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| Author | Waite, T.A. | ||||
| Title | Interruptions improve choice performance in gray jays: prolonged information processing versus minimization of costly errors | Type | Journal Article | ||
| Year | 2002 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
| Volume | 5 | Issue | 4 | Pages | 209-214 |
| Keywords | Animals; *Behavior, Animal; *Choice Behavior; Female; Learning; Male; Models, Biological; Motivation; Reinforcement Schedule; Songbirds/*physiology; Time Factors | ||||
| Abstract | Under the assumption that selection favors minimization of costly errors, erroneous choice may be common when its fitness cost is low. According to an adaptive-choice model, this cost depends on the rate at which an animal encounters the choice: the higher this rate, the smaller the cost of choosing a less valuable option. Errors should thus be more common when interruptions to foraging are shorter. A previous experiment supported this prediction: gray jays, Perisoreus canadensis, were more error prone when subjected to shorter delays to access to food rewards. This pattern, though, is also predicted by an attentional-constraints model. Because the subjects were able to inspect the rewards during delays, their improved performance when subjected to longer delays could have been a byproduct of the experimentally prolonged opportunity for information processing. To evaluate this possibility, a follow-up experiment manipulated both delay to access and whether rewards could be inspected during delays. Depriving jays of the opportunity to inspect rewards (using opaque lids) induced only a small, nonsignificant increase in error rate. This effect was independent of length of delay and so the jays' improved performance when subjected to longer delays was not simply a byproduct of prolonged information processing. More definitively, even when the jays were prevented from inspecting rewards during delays, their performance improved when subjected to longer delays. The findings are thus consistent with the adaptive-choice model. | ||||
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Department of Evolution, Ecology, and Organismal Biology, Ohio State University, 1735 Neil Avenue, Columbus, OH 43210-1293, USA. waite.1@osu.edu | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 1435-9448 | ISBN | Medium | ||
| Area | Expedition | Conference | |||
| Notes | PMID:12461598 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2592 | ||
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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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| Language | English | Summary Language | Original Title | ||
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| ISSN | 1543-4494 | ISBN | Medium | ||
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| Notes | PMID:15161142 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 75 | ||
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| Author | West, R.E.; Young, R.J. | ||||
| Title | Do domestic dogs show any evidence of being able to count? | Type | Journal Article | ||
| Year | 2002 | Publication | Animal Cognition | Abbreviated Journal | Anim. Cogn. |
| Volume | 5 | Issue | 3 | Pages | 183-186 |
| Keywords | Animal Feed; Animals; Behavior, Animal; *Cognition; *Dogs; Female; Male; *Mathematics; Reinforcement (Psychology); Visual Perception | ||||
| Abstract | Numerical competence has been demonstrated in a wide range of animal species. The level of numerical abilities shown ranges from simple relative numerousness judgements to true counting. In this study we used the preferential looking technique to test whether 11 pet dogs could count. The dogs were presented with three simple calculations: “1+1=2”; “1+1=1”; and “1+1=3”. These calculations were performed by presenting the dogs with treats that were placed behind a screen that allowed manipulation of the outcome of the calculation. When the dogs expected the outcome they spent the same amount of time looking at the result of the calculation as they did on the initial presentation. However, when the result was unexpected dogs spent significantly longer looking at the outcome of the calculation. The results suggest that the dogs were anticipating the outcome of the calculations they observed, thus suggesting that dogs may have a rudimentary ability to count. | ||||
| Address |
De Montfort University-Lincoln, Caythorpe, Grantham, Lincolnshire, NG32 3EP, UK | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 1435-9448 | ISBN | Medium | ||
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| Notes | PMID:12357291 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2594 | ||
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| Author | Mills, D.S. | ||||
| Title | Applying learning theory to the management of the horse: the difference between getting it right and getting it wrong | Type | Journal Article | ||
| Year | 1998 | Publication | Equine veterinary journal. Supplement | Abbreviated Journal | Equine Vet J Suppl |
| Volume | Issue | 27 | Pages | 44-48 | |
| Keywords | Animals; *Behavior, Animal; Horses/*psychology; *Learning; Reinforcement (Psychology) | ||||
| Abstract | Horses constantly modify their behaviour as a result of experience. This involves the creation of an association between events or stimuli. The influence of people on the modification and generation of certain behaviour patterns extends beyond the intentional training of the horse. The impact of any action depends on how it is perceived by the horse, rather than the motive of the handler. Negative and positive reinforcement increase the probability of specific behaviours recurring i.e. strengthen the association between events, whereas punishment reduces the probable recurrence of a behaviour without providing specific information about the desired alternative. In this paper the term 'punishers' is used to refer to the physical aids, such as a whip or crop, which may be used to bring about the process of punishment. However, if their application ceases when a specific behaviour occurs they may negatively reinforce that action. Intended 'punishers' may also be rewarding (e.g. for attention seeking behaviour). Therefore, contingency factors (which define the relationship between stimuli, such as the level of reinforcement), contiguity factors (which describe the proximity of events in space or time) and choice of reinforcing stimuli are critical in determining the rate of learning. The many problems associated with the application of punishment in practice lead to confusion by both horse and handler and, possibly, abuse of the former. Most behaviour problems relate to handling and management of the horse and can be avoided or treated with a proper analysis of the factors influencing the behaviour. | ||||
