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WOLSKI TR et al,. (1980). Teh role of the senses in mare – foal recognition. Appl Anim Ethol, 6, 121–138.
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Bunnell, B., & Perkins, M. (1980). Performance correlates of social behavior and organization: Social rank and complex problem solving in crab-eating macaques (M. fascicularis). Primates, 21(4), 515–523.
Abstract: Abstract Seventeen male crab-eating macaques, drawn from two captive troops, were tested on a series of complex problem solving tasks in a Wisconsin General Test Apparatus (wgta). The animals were trained on a series of 6-trial object quality learning set problems followed by a series of 10-trial object quality learning set problems. They were then given problems in which the correct stimulus object was reversed part way through the problem. After the animals reached criterion on this task, the reversal learning set was then extinguished. High ranking animals made more intraproblem errors than low ranking animals on the 6-trial problems, but there was no relationship between social status and the rapidity with which the object quality learning set was established. Animals that received overtraining on the 6-trial problems transferred their learning virtually intact to the 10-trial problems; however, high ranking animals without overtraining made more errors than low ranking animals. On reversal learning and reversal extinction, high ranking animals made more errors on critical trials, indicating that they formed and extinguished the reversal set more slowly than low ranking animals. Object quality sets, as measured by trial-2 performance, were not affected by the reversal conditions.
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Bunnell, B., Gore, W., & Perkins, M. (1980). Performance correlates of social behavior and organization: Social rank and reversal learning in crab-eating macaques (M. fascicularis). Primates, 21(3), 376–388.
Abstract: Abstract Seventeen male crab-eating macaques drawn from two captive troops, were tested on a brightness discrimination, reversal learning task. Fourteen of these animals completed ten reversals. It was found that the performance of the three highest ranking animals from each troop, taken together, was poorer than that of the lower ranking animals that were tested. The high ranking animals made more errors before reaching criterion on both initial learning and the reversal problems. Analysis of error patterns revealed that, while the high ranking animals had no more difficulty than the others in withholding their responses to the previously correct stimulus following reversals, they did not adopt the correct strategy as soon as the low ranking animals. The results have been interpreted in terms of a carry-over of a hypothetical factor or factors resulting from pressures created by the ongoing social dynamics involved in establishing and maintaining a given social rank at the time laboratory testing occurred.
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Haag, E. L., Rudman, R., & Houpt, K. A. (1980). Avoidance, maze learning and social dominance in ponies. J. Anim. Sci., 50, 329–335.
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Asa, C. S., Goldfoot, D. A., Garcia, M. C., & Ginther, O. J. (1980). Dexamethasone suppression of sexual behavior in the ovariectomized mare. Horm Behav, 14(1), 55–64.
Abstract: The influence of steroids of adrenal cortical origin on estrous behavior in the ovariectomized mare was evaluated by adrenal suppression via dexamethasone (DEX) administration in two experiments. In Experiment I, 12 mares (six DEX, six control) were tested for sexual behavior in harem groups (two DEX and two control mares plus one stallion per group) for 9 consecutive days. In Experiment II, estradiol (E2) was given to a group of DEX-treated mares as an additional control. Twelve mares (four DEX, four DEX + E2, and four control) were tested in harem groups (one DEX, one DEX + E2, and one control mare plus one stallion per group) for 10 days. All DEX mares showed a clear suppression of sexual response compared to control or DEX + E2 mares, indicating that the estrous behavior seen in ovariectomized mares may be due to steroids from the adrenal cortex. The control and DEX + E2 mares were similar in all measures of proceptivity. Despite being more receptive, as indicated by fewer negative responses, the DEX + E2 mares received fewer intromissions and ejaculations than did the control animals. The ability of estradiol to induce estrous behavior in the dexamethasone-suppressed mare notwithstanding, other adrenal steroids, e.g., androgens, may be involved in estrous behavior in the untreated, ovariectomized mare.
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Keiper, R. R., Moss, M., & Zervanos, S. (1980). Daily and seasonal patterns of feral ponies on Assateague Island. In 2nd Conference on Scientific Research in the National Parks.
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Keiper, R. R., & Keenan, M. A. (1980). Nocturnal activity patterns of feral horses. J. Mammal, 61, 116–118.
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Tumova, B. (1980). Equine influenza--a segment in influenza virus ecology. Comp Immunol Microbiol Infect Dis, 3(1-2), 45–59.
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Milouchine, V. N. (1980). The role of WHO in international studies on the ecology of influenza in animals. Comp Immunol Microbiol Infect Dis, 3(1-2), 25–31.
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Rubin, L., Oppegard, C., & Hindz, H. F. (1980). The effect of varying the temporal distribution of conditioning trials on equine learning behavior. J. Anim Sci., 50(6), 1184–1187.
Abstract: 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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