Abstract: The degree of lateralization (LI) indicates both the direction and strength of a paw preference. Here, a positive value is indicative of a right paw bias, and a negative value of a left paw bias. Higher numbers on the positive side of the scale and lower numbers on the negative side of the scale indicate a greater strength of that lateralization. The strength of motor lateralization (|LI|) is the absolute value of the LI. The use of absolute value removes directionality (i.e., does not indicate left or right paw bias) and instead indicates only the strength of the paw preference. Both LI and |LI| have been associated with behavioral differences in a range of species. The assessment of motor lateralization in the dog can be conducted by observing the paw used to perform motor tasks. Elevated cortisol concentrations have been associated with fearfulness in many species. Additionally, fearfulness and boldness can be assessed in response to so-called temperament tests. Consequently, in this study we examine the relationship between lateralization, temperament test results, and cortisol concentrations in 43 potential guide dogs, of which 38 were Labrador retrievers and 5 were golden retrievers. Over a 14-month period, the current study assessed motor lateralization and salivary cortisol concentrations 3 times (approximately 6 months of age, 14 months of age, and after the dogs' performance in the guide dog program had been determined) and behavior twice (approximately 6 and 14 months of age). This study is the first to examine the relationship between behavior, lateralization, and cortisol concentrations in dogs. It implemented an objective and quantifiable assessment of behavior that may be of use to a variety of dog-focused stakeholders. Findings show that during the Juvenile testing period (6 months of age), dogs with higher cortisol concentrations were typically less able to rest when exposed to the unfamiliar testing room. Results from both Juvenile and Adult Test (14 months of age) periods showed that a greater |LI| and LI were associated with more confident and relaxed behavior when dogs were exposed to novel stimuli and unfamiliar environments. Significant elevations of cortisol concentrations were found at the completion of guide dog training when compared with results from the 2 prior test periods. This finding may reflect maturation or the effect of the prolonged kenneling which occurred during this period.

Abstract: The lengthy association of humans with horses has established traditional equestrian techniques that have served military and transport needs well. Although effective, these techniques have by-passed the research findings of modern psychologists, who developed the fundamentals of learning theory. That said, the pools of equestrian debate are far from stagnant. The latest wave of horse whisperers has offered some refinements and some novel interpretations of the motivation of horses undergoing training. Additionally, the Federation Equestre Internationale (FEI) has introduced the concept of the 'happy equine athlete' and, in the light of the hyperflexion (Rollkur) debate, recently examined the possible effects of some novel dressage modalities on equine 'happiness'. However, many still question the welfare of the ridden horse since it is largely trained using negative reinforcement, has to respond to pressure-based signals and is seldom asked to work for positive rewards. Science holds tremendous promise for removing emotiveness from the horse-riding welfare debate by establishing how much rein tension is too much; how much contact is neutral; how contact can be measured; how discomfort can be measured; how pain can be measured; and how learned helplessness manifests in horses. These are some of the topics addressed by equitation science, an emerging discipline that combines learning theory, physics and ethology to examine the salience and efficacy of horse-training techniques.

Abstract: By definition, ethology is primarily the scientific study of animal behavior, especially as it occurs in a natural environment; applied ethology being the study of animal behavior in the human domain. The terms equine ethology and ethological training are becoming commonplace in the equestrian domain, yet they seem to be used with a conspicuous lack of clarity and with no mention of learning theory. Most of what we do to train horses runs counter to their innate preferences. This article summarizes the ethological challenges encountered by working horses and considers the merits and limitations of ethological solutions. It also questions the use of terms such as “alpha” and “leader” and examines aspects of learning theory, equine cognition, and ethology as applied to horse training and clinical behavior modification. We propose 7 training principles that optimally account for the horse's ethological and learning abilities and maintain maximal responsivity in the trained horse. These principles can be summarized as: (1) use learning theory appropriately; (2) train easy-to-discriminate signals; (3) train and subsequently elicit responses singularly; (4) train only one response per signal; (5) train all responses to be initiated and subsequently completed within a consistent structure; (6) train persistence of current operantly conditioned responses; and (7) avoid and disassociate flight responses. Adherence to these principles and incorporating them into all horse training methodologies should accelerate training success, reduce behavioral wastage of horses, and improve safety for both humans and horses.

Abstract: Recently, training horses within round-pens has increased in popularity. Practitioners often maintain that the responses they elicit from horses are similar to signals used with senior conspecifics. To audit the responses of horses to conspecifics, 6 mare-young-horse dyads, this study introduced them to each other in a round-pen and videoed them for 8 min. These dyads spent significantly more time farther than 10 m apart than they did less than 1 m apart (p < .001). The time they spent less than 1 m apart decreased over the 8-min test period (p = .018). Mares occupied the center of the round-pen and chased youngsters for 0.73% of the test period (p < .001). Mares made all agonistic approaches (p < .001), and youngsters (p = .018) made all investigative approaches. Head lowering and licking-and-chewing were exhibited most when the youngsters were facing away from the mares (p < .001). The frequency of head lowering increased during the test period (p = .027), whereas the frequency of licking-and-chewing did not change. The results bring into question the popular interpretation and ethological relevance of equine responses commonly described in round-pen training and show that mares did not condition young horses to remain in close proximity to them.

Abstract: Data were gathered on the behavioural and physiological characteristics of five cribbers, six weavers and six non-stereotypic (control) mature Thoroughbred geldings for a period of 16 weeks. The horses were hired from their owners and stabled individually throughout the trial. Cribbers and weavers had been known to stereotype for at least 12 months prior to commencement of the study. Behavioural data were collected using video surveillance. Cribbers stereotyped most frequently (P < 0.001) in the period 2-8 h following delivery of concentrated food, reinforcing the suggestion that diet is implicated in cribbing behaviour. Weavers stereotyped most frequently (P < 0.001) during periods of high environmental activity such as during routine pre-feeding activities and in the hour prior to daily turnout, presumably when anticipation and stimulation were at their highest levels. Cribbers and weavers took longer than control horses to fully consume their ration, suggesting possible differences in motivation to feed, distress levels, satiety mechanisms or abdominal discomfort. Physiological data were collected throughout the trial and there were no differences in oro-caecal transit time, digestibility, plasma cortisol concentration or heart rate among the three behavioural groups.