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Hartmann, E., Søndergaard, E., & Keeling, L. J. (2012). Identifying potential risk situations for humans when removing horses from groups. Appl. Anim. Behav. Sci., 136(1), 37–43.
Abstract: Removing a horse from its social group may be considered risky, both for the handler and the horse, because other horses can interfere in the catching process. The main aim of this study was to identify where and when these risk situations occur while removing a horse from its group. A potential risk situation was defined by the closeness of loose horses in the group or by any physical contact with them. Whether the number of horses following would be influenced by the social rank of the horse being led out, and whether more horses would follow to the gate when a larger proportion of the group was removed compared to when a single horse was taken out were also investigated. Thirty-two mares (1–2 years) were kept in groups of four. All horses were taken out of their home paddock twice alone (64 tests) and twice with a companion (32 tests). One handler (or two handlers when two horses were removed) was asked to approach (phase 1) and catch the target horse (phase 2), walk it to the centre of the paddock and remain stationary at a post for 30 s (phase 3), walk to the paddock entrance (phase 4) and through the gate (phase 5). The number of horses following, and the number of loose horses in proximity (<2 m, 2–5 m) to the target horse and handler was estimated, and horse–horse and horse–human interactions were recorded continuously for the five scoring phases. Significantly more loose horses were within 2 m of a single target horse during the phases approach (mean ± SD: 1.5 ± 0.8), catch (1.6 ± 0.9) and post (1.7 ± 0.7) than during walk (1.0 ± 0.5) and gate (1.1 ± 0.6). Rank did not influence the number of horses following to the gate (high rank: 2.4 ± 0.7; lower rank: 2.0 ± 1.0; P = 0.396) and interactions between horses were rare. A greater proportion of the loose horses followed when two horses (0.9 ± 0.2) were removed compared to when a single horse (0.7 ± 0.3) was taken out (P = 0.011). In conclusion, maintaining a distance to other horses in the group by reducing the time being relatively stationary, so giving loose horses fewer chances to approach, is likely to contribute to improved handler's safety. Removing a small proportion of the group may also decrease the probability of the other horses following.
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Corr, J. A. (2004). Nuns and monkeys: investigating the behavior of our oldest old. Sci Aging Knowledge Environ, 2004(41), pe38.
Abstract: The use of nonhuman primates, particularly rhesus macaques (Macaca mulatta), as the best model for human physiological and cognitive aging is broadly accepted. Studies employing nonhuman primates to investigate behavioral changes that may occur with increasing age, however, are not common mostly because of the unavailability of appropriate subjects. Recent longitudinal human studies suggest that individual personality might play a large role in aging “successfully” and in the retention of high levels of cognition into old age. As a result of the demographic trend of increasing numbers of aged monkeys and apes in captivity, an opportunity exists to further investigate behavioral aging using the monkey model.
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Ahrendt, L. P., Labouriau, R., Malmkvist, J., Nicol, C. J., & Christensen, J. W. (2015). Development of a standard test to assess negative reinforcement learning in horses. Appl. Anim. Behav. Sci., 169, 38–42.
Abstract: Most horses are trained by negative reinforcement. Currently, however, no standardised test for evaluating horses' negative reinforcement learning ability is available. The aim of this study was to develop an objective test to investigate negative reinforcement learning in horses. Twenty-four Icelandic horses (3 years old) were included in this study. The horses were tested in a pressure-release task on three separate days with 10, 7 and 5 trials on each side, respectively. Each trial consisted of pressure being applied on the hindquarter with an algometer. The force of the pressure was increased until the horse moved laterally away from the point of pressure. There was a significant decrease in required force over trials on the first test day (P<0.001), but not the second and third day. The intercepts on days 2 and 3 differed significantly from day 1 (P<0.001), but not each other. Significantly stronger force was required on the right side compared to the left (P<0.001), but there was no difference between first and second side tested (P=0.56). Individual performance was evaluated by median-force and the change in force over trials on the first test day. These two measures may explain different characteristics of negative reinforcement learning. In conclusion, this study presents a novel, standardised test for evaluating negative reinforcement learning ability in horses.
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Pinker, S. (1999). COGNITION:Enhanced: Out of the Minds of Babes. Science, 283(5398), 40–41.
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Dixon, G., Green, L. E., & Nicol, C. J. (2006). Effect of diet change on the behavior of chicks of an egg-laying strain. J Appl Anim Welf Sci, 9(1), 41–58.
