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| Author |
Terrace, H.S. |
| Title |
Animal Cognition: Thinking without Language |
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Journal Article |
| Year |
1985 |
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Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences (1934-1990) |
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308 |
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1135 |
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113-128 |
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Recent attempts to teach apes rudimentary grammatical skills have produced negative results. The basic obstacle appears to be at the level of the individual symbol which, for apes, functions only as a demand. Evidence is lacking that apes can use symbols as names, that is, as a means of simply transmitting information. Even though non-human animals lack linguistic competence, much evidence has recently accumulated that a variety of animals can represent particular features of their environment. What then is the non-verbal nature of animal representations? This question will be discussed with reference to the following findings of studies of serial learning by pigeons. While learning to produce a particular sequence of four elements (colours), pigeons also acquire knowledge about the relation between non-adjacent elements and about the ordinal position of a particular element. Learning to produce a particular sequence also facilitates the discrimination of that sequence from other sequences. |
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refbase @ user @ |
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3522 |
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Call, J. |
| Title |
Beyond learning fixed rules and social cues: abstraction in the social arena |
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Journal Article |
| Year |
2003 |
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Philosophical Transactions of the Royal Society B: Biological Sciences |
Abbreviated Journal |
Phil. Trans. Biol. Sci. |
| Volume |
358 |
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1435 |
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1189-1196 |
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Abstraction is a central idea in many areas of physical comparative cognition such as categorization, numerical competence or problem solving. This idea, however, has rarely been applied to comparative social cognition. In this paper, I propose that the notion of abstraction can be applied to the social arena and become an important tool to investigate the social cognition and behaviour processes in animals. To make this point, I present recent evidence showing that chimpanzees know about what others can see and about what others intend. These data do not fit either low-level mechanisms based on stimulus-response associations or high-level explanations based on metarepresentational mechanisms such as false belief attribution. Instead, I argue that social abstraction, in particular the development of concepts such as seeing in others, is key to explaining the behaviour of our closest relative in a variety of situations. |
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3524 |
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| Author |
Flannery, B. |
| Title |
Relational discrimination learning in horses |
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Journal Article |
| Year |
1997 |
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Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
54 |
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4 |
Pages |
267-280 |
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Horses; Shaping; Complex discrimination; Concept formation; Generalization ability; Training |
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This series of studies investigated horses' ability to learn the concept of sameness under several different conditions. Before experimentation began, three horses were shaped to touch individually presented stimuli with their muzzles, and then to make two responses to two matching cards from an array of three. A modified version of the identity matching-to-sample (IMTS) procedure was used to present stimuli in a variety of configural arrangements on a barn wall (Experiment 1 and Experiment 2), and on a flat panel mounted to a barn door (Experiment 3). The task in each experiment was to select the two stimulus cards that were the same (either circles or Xs) and to avoid the nonmatching stimulus card (either a star or a square). In Experiment 1, the mean accuracy rate for selecting the matching alternatives was 74%. The horses' accuracy levels reached a mean level of 83% during Experiment 2, in which they received additional trials and an intermittent secondary reinforcement schedule. In Experiment 3, when the stimuli were moved further apart from each other within arrangements and were presented on a novel background, the mean accuracy rate was 73%. These data demonstrate that horses can learn complex discrimination problems involving the concept of sameness, and that they are able to generalize this learning to a novel stimulus presentation situation. These results also suggest that a relational discrimination test may be useful for assessing horses' learning ability and the level of training appropriate for individual horses. |
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Equine Behaviour @ team @ |
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3557 |
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Rubin, L.; Oppegard, C.; Hindz, H.F. |
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The effect of varying the temporal distribution of conditioning trials on equine learning behavior |
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Journal Article |
| Year |
1980 |
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Journal of Animal Science |
Abbreviated Journal |
J. Anim Sci. |
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50 |
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6 |
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1184-1187 |
| Keywords |
Animals; Conditioning (Psychology); *Horses; *Learning |
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Two experiments were conducted to study the effect of varying the temporal distrbution of conditioning sessions on equine learning behavior. In the first experiment, 15 ponies were trained to clear a small hurdle in response to a buzzer in order to avoid a mild electric shock. Three treatments were used. One group received 10 learning trials daily, seven times a week; one group was trained in the same fashion two times a week and one group was trained once a week. The animals conditioned only once a week achieved a high level of performance in significantly fewer sessions than the ones conditioned seven times a week, although elapsed time from start of training to completion was two to three times greater for the former group. The twice-a-week group learned at an intermediate rate. In the second experiment, the ponies were rearranged into three new groups. They were taught to move backward a specific distance in response to a visual cue in order to avoid an electric shock. Again, one group was trained seven times a week, one group was trained two times and one group was trained once a week. As in the first experiment, the animals trained once a week achieved the learning criteria in significantly fewer sessions than those trained seven times a week, but, as in trial 1, elapsed time from start to finish was greater for them. The two times-a-week group learned at a rate in-between the rates of the other two groups. |
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0021-8812 |
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PMID:7400060 |
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Equine Behaviour @ team @ |
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3558 |
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Murphy, J.; Waldmann, T.; Arkins, S. |
| Title |
Sex differences in equine learning skills and visuo-spatial ability |
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Journal Article |
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2004 |
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Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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87 |
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1-2 |
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119-130 |
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Horses; Sex differences; Visuo-spatial ability; Learning |
