is reset at the start of the intertrial interval can account for the results of the reported timing experiments that have used the peak procedure. Furthermore, instructional ambiguity rather than memory loss may account for the results of many animal memory experiments that do not involve memory for time. |
| Address |
Department of Psychology, University of Kentucky, 202B Kastle Hall, Lexington, KY 40506-0044, USA. zentall@uky.edu |
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English |
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Edition |
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| ISSN |
0376-6357 |
ISBN |
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| Notes |
PMID:16095851 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
222 |
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| Author |
Heyes, C.M. |
| Title |
Social learning in animals: categories and mechanisms |
Type |
Journal Article |
| Year |
1994 |
Publication |
Biological reviews of the Cambridge Philosophical Society |
Abbreviated Journal |
Biol. Rev. |
| Volume |
69 |
Issue |
2 |
Pages |
207-231 |
| Keywords |
Animals; *Behavior, Animal; Conditioning (Psychology); *Learning; Reinforcement (Psychology); *Social Behavior |
| Abstract |
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) |
| Address |
Department of Psychology, University College London |
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English |
Summary Language |
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Original Title |
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Series Issue |
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Edition |
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| ISSN |
1464-7931 |
ISBN |
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Medium |
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Expedition |
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Conference |
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| Notes |
PMID:8054445 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
708 |
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| Author |
Watanabe, S. |
| Title |
How animal psychology contributes to animal welfare |
Type |
Journal Article |
| Year |
2007 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
106 |
Issue |
4 |
Pages |
193-202 |
| Keywords |
Animal welfare; Anthropomorphism; Animal psychology; Reinforcement; Socially constructed concept |
| Abstract |
This article explores the contribution of animal psychology to animal welfare. Since animal welfare includes subjective welfare, it is crucial to know the subjective world of animals. Analysis of the concept of anthropomorphism is particularly important because it is a basic idea of animal ethics. The history of animal psychology, focusing on anthropomorphism and behaviourism, is briefly described, and then measurement of the subjective experience of animals in two ways, namely animal cognition and pleasure or reinforcing effects, is reported. Finally, it is suggested that animal welfare is not a permanently fixed idea, but a socially constructed one that can be changed. To gain widespread agreement about a socially constructed idea, it is important to know in which circumstances ordinary people employ metaphorical extension to an understanding of animal behaviour. In other words, a survey of “folk animal psychology” is important in order to establish a consensus about animal welfare. |
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no |
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Equine Behaviour @ team @ |
Serial |
2888 |
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| Author |
Nicol, C.J. |
| Title |
Development, direction, and damage limitation: social learning in domestic fowl |
Type |
Journal Article |
| Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
| Volume |
32 |
Issue |
1 |
Pages |
72-81 |
| Keywords |
Adaptation, Psychological; Age Factors; Animals; Behavior, Animal; *Chickens; *Feeding Behavior; *Food Preferences; *Imitative Behavior; Imprinting (Psychology); *Learning; Maternal Behavior; Reinforcement (Psychology); *Social Environment; *Social Facilitation |
| Abstract |
This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered. |
| Address |
Department of Clinical Veterinary Science, University of Bristol, Langford, Bristol, England. c.j.nicol@bristol.ac.uk |
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English |
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| ISSN |
1543-4494 |
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| Notes |
PMID:15161142 |
Approved |
no |
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refbase @ user @ |
Serial |
75 |
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| Author |
De Moraes Ferrari,E. A.; Todorov, J. C. |
| Title |
Concurrent avoidance of shocks by pigeons pecking a key |
Type |
Journal Article |
| Year |
1980 |
Publication |
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Abbreviated Journal |
J Exp Anal Behav. |
| Volume |
30 |
Issue |
3 |
Pages |
329-333 |
| Keywords |
concurrent schedules, unsignaled avoidance, negative reinforcement, key pecking, pigeon |
| Abstract |
Three pigeons were studied on concurrent, unsignaled, avoidance schedules in a two-key procedure. Shock-shock intervals were two seconds in both schedules. The response-shock interval on one key was always 22 seconds, while the response-shock interval associated with the other key was varied from 7 to 52 seconds in different experimental conditions. Response rates on the key associated with the varied schedule tended to decrease when the response-shock interval length was increased. Responding on the key associated with the constant schedule was not systematically affected. |
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no |
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Equine Behaviour @ team @ |
Serial |
3586 |
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| Author |
Cooper, J.J. |
| Title |
Comparative learning theory and its application in the training of horses |
Type |
Journal Article |
| Year |
1998 |
Publication |
Equine veterinary journal. Supplement |
Abbreviated Journal |
Equine Vet J Suppl |
| Volume |
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Issue |
27 |
Pages |
39-43 |
| Keywords |
Animals; *Behavior, Animal; Conditioning (Psychology); Horses/*psychology; *Learning; Reinforcement (Psychology) |
| Abstract |
Training can best be explained as a process that occurs through stimulus-response-reinforcement chains, whereby animals are conditioned to associate cues in their environment, with specific behavioural responses and their rewarding consequences. Research into learning in horses has concentrated on their powers of discrimination and on primary positive reinforcement schedules, where the correct response is paired with a desirable consequence such as food. In contrast, a number of other learning processes that are used in training have been widely studied in other species, but have received little scientific investigation in the horse. These include: negative reinforcement, where performance of the correct response is followed by removal of, or decrease in, intensity of a unpleasant stimulus; punishment, where an incorrect response is paired with an undesirable consequence, but without consistent prior warning; secondary conditioning, where a natural primary reinforcer such as food is closely associated with an arbitrary secondary reinforcer such as vocal praise; and variable or partial conditioning, where once the correct response has been learnt, reinforcement is presented according to an intermittent schedule to increase resistance to extinction outside of training. |
| Address |
Department of Zoology, University of Oxford, UK |
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English |
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| Notes |
PMID:10485003 |
Approved |
no |
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refbase @ user @ |
Serial |
846 |
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| Author |
Boysen, S.T.; Berntson, G.G. |
| Title |
Responses to quantity: perceptual versus cognitive mechanisms in chimpanzees (Pan troglodytes) |
Type |
Journal Article |
| Year |
1995 |
Publication |
Journal of Experimental Psychology. Animal Behavior Processes |
Abbreviated Journal |
J Exp Psychol Anim Behav Process |
| Volume |
21 |
Issue |
1 |
Pages |
82-86 |
| Keywords |
Animals; Behavior, Animal; Choice Behavior; Cognition/*physiology; Female; *Pan troglodytes; Perception/*physiology; Reinforcement (Psychology); Task Performance and Analysis |
| Abstract |
Two chimpanzees were trained to select among 2 different amounts of candy (1-6 items). The task was designed so that selection of either array by the active (selector) chimpanzee resulted in that array being given to the passive (observer) animal, with the remaining (nonselected) array going to the selector. Neither animal was able to select consistently the smaller array, which would reap the larger reward. Rather, both animals preferentially selected the larger array, thereby receiving the smaller number of reinforcers. When Arabic numerals were substituted for the food arrays, however, the selector animal evidenced more optimal performance, immediately selecting the smaller numeral and thus receiving the larger reward. These findings suggest that a basic predisposition to respond to the perceptual-motivational features of incentive stimuli can interfere with task performance and that this interference can be overridden when abstract symbols serve as choice stimuli. |
| Address |
Comparative Cognition Project, Ohio State University, Columbus 43210-1222 |
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English |
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0097-7403 |
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| Notes |
PMID:7844508 |
Approved |
no |
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Equine Behaviour @ team @ |
Serial |
2783 |
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