Abstract: Injurious pecking has serious welfare consequences in flocks of hens kept for egg laying, especially when loose-housed. Frequent diet change is a significant risk for injurious pecking; how the mechanics of diet change influence pecking behavior is unknown. This study investigated the effect of diet change on the behavior of chicks from a laying strain. The study included a 3-week familiarity phase: 18 chick pairs received unflavored feed (Experiment 1); 18 pairs received orange oil-flavored (Experiment 2). All chicks participated in a dietary preference test (P); a diet change (DC); or a control group (C), 6 scenarios. All P chicks preferred unflavored feed. In Experiment 1, DC involved change from unflavored to orange-flavored; Experiment 2, orange- flavored to unflavored. Compared with controls, Experiment 2 DC chicks exhibited few behavioral differences; Experiment 1 DC chicks exhibited increased behavioral event rates on Days 1 and 7. They pecked significantly longer at their environment; by Day 7, they showed significantly more beak activity. There was little evidence of dietary neophobia. Change from more preferred to less preferred feed led to increased activity and redirected pecking behavior.
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Boyd, L. E. (1988). Ontogeny of behavior in Przewalski horses. Appl. Anim. Behav. Sci., 21(1-2), 41–69.
Abstract: Twelve colts and 12 fillies were observed during their first 2 years of life. Data on the foal's nearest neighbor, distance to dam and stallion, and time budget were compiled by age. The birth of one foal was witnessed. During their first month of life, Przewalski foals were dependent on the dam. She provided most of their nourishment and foals spent 54% of their time within 1 m of her. The biggest change in behavior of foals occurred between Months 1 and 2. The amount of time spent resting and nursing declined, while the amount of time spent foraging increased sharply. Foals began to leave their mothers and interact with peers by 3 weeks of age, and at 2 months they were interacting with older herd members. By 5 months of age, the amount of time spent in most behaviors was identical to that of adults, except that vocalization rates and involvement in aggression were lower than for adults. Juveniles spent less time stand-resting than adults throughout their first year, but more time in recumbent rest. Foals spent far less time with their sire than with their dam. However, an orphaned foal spent more time with his sire than did mothered foals, indicating that the sire assumed part of the role of the missing dam.
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Escos, J., Alados, C. L., & Boza, J. (1993). Leadership in a domestic goat herd. Appl. Anim. Behav. Sci., 38(1), 41–47.
Abstract: This study reports on leadership behavior in a domestic goat group (370 animals) moving from night-time areas to grazing areas. Of the adult females which occupied leadership positons, all of them were born in the study area. Also, they were individuals with more relatives alive in the group (according to matrilineal kinship) than the rest, but they did not show special physical characteristics.
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Nagy, K., Bodó, G., Bárdos, G., Bánszky, N., & Kabai, P. (2010). Differences in temperament traits between crib-biting and control horses. Appl. Anim. Behav. Sci., 122(1), 41–47.
Abstract: Recent studies have suggested that crib-biting in horses is associated with diminished capacity of learning or coping with stress. Such findings raise the question whether trainability, which is fundamentally important in practice, could also be affected by stereotypic behaviour. Trainability of a horse is difficult to assess in simple tests, however, it is reliably estimated by experienced riders. To assess trainability and other characteristics related to that, a questionnaire survey was conducted with the owners of 50 crib-biting and 50 control horses. Where possible, control horses were selected from the same establishment as crib-biters. Groups did not differ significantly regarding age, breed, gender, training level or usage. Principal component analysis revealed three main factors which can be labelled as [`]Anxiety', [`]Affability' and [`]Trainability'. The [`]Anxiety' factor consisted of the items [`]Nervousness', [`]Excitability', [`]Panic', [`]Inconsistent emotionality', [`]Vigilance', [`]Skittishness', and [`]Timidity'. [`]Affability' consisted of [`]Friendliness toward people', [`]Cooperation', [`]Docility' and [`]Friendliness toward horses'. [`]Trainability' involved [`]Concentration', [`]Trainability', [`]Memory', and [`]Perseverance'. Temperament traits were not affected by age, gender, breed or training level, but the usage of the horse and the presence of crib-biting behaviour had significant effects. Competition horses had lower level of [`]Anxiety' (p = 0.032) and higher level of [`]Trainability' (p = 0.068) than leisure horses. Crib-biting horses had significantly lower level of [`]Anxiety' than control horses (p < 0.001), while [`]Trainability' and [`]Affability' did not differ between groups (p = 0.823 and p = 0.543, respectively). Competition horses are more often exposed to novel environment and to frightening stimuli (e.g. colourful obstacles) than leisure horses and therefore might have also become more habituated to these types of stimuli. Coping with novel situation may be enhanced by defusing nervous behaviour by the more experienced riders of competition. Previous studies indicated crib-biting horses to be less reactive when challenged as compared to control horses. We suggest that the virtual calmness and lower nervousness of the crib-biting horses might be due to the passive coping style of these animals. [`]Affability' of horses might be more related to housing and management conditions than to crib-biting. Contrary to expectations, scores on [`]Trainability' had not coincided with the impaired learning of crib-biting horses reported in laboratory tests. However, previous behavioural tests on equine learning rarely had a direct relevance to the training abilities of the horses. Our results do not support crib-biting stereotypy to affect performance in training, which is a complex learning process involving cooperation and docility in the social environment.
