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Author Adler, L.L.; Adler, H.E. url  doi
openurl 
  Title Ontogeny of observational learning in the dog (Canis familiaris) Type Journal Article
  Year 1977 Publication Developmental Psychobiology Abbreviated Journal Dev Psychobiol  
  Volume 10 Issue 3 Pages 267-271  
  Keywords Animals; Dogs/*physiology; Female; Learning/*physiology; Male; Vision, Ocular/physiology  
  Abstract A split-litter technique was used to test observational learning in 4 litters of Miniature Dachshund puppies, 21, 28, 38, and 60 days old at the beginning of the experiment. In one side of a duplicate cage, one puppy of a litter, the demonstrator, learned to pull in a food cart on a runner by means of a ribbon, while another puppy, the observer, watched from an adjacent compartment, separated by a wire screen. Observational learning was demonstrated by the saving in time for the 1st trial when the observer was given the same problem to solve. Maturation, particularly the development of visual function and motor coordination, set a lower age limit for the emergence of observational learning.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language English Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0012-1630 ISBN Medium  
  Area Expedition Conference (down)  
  Notes PMID:863122 Approved no  
  Call Number Equine Behaviour @ team @ Serial 5186  
Permanent link to this record
 

 
Author Slabbert, J.M.; Rasa, O.A.E. url  doi
openurl 
  Title Observational learning of an acquired maternal behaviour pattern by working dog pups: an alternative training method? Type Journal Article
  Year 1997 Publication Applied Animal Behaviour Science Abbreviated Journal Appl. Anim. Behav. Sci.  
  Volume 53 Issue 4 Pages 309-316  
  Keywords Dog; Learning; Parental behaviour; Narcotics  
  Abstract German shepherd pups from untrained bitches and bitches trained in the location of narcotics were either separated from their mothers at 6 weeks (standard raised) or at 3 months of age (extended maternal care). Pups with extended maternal care which were allowed to observe their trained mothers locating and retrieving a sachet of odour-producing narcotic between the ages of 6 and 12 weeks performed the same task significantly better than non-exposed pups when tested at the age of 6 months, without further reinforcement during the interim period. This difference in performance was independent of the duration of maternal care or maternal origin of the pups and was attributed to differences in early experience acquired through observational learning.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0168-1591 ISBN Medium  
  Area Expedition Conference (down)  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5225  
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Author Schwab, C.; Bugnyar, T.; Schloegl, C.; Kotrschal, K. url  doi
openurl 
  Title Enhanced social learning between siblings in common ravens, Corvus corax Type Journal Article
  Year 2008 Publication Animal Behaviour. Abbreviated Journal Anim. Behav.  
  Volume 75 Issue 2 Pages 501-508  
  Keywords affiliation; cognition; common raven; Corvus corax; siblings; social learning; social relations  
  Abstract It has been suggested that social dynamics affect social learning but empirical support for this idea is scarce. Here we show that affiliate relationships among kin indeed enhance the performance of common ravens, Corvus corax, in a social learning task. Via daily behavioural protocols we first monitored social dynamics in our group of captive young ravens. Siblings spent significantly more time in close proximity to each other than did nonsiblings. We subsequently tested birds on a stimulus enhancement task in model-observer dyads composed of both siblings and nonsiblings. During demonstration the observer could watch the model manipulating one particular object (target object) in an adjacent room. After removing the model, the observer was confronted with five different objects including the former target object. Observers from sibling dyads handled the target object for significantly longer periods of time as compared with the other four available objects, whereas observers from nonsibling dyads did not show a preference for the target object. Also, siblings matched the model's decision to cache or not to cache objects significantly more often than did nonsiblings. Hence, siblings were likely to attend to both, the behaviour of the model (caching or noncaching) and object-specific details. Our results support the hypothesis that affiliate relations between individuals affect the transmission of information and may lead to directed social learning even when spatial proximity has been experimentally controlled for.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0003-3472 ISBN Medium  
  Area Expedition Conference (down)  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5300  
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Author Hartmann, E. url  openurl
  Title Managing horses in groups to improve horse welfare and human safety Type Manuscript
  Year 2010 Publication Abbreviated Journal  
  Volume Issue Pages  
  Keywords equine, behaviour, welfare, housing, mixing, aggression, injury, separation, habituation, learning  
  Abstract Managing horses in groups to improve horse welfare and human safety

:

reactions to mixing and separation

Hartmann, Elke (2010) Managing horses in groups to improve horse welfare and human safety . Doctoral diss. Dept. of Animal Environment and Health, SLU. Acta Universitatis agriculturae Sueciae vol. 2010:87.