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There is evidence of superior visuo-spatial ability in males compared to females in most species investigated to-date. However, no known studies have addressed this issue in the equine. Equine visuo-spatial ability was investigated using a novel test apparatus with a sample of 62 horses (males=34 and females=28) during a series of six tests, where the horses were required to access a food source. The test apparatus consisted of a series of four adjacent stalls, each of which had a feed bin and a moveable barrier. The test apparatus was designed such that the breastplate barriers controlled and limited access by the horses to feed bins in all but one stall during each test. Male horses performed such that there were significant differences (P<0.05) in the ability of the subjects to complete all six tests in a mean time of 30 s or less per test. There were significant differences in mean completion times for male subjects between test 1 and test 2 (P<0.05), test 1 and test 3 (P<0.001), test 1 and test 4 (P<0.05) and test 1 and test 5 (P<0.05). There were no significant differences in mean completion times between any of the six tests for female subjects. Males had a lower mean total number of errors during all tests. Male horses also successfully completed significantly more tests than females (P<0.05). These results provide the first behavioural demonstration of superior visuo-spatial ability in male horses, similar to that reported in other species. |
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Equine Behaviour @ team @ |
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3560 |
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Steelman, S.M.; Michael-Eller, E.M.; Gibbs, P.G.; Potter, G.D. |
| Title |
Meal size and feeding frequency influence serum leptin concentration in yearling horses |
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Journal Article |
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2006 |
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Journal of Animal Science |
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J. Anim Sci. |
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84 |
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9 |
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2391-2398 |
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Energy is an essential nutrient for all horses, and it is especially important in performance horses, pregnant and lactating mares, and young growing horses. A negative energy balance in horses such as these may result in unsatisfactory performance, decreased fertility, or slow growth. Therefore, ensuring adequate energy intake is an important aspect of the nutritional management of the equine. This study was undertaken to investigate the effects of feeding large, carbohydrate-rich, concentrate meals on the satiety-inducing hormone, leptin. Three groups of yearling horses were rotated through 3 feeding schedules in a replicated 3x3 Latin square design. Horses were fed 2, 3, or 4 times per day (2x, 3x, and 4xfeeding schedules, respectively), each for a period of 11 d, with the total amount of daily feed held constant. Horses were weighed and BCS was determined on the first day of each period. Blood samples were collected before the morning meal on d 1, 4, and 7 of each period. Additionally, blood was sampled for the last 24 h of the 2xand 4xdietary periods. Neither weight nor BCS changed during the study (P = 0.99 and P = 0.28, respectively). Both mean and peak plasma glucose were greatest in 2xhorses (P < 0.05), as were mean areas under the curve. Serum leptin concentration increased in 2xhorses (P < 0.05), but not in horses fed 3 or 4 times daily. Leptin was elevated in horses with greater BCS (P < 0.05) and increased steadily throughout the study (P < 0.05). Data from the 24-h collection indicated that 2xhorses had fluctuations in leptin production throughout the day (P < 0.05), whereas horses fed 4 times daily did not. Overall, this study indicates that feeding horses 2 large concentrate meals daily can increase mean serum leptin concentrations and may cause fluctuations in leptin production over a 24-h period. This departure from baseline leptin concentration has the potential to affect appetite, along with numerous other physiological processes. |
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10.2527/jas.2005-281 |
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Equine Behaviour @ team @ |
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3561 |
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Hanggi, E.B. |
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Interocular transfer of learning In horses (Equus caballus) |
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1999 |
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Journal of Equine Veterinary Science |
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J Equine Vet Sci |
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19 |
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8 |
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518-524 |
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Equine Behaviour @ team @ |
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3564 |
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Hanggi, E.B. |
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Can Horses Recognize Pictures? |
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2001 |
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Proceedings of the Third International Conference of Cognitive Science |
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52-56 |
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Beijing, China. |
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Equine Behaviour @ team @ |
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3566 |
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Sappington, B.F.; Goldman, L. |
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Discrimination learning and concept formation in the Arabian horse |
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1994 |
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Journal of Animal Science |
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J. Anim Sci. |
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72 |
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12 |
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3080-3087 |
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Discrimination learning and concept formation abilities were investigated in four mature Arabian horses. A series of two-choice discrimination problems were presented on stimulus panels that could open to allow access to food bowls. Selection of the correct stimulus resulted in food reinforcement, and an incorrect choice was not rewarded. The positions of the correct and incorrect stimuli were varied randomly during each test session, and the criterion for learning each problem was 85% correct for two consecutive sessions of 30 or 40 trials. Testing progressed through six discrimination problems. The first four were simple pattern discriminations, but the last two incorporated several different triangles as correct stimuli and thus involved the concept of triangularity. Two of the subjects successfully completed only simple pattern discriminations, one showed evidence of learning in the first concept problem, and one completed all six tests, including the two concept formation problems. The results demonstrate complex pattern discrimination ability in horses, and suggest that they may also have the ability to form and use concepts in problem solving. |
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Equine Behaviour @ team @ |
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3569 |
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McCall, C.A. |
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The effect of body condition of horses on discrimination learning abilities |
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1989 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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22 |
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3-4 |
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327-334 |
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Discriminative learning abilities were studied in 12 mature, malnourished horses. All horses initially received a condition score (CS) between 2 and 4 on a scale of 1 (poor) to 9 (extremely fat). Then horses were assigned to one of 3 treatments based on their eventual, rehabilitated CS during discrimination testing: thin, CS 1-3; moderate, CS 4-6; and fat, CS 7-9. The discrimination learning task was performed for 14 days with a maximum of 20 trials per day. Daily criterion was set at eight consecutively correct trails. Total trials to first criteria and total errors during testing were recorded. Analysis of variance showed that treatments did not differ (P>0.05) in total trials to first criterion, however horses on the fat treatment did have higher total error scores (P<0.05) than horses on the thin or moderate treatments. This difference was probably owing to lack of motivation in the fat treatment horses, rather than to true learning ability differences. The sex of the horse did not significantly affect either learning score. |
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Equine Behaviour @ team @ |
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3570 |
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