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Allen, C. (1998). Assessing animal cognition: ethological and philosophical perspectives. J. Anim Sci., 76(1), 42–47.
Abstract: Developments in the scientific and philosophical study of animal cognition and mentality are of great importance to animal scientists who face continued public scrutiny of the treatment of animals in research and agriculture. Because beliefs about animal minds, animal cognition, and animal consciousness underlie many people's views about the ethical treatment of nonhuman animals, it has become increasingly difficult for animal scientists to avoid these issues. Animal scientists may learn from ethologists who study animal cognition and mentality from an evolutionary and comparative perspective and who are at the forefront of the development of naturalistic and laboratory techniques of observation and experimentation that are capable of revealing the cognitive and mental properties of nonhuman animals. Despite growing acceptance of the ethological study of animal cognition, there are critics who dispute the scientific validity of the field, especially when the topic is animal consciousness. Here, a proper understanding of developments in the philosophy of mind and the philosophy of science can help to place cognitive studies on a firm methodological and philosophical foundation. Ultimately, this is an interdisciplinary task, involving scientists and philosophers. Animal scientists are well-positioned to contribute to the study of animal cognition because they typically have access to a large pool of potential research subjects whose habitats are more controlled than in most field studies while being more natural than most laboratory psychology experiments. Despite some formidable questions remaining for analysis, the prospects for progress in assessing animal cognition are bright.
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Waran, N. K., Clarke, N., & Farnworth, M. (2008). The effects of weaning on the domestic horse (Equus caballus). Appl. Anim. Behav. Sci., 110(1-2), 42–57.
Abstract: For free-living or feral horses weaning takes place naturally at around 8-9 months [Gill, E.L., 1988. Factors affecting body condition of New Forest Ponies. Ph.D. Thesis. Department of Biology, University of Southampton]. Some mares will continue to suckle their foal until shortly before the arrival of their next foal, gestation being approximately 342 days depending upon the breed of the horse [Ropiha, R.T., Mathews, G., Butterfield, R.M., 1969. The duration of pregnancy in Thoroughbred mares. Vet. Rec. 84, 552-555]. Under domestic conditions, weaning tends to take place earlier, typically between 4 and 6 months of age. The weaning process has been identified as associated with potential psychological, physical and nutritional stressors that are of welfare concern. Following a review of the literature it is evident that there is a need for detailed research into what should constitute best practice with respect to foal and mare welfare. In addition, there is a need to understand the potential long-term impact of weaning on, for example, trainability and later maternal behaviour, and whether the stresses associated with early weaning have detrimental effects on the performance horse. There is also a lack of clear information concerning the most frequently observed weaning practices and the reasons why certain weaning methods are chosen. Some variables should be closely managed during weaning in order to minimise stress responses. These include: early creep feeding to familiarise the young animal with the food it will be exposed to during weaning, feeding a high fibre diet and keeping the animal in extensive conditions using a gradual approach to weaning. However, we conclude that there may not be one best method for weaning, since the chosen method must take into account a number of factors including: available resources, the housing environment, the individual foal's stage of development, the strength of the mare-foal attachment, the foal's ability to cope with changes in social conditions and the ability of the horse owner to implement the chosen method. We do however suggest that the fewest stress responses appear to occur where foals are weaned gradually and allowed to have social contact either with other foals or with older horses.
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