| Address |
De Montfort University Lincoln, School of Agriculture and Horticulture, Caythorpe, Lincs., UK | ||||
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| Notes | PMID:10485004 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 845 | ||
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| Author | Christensen, J.W.; Rundgren, M.; Olsson, K. | ||||
| Title | Training methods for horses: habituation to a frightening stimulus | Type | Journal Article | ||
| Year | 2006 | Publication | Equine veterinary journal | Abbreviated Journal | Equine Vet J |
| Volume | 38 | Issue | 5 | Pages | 439-443 |
| Keywords | Animals; Behavior, Animal/*physiology; *Conditioning (Psychology); *Fear; Heart Rate/*physiology; Horses/physiology/*psychology; Learning; Male; Random Allocation; *Reinforcement (Psychology); Safety; Time Factors | ||||
| Abstract | REASONS FOR PERFORMING STUDY: Responses of horses in frightening situations are important for both equine and human safety. Considerable scientific interest has been shown in development of reactivity tests, but little effort has been dedicated to the development of appropriate training methods for reducing fearfulness. OBJECTIVES: To investigate which of 3 different training methods (habituation, desensitisation and counter-conditioning) was most effective in teaching horses to react calmly in a potentially frightening situation. HYPOTHESES: 1) Horses are able to generalise about the test stimulus such that, once familiar with the test stimulus in one situation, it appears less frightening and elicits a reduced response even when the stimulus intensity is increased or the stimulus is presented differently; and 2) alternative methods such as desensitisation and counter-conditioning would be more efficient than a classic habituation approach. METHODS: Twenty-seven naive 2-year-old Danish Warmblood stallions were trained according to 3 different methods, based on classical learning theory: 1) horses (n = 9) were exposed to the full stimulus (a moving, white nylon bag, 1.2 x 0.75 m) in 5 daily training sessions until they met a predefined habituation criterion (habituation); 2) horses (n = 9) were introduced gradually to the stimulus and habituated to each step before the full stimulus was applied (desensitisation); 3) horses (n = 9) were trained to associate the stimulus with a positive reward before being exposed to the full stimulus (counter-conditioning). Each horse received 5 training sessions of 3 min per day. Heart rate and behavioural responses were recorded. RESULTS: Horses trained with the desensitisation method showed fewer flight responses in total and needed fewer training sessions to learn to react calmly to test stimuli. Variations in heart rate persisted even when behavioural responses had ceased. In addition, all horses on the desensitisation method eventually habituated to the test stimulus whereas some horses on the other methods did not. CONCLUSIONS AND POTENTIAL RELEVANCE: Desensitisation appeared to be the most effective training method for horses in frightening situations. Further research is needed in order to investigate the role of positive reinforcement, such as offering food, in the training of horses. | ||||
| Address |
Danish Institute of Agricultural Sciences, Department of Animal Health, Welfare and Nutrition, Tjele, Denmark | ||||
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| Language | English | Summary Language | Original Title | ||
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| ISSN | 0425-1644 | ISBN | Medium | ||
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| Notes | PMID:16986605 | Approved | no | ||
| Call Number | Serial | 1783 | |||
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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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| ISSN | 0097-7403 | ISBN | Medium | ||
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| Notes | PMID:7844508 | Approved | no | ||
| Call Number | Equine Behaviour @ team @ | Serial | 2783 | ||
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| Author | Farmer-Dougan, V.; Dougan, J. | ||||
| Title | The Man Who Listens To Behavior: Folk Wisdom And Behavior Analysis From A Real Horse Whisperer | Type | Journal Article | ||
| Year | 1999 | Publication | JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR | Abbreviated Journal | J Exp Anal Behav |
| Volume | 72 | Issue | 1 | Pages | 139-149 |
| Keywords | positive reinforcement, aversive control, learned helplessness, language, biological constraints, | ||||
| Abstract | The popular novel and movie The Horse Whisperer are based on the work of several real-life horse whisperers, the most famous of whom is Monty Roberts. Over the last 50 years, Roberts has developed a technique for training horses that is both more effective and less aversive than traditional training techniques. An analysis of Roberts` methods (as described in his book, The Man Who Listens to Horses) indicates a deep understanding of behavioral principles including positive reinforcement, timeout, species-specific defense reactions, learned helplessness, and the behavioral analysis of language. Roberts developed his theory and techniques on the basis of personal experience and folk wisdom, and not as the result of formal training in behavior analysis. Behavior analysts can clearly learn from such insightful yet behaviorally incorrect practitioners, just as such practitioners can benefit from the objective science of behavior analysts. |
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| ISSN | 0022-5002 | ISBN | Medium | ||
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| Notes | PMID:16812908 | Approved | no | ||
| Call Number | refbase @ user @ | Serial | 1829 | ||
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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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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 2888 | ||
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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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| Call Number | Equine Behaviour @ team @ | Serial | 3583 | ||
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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 | 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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| Notes | Approved | no | |||
| Call Number | Equine Behaviour @ team @ | Serial | 3586 | ||
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