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Abstract

The aim of this thesis was to investigate whether specific anecdotal concerns related to keeping horses in groups are supported by science and, if so, provide scientifically based recommendations that could be implemented in practice.

The aim of studies I and II was to identify methods for mixing unfamiliar horses that could minimise aggressive interactions and associated risk of injury. Results of study I revealed that pre-exposure of young horses in neighbouring boxes tended to lower contact-aggression (e.g. kicks, strikes) and biting behaviour in particular was reduced when the same pair of horses subsequently met in a paddock. This was not found when older horses were mixed (study II). Aggressive behaviour received by a new horse was not significantly different in meetings when it met one other horse compared to meeting two unfamiliar horses at the same time.

Removing a horse from a group of four in study III was generally unproblematic. Most horses approached the handler when she was catching the horse and while standing with it in the middle of the paddock. Thus, potential risk may be higher in situations when the handler remains relatively stationary, as other horses of the group have time to approach. Rank did not influence the number of horses following to the paddock gate and interactions between horses were rare.

Since horses naïve to social separation may be more difficult to handle away from the group, the objective in study IV was to investigate whether the initial presence of a companion horse would modify responses to separation. Results revealed no significant differences in heart rates and the number of training sessions required when the horses were subsequently trained in the absence of the partner compared to horses trained alone from the start.

In summary, results give little support for the original areas of concerns about mixing and separating horses. Risk of injury to both horses and humans should not be overestimated when handling horses in groups, but being aware of potential risk situations and being able to react accordingly is likely to increase horse welfare and human safety.

Faculty: Faculty of Veterinary Medicine and Animal Science

Keywords:

equine, behaviour, welfare, housing, mixing, aggression, injury, separation, habituation, learning

Agrovoc terms:

horses, behaviour, bites, injurious factors, animal learning, animal welfare, sweden

ISBN: 978-91-576-7532-3

Series.: Acta Universitatis agriculturae Sueciae

ISSN: 1652-6880

Volume: 2010:87

Papers/manuscripts:

I. Hartmann, E., Winther Christensen, J., Keeling, L.J. (2009). Social interactions of unfamiliar horses during paired encounters: Effect of pre-exposure on aggression level and so risk of injury. Applied Animal Behaviour Science 121, 214-221.

II. Hartmann, E., Rundgren, M., Keeling, L.J. (in press). Comparison of 3 methods for mixing unfamiliar horses (Equus caballus). Journal of Equine Veterinary Behavior: Clinical Applications and Research.

III. Hartmann, E., Søndergaard, E., Keeling, L.J. Identifying potential risk situations for humans when removing horses from groups. Manuscript.

IV. Hartmann, E., Christensen, J.W., Keeling, L.J. (in press). Training young horses to social separation: Effect of a companion horse on training efficiency. Equine Veterinary Journal.

Number of pages: 75

Year of publication: 2010

Language: eng

ID Code: 2396

Deposited By: Hartmann, Elke

Deposited On: 08 November 2010
 
  Address Dept. of Animal Environment and Health, SLU. Acta Universitatis agriculturae Sueciae  
  Corporate Author Thesis Ph.D. thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN ISBN Medium  
  Area Expedition Conference (down)  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5307  
Permanent link to this record
 

 
Author Sankey, C.; Richard-Yris, M.-A.; Leroy, H.; Henry, S.; Hausberger, M. url  doi
openurl 
  Title Positive interactions lead to lasting positive memories in horses, Equus caballus Type Journal Article
  Year 2010 Publication Animal Behaviour Abbreviated Journal Anim. Behav.  
  Volume 79 Issue 4 Pages 869-875  
  Keywords Equus caballus; horse; human–animal relationship; learning; memory; positive interaction; social cognition  
  Abstract Social relationships are important in social species. These relationships, based on repeated interactions, define each partner's expectations during the following encounters. The creation of a relationship implies high social cognitive abilities which require that each partner is able to associate the positive or negative content of an interaction with a specific partner and to recall this association. In this study, we tested the effects of repeated interactions on the memory kept by 23 young horses about humans, after 6 and 8 months of separation. The association of a reward with a learning task in an interactional context induced positive reactions towards humans during training. It also increased contact and interest, not only just after training, but also several months later, despite no further interaction with humans. In addition, this ‘positive memory’ of humans extended to novel persons. Overall, positive reinforcement enhanced learning and memorization of the task itself. These findings suggest remarkable social cognitive abilities that can be transposed from intraspecific to interspecific social contexts.  
  Address  
  Corporate Author Thesis  
  Publisher Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 0003-3472 ISBN Medium  
  Area Expedition Conference (down)  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5418  
Permanent link to this record
 

