| Records |
| Author |
Christensen, J.W. |
| 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 |
|
| Notes |
|
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
5499 |
| Permanent link to this record |
| |
|
| |
| Author |
Fenner, K.; Freire, R.; McLean, A.; McGreevy, P. |
| Title |
Behavioral, demographic and management influences on equine responses to negative reinforcement |
Type |
Journal Article |
| Year |
2018 |
Publication |
Journal of Veterinary Behavior |
Abbreviated Journal |
|
| Volume |
|
Issue |
|
Pages |
|
| Keywords |
Learning; horse management; training; temperament; negative reinforcement |
| Abstract |
Understanding the factors that influence horse learning is critical to ensure horse welfare and rider safety. In this study, data were obtained from horses (n=96) training to step backwards through a corridor in response to bit pressure. Following training, learning ability was determined by the latency to step backwards through the corridor when handled on the left and right reins. Additionally, horse owners were questioned about each horse's management, training, behavior and signalment (such as horse breed, age and sex). Factors from these four broad domains were examined using a multiple logistic regression (MLR) model, following an Information Theoretic approach, for associations between horses' behavioral attributes and their ability to learn the task. The MLR also included estimates of the rider's ability and experience as well as owner's perceptions of their horse's trainability and temperament. Results revealed several variables including explanatory variables that correlated significantly with rate of learning. Horses were faster at backing, a behavioral trait, when handled on the right (t = 3.65, df = 94, P < 0.001) than the left side. Thoroughbred horses were slower at completing the tests than other breeds of horses when handled on the left side (LM, F1,48=4.5, P=0.04) and right side (LM, F1,45=6.0, P=0.02). Those in regular work, a training factor, did not learn faster than their unworked counterparts on the right rein but completed the task faster on the left rein (F1,44=5.47, P=0.02). This may reflect differences in laterality and habituation effects. In contrast, more anxious horses were faster at completing the test when handled from the right (Spearman, r=-0.22, P=0.04). It is possible that these horses have an increased arousal level when interacting with handlers, resulting in more engagement with the lesson, accounting for the improved performance results. The findings of this study will help clarify how horse behavior, training and management may influence learning and how their application may optimize learning outcomes. Future equine behavior assessment and research questionnaires should include items that assess these qualities. |
| 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 |
1558-7878 |
ISBN |
|
Medium |
|
| Area |
|
Expedition |
|
Conference |
|
| Notes |
|
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
6400 |
| Permanent link to this record |
| |
|
| |
| Author |
Lazareva, O.F.; Smirnova, A.A.; Bagozkaja, M.S.; Zorina, Z.A.; Rayevsky, V.V.; Wasserman, E.A. |
| Title |
Transitive responding in hooded crows requires linearly ordered stimuli |
Type |
Journal Article |
| Year |
2004 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
| Volume |
82 |
Issue |
1 |
Pages |
1-19 |
| Keywords |
Animals; *Association; Cognition/physiology; Crows; Discrimination (Psychology); *Discrimination Learning; Feedback; Reinforcement (Psychology); Visual Perception/physiology |
| Abstract |
Eight crows were taught to discriminate overlapping pairs of visual stimuli (A+ B-, B+ C-, C+ D-, and D+ E-). For 4 birds, the stimuli were colored cards with a circle of the same color on the reverse side whose diameter decreased from A to E (ordered feedback group). These circles were made available for comparison to potentially help the crows order the stimuli along a physical dimension. For the other 4 birds, the circles corresponding to the colored cards had the same diameter (constant feedback group). In later testing, a novel choice pair (BD) was presented. Reinforcement history involving stimuli B and D was controlled so that the reinforcement/nonreinforcement ratios for the latter would be greater than for the former. If, during the BD test, the crows chose between stimuli according to these reinforcement/nonreinforcement ratios, then they should prefer D; if they chose according to the diameter of the feedback stimuli, then they should prefer B. In the ordered feedback group, the crows strongly preferred B over D; in the constant feedback group, the crows' choice did not differ significantly from chance. These results, plus simulations using associative models, suggest that the orderability of the postchoice feedback stimuli is important for crows' transitive responding. |
| Address |
Institute of Higher Nervous Activity, Moscow State University. olga-lazareva@uiowa.edu |
| 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 |
0022-5002 |
ISBN |
|
Medium |
|
| Area |
|
Expedition |
|
Conference |
|
| Notes |
PMID:15484868 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
612 |
| Permanent link to this record |
| |
|
| |
| Author |
Snycerski, S.; Laraway, S.; Poling, A. |
| Title |
Response acquisition with immediate and delayed conditioned reinforcement |
Type |
Journal Article |
| Year |
2005 |
Publication |
Behavioural Processes |
Abbreviated Journal |
Behav. Process. |
| Volume |
68 |
Issue |
1 |
Pages |
1-11 |
| Keywords |
Response acquisition; Conditioned reinforcement; Delayed reinforcement; Secondary reinforcement; Rats |
| Abstract |
Groups comprising eight rats initially were exposed to response-independent water deliveries, then to conditions under which a lever-press response raised an empty dipper immediately or after a resetting delay of 15, 30, or 45 s. When their performance was compared to that of control animals using a 90% confidence level, six rats in the immediate-reinforcement group met the primary criterion for response acquisition during a single 6-h session; 4, 4, and 3 did so in the 15, 30, and 45 s delay groups, respectively. Similar evidence of acquisition was obtained when a 95% confidence level was used. With a 99% confidence level, however, evidence of acquisition was not compelling. Although these data appear to provide the first demonstration of response acquisition in the absence of handshaping or autoshaping under conditions where the putative reinforcer is both conditioned and delayed, they also demonstrate that whether response acquisition occurs depends, in part, on how it is defined. |
| 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 |
|
ISBN |
|
Medium |
|
| Area |
|
Expedition |
|
Conference |
|
| Notes |
|
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
3600 |
| Permanent link to this record |
| |
|
| |
| Author |
McLean, A.N.; Christensen, J.W. |
| Title |
The application of learning theory in horse training |
Type |
Journal Article |
| Year |
2017 |
Publication |
Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
| Volume |
190 |
Issue |
|
Pages |
18-27 |
| Keywords |
Behaviour; Conflict theory; Desensitisation; Habituation; Reinforcement; Stress |
| Abstract |
The millennia-old practices of horse training markedly predate and thus were isolated from the mid-twentieth century revelation of animal learning processes. From this standpoint, the progress made in the application and understanding of learning theory in horse training is reviewed including a discussion of how learning processes are employed or otherwise under-utilised in training. This review describes the process of habituation and the most commonly applied desensitisation techniques (systematic desensitisation, counter-conditioning, overshadowing, response prevention) and propose two additional techniques (approach conditioning and stimulus blending). The salience of different types of cues, the interaction of operant and classical conditioning and the impact of stress are also discussed. This paper also exposes the inflexibility and occasional inadequacy of the terminology of learning theory when translated from the research laboratory situation to the practical setting in horse training. While learning theory provides a rich toolbox for riders and trainers, the