 
Author Call, J.; Tomasello, M. doi  openurl
  Title Use of social information in the problem solving of orangutans (<em>Pongo pygmaeus</em>) and human children (<em>Homo sapiens</em>) Type Journal Article
  Year 1995 Publication Journal of Comparative Psychology Abbreviated Journal J. Comp. Psychol.  
  Volume 109 Issue 3 Pages 308-320  
  Keywords cross species imitative learning in problem solving, human 3–4 yr olds vs orangutans  
  Abstract Fourteen juvenile and adult orangutans and 24 3- and 4-yr-old children participated in 4 studies on imitative learning in a problem-solving situation. In all studies a simple to operate apparatus was used, but its internal mechanism was hidden from subjects to prevent individual learning. In the 1st study, orangutans observed a human demonstrator perform 1 of 4 actions on the apparatus and obtain a reward; they subsequently showed no signs of imitative learning. Similar results were obtained in a 2nd study in which orangutan demonstrators were used. Similar results were also obtained in a 3rd study in which a human encouraged imitation from an orangutan that had previously been taught to mimic arbitrary human actions. In a 4th study, human 3- and 4-yr-old children learned the task by means of imitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  
  Address  
  Corporate Author Thesis  
  Publisher US: American Psychological Association Place of Publication Editor  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 1939-2087 (Electronic); 0735-7036 (Print) ISBN Medium  
  Area Expedition Conference (down)  
  Notes Approved yes  
  Call Number Equine Behaviour @ team @ 1995-42883-001 Serial 5448  
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Author Christensen, J.W. pdf  openurl
  Title Object habituation in horses: Voluntary vs. negatively reinforced approach to frightening stimuli Type Conference Article
  Year 2012 Publication Proceedings of the 2. International Equine Science Meeting Abbreviated Journal Proc. 2. Int. Equine. Sci. Mtg  
  Volume in press Issue Pages  
  Keywords Habituation; learning; fearfulness; stress; reinforcement  
  Abstract The ability and ease of horses to habituate to frightening stimuli greatly increases safety in the horse-human relationship. Several different techniques have been suggested for habituation training of horses and under certain conditions, preventing animals from avoidance reactions during exposure to frightening stimuli is believed to facilitate habituation. Response prevention does, however, lead to a loss of control, which is a known stress inducer in both animals and humans. This experiment investigated whether horses show increased stress responses when negatively reinforced to approach a mildly frightening stimulus, compared to horses allowed to voluntarily explore the same stimulus. We further investigated whether the prevention of avoidance responses in horses that are negatively reinforced to approach the stimulus, facilitates habituation to the stimulus. Twenty-two 2-3 years old Danish warmblood geldings were included in the study. Half of the horses (NR group) were negatively reinforced (through halter and rope pressure) by a familiar human handler to approach a collection of frightening objects (six open and colourful umbrellas) placed in a semi-circle in a familiar test arena. The other half of the horses were released in the arena and were free to avoid or explore the objects (VOL group). On the next day, all horses were exposed to the objects again without a human to investigate the rate of habituation. Behavioural and heart rate responses were recorded on both days. Data were analysed in a two way repeated measures ANOVA and post hoc analysed via the Holm-Sidak method. In the VOL group, all horses initially chose to avoid the unknown objects, whereas the handler managed to get all horses in the NR group to approach and stand next to the objects within the first 2-min session. As expected, horses in the NR group had a significantly longer duration of alertness (sec, mean ± se: NR: 23 ± 4.1 vs. VOL: 16 ± 4.7, P=0.026) and a higher max HR in the first session (bpm, mean ± se: NR: 106 ± 5.2 vs. VOL: 88 ± 4.4, P=0.004). On the next day, however, the NR horses spent significantly less time investigating the objects (sec, mean ± se: NR: 13 ± 4.1 vs. VOL: 24 ± 6.0, P=0.005) and had a shorter latency to approach a feed container, placed next to the objects (sec, mean ± se: NR: 25 ± 3.9 vs. VOL: 47 ± 16.2, P=0.031), indicating increased habituation. In conclusion, negatively reinforced approach to mildly frightening objects appears to increase stress responses during the initial exposure, but also to facilitate habituation in young horses.  
  Address  
  Corporate Author Christensen, J.W. Thesis  
  Publisher Xenophon Publishing Place of Publication Wald Editor Krueger, K.  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 978-3-9808134-26 ISBN Medium  
  Area Expedition Conference (down)  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5499  
Permanent link to this record
 

 
Author De Giorgio, F.; Schoorl, J.M. pdf  openurl
  Title Why isolate during training? Social learning and social cognition applied as training approach for young horses (Equus caballus) Type Conference Article
  Year 2012 Publication Proceedings of the 2. International Equine Science Meeting Abbreviated Journal Proc. 2. Int. Equine. Sci. Mtg  
  Volume in press Issue Pages  
  Keywords Cognitive approach; Horse training; Horse-Human relationship; Social environment; Social learning  
  Abstract In the last decade an increasing number of studies has been oriented towards equine social learning and their social behavior within the herd (Kruger‚ 2006-2008). In social species, social learning is important to learn and gain useful skills to move and live in their own social and environmental context. Group housing has been recognized as an important element to fulfill the physical and behavioral needs of horses, especially their need for social contact (Søndergaard‚ 2011). Still‚ when it comes to horse training, the social aspect and‚ in general‚ cognitive abilities of the horse are rarely taken into account. Although it is widely accepted that social isolation is stressful for horse (Mal et al, 1991a and 1991b) still isolating a young horse is the first step when it comes to training methods. Due to tradition and culture and our performance-oriented society it is both difficult to accept and apply a different social/cognitive training approach. Training sessions are focused on immediate results whereas in cognitive learning part of the process is latent and will not be visible immediately‚ but taking the cognitive skills into account plays an important role in avoiding tension both in the horse as in the human-horse interaction (Baragli and De Giorgio, 2011). In this study we tested the possibility to apply social learning by creating a social environment‚ favoring a cognitive learning approach‚ for the training of six young horses. The group existed in three males and three females, between two and three years old. All six showed initial difficulties and defense to human interaction. They were housed in two groups in adjacent spacious paddocks where they had ample opportunity to move and express their individual and social behavioral repertoire. Each horse had one training session per week without isolating it from the others. The training sessions were held following a cognitive-relational model defined as the equine-zooanthropologic approach (De Giorgio, 2010 – Marchesini, 2011). The learning objectives were to be able to handle each horse‚ conduct it‚ saddle and ride it within a maximum time-frame of two years. Every time a defensive or alert behavior would occur the training activity was re-arranged to not over-pressure the horse. Therefore the persons working with the horses carried out the activities without tight expectations focusing on the horses’ positive attention. After eighteen months all six horses were used to the saddle and to riding. None of the horses ever fled or showed defense behavior and in the case of unexpected events they showed no emotional reactivity/reactive behavior. Today the horses show the same calm behavior whenever worked individually. This preliminary study highlights how social learning applied to equestrian activity can be fundamental for safety and welfare and the establishment of a more problem-free relationship between horse and human. Safety as the defensive behavior seems to have been reduced and welfare as the horses have been trained in a social context without being isolated and thus without being stressed during the training experience.  
  Address  
  Corporate Author De Giorgio, F. Thesis  
  Publisher Xenophon Publishing Place of Publication Wald Editor Krueger, K.  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 978-3-9808134-26 ISBN Medium  
  Area Expedition Conference (down)  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5528  
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Author Pokorná, M.; Bartošová, J. pdf  openurl
  Title Social learning in horses Type Conference Article
  Year 2012 Publication Proceedings of the 2. International Equine Science Meeting Abbreviated Journal Proc. 2. Int. Equine. Sci. Mtg  
  Volume in press Issue Pages  
  Keywords horse, human demonstrator, interspecific observational learning  
  Abstract Social observational learning is one of learning abilities expected in domestic horses (Equus caballus) because of their ecological and evolutional history. However, a few studies on this type of learning in horses failed to provide clear evidence of observational learning and/or could not distinguished it from other types of learning. We tested interspecific observational learning abilities using the spatial task and a human demonstrator. We hypothesised that 1) horses with possibility of observing a human demonstrator will complete the task in shorter time than control horses without any demonstrator, and 2) horses observing a familiar demonstrator will carry out the task in shorter time than horses with an unfamiliar demonstrator due to established positive human-horse relationship. We randomly allocated 24 riding horses of mixed age and breed to three groups per 8 and started the task either with observing a familiar demonstrator, unfamiliar demonstrator or without demonstrator (control group). Each horse was released individually at the starting point in the experimental paddock and the latency to pass the task was recorded. A horse completed the task once it walked 25 m from the starting point to the squared area (4x4 m) fenced by a tape, went into it through the entrance on the opposite side and touched the bucket with food. Eight people served as demonstrators, each for one familiar and one unfamiliar horse. Horses from groups with a demonstrator, either familiar or unfamiliar, reached the food bucket significantly faster than control horses during the first trial (mean±SE: 29.1±3.13 s with familiar, 28.9±3.13 s unfamiliar and 41.5 ± 3.13 s without demonstrator, P<0.02, GLMM, PROC MIXED, SAS). Horses did not differ in time needed to reach the fence of the squared area, but in “solving time”, i.e. time from reaching the fence of the squared area and touching the bucket (14.6±2.34, 14.3±2.34 and 27.6±2.34 s in horses with familiar, unfamiliar or without demonstrator, P<0.001). Despite our presumption, the horses observing a familiar demonstrator finished the task in comparable time as horses with an unfamiliar demonstrator (P=0.85) which indicated little effect of long lasting positive relationship between a horse and a particular human. We found, however, large individual variability in performance of individual demonstrators. Further, horses did not differ in time needed to pass the same task without a demonstrator repeated either shortly or 7 days after the first test which supported that interspecific observational learning rather than social facilitation occurred. In conclusion, horses with a human demonstrator, regardless familiar or unfamiliar, were able to solve the task in shorter time compared to control horses but they did not differ in performing repeated task if they learned it by individual or social learning process. This indicates that interspecific observational learning does occur in horses. Supported by AWIN, EU FP7 project No. 266213.  
  Address  
  Corporate Author Pokorná, M. Thesis  
  Publisher Xenophon Publishing Place of Publication Wald Editor Krueger, K.  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 978-3-9808134-26 ISBN Medium  
  Area Expedition Conference (down)  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5529  
Permanent link to this record
 

 
Author Gabor, V.; Gerken, M. pdf  openurl
  Title Cognitive testing in Shetland ponies (Equus caballus) using a computer based learning device Type Conference Article
  Year 2012 Publication Proceedings of the 2. International Equine Science Meeting Abbreviated Journal Proc. 2. Int. Equine. Sci. Mtg  
  Volume in press Issue Pages  
  Keywords Shetland ponies, Cognitive abilities, Concept learning, Concept of sameness  
  Abstract Complex housing environments such as group housing with automatic feeding or the close contact to humans in sports make high demands on the learning ability of the horse. These learning processes include not only habituation, sensitization and simpler forms of operant conditioning, but also stimulus generalization and possibly some type of concept learning. Studies concerning cognitive abilities in the horse increased in the last decades, but for optimizing housing conditions and horse training, deeper insight into the learning behaviour of this species is necessary. In the present study we used the advantages of a computer based learning device to train 7 Shetland ponies to solve a matching to sample task. With this more complex type of a discrimination task, animals are trained to recognize two out of three presented stimuli as identical. In a first step animals learned to operate the learning device and in further learning steps to recognize and assign geometric symbols (dot, cross, square, and triangle) presented on a LCD screen that were ‘equal’. Four of the 7 ponies could solve the given task by performing over 80% correct responses in two consecutive sessions (p < 0.001). In the subsequent transfer test with new symbols, we found that the ponies were able to transfer the learned rule. In further experiments it should be clarified whether the good learning performance of the ponies in the present study is indeed based on their capability to form an abstract concept of sameness. The present results indicate that ponies possibly posses higher cognitive abilities than so far known.  
  Address  
  Corporate Author Gabor, V. Thesis  
  Publisher Xenophon Publishing Place of Publication Wald Editor Krueger, K.  
  Language Summary Language Original Title  
  Series Editor Series Title Abbreviated Series Title  
  Series Volume Series Issue Edition  
  ISSN 978-3-9808134-26 ISBN Medium  
  Area Expedition Conference (down)  
  Notes Approved no  
  Call Number Equine Behaviour @ team @ Serial 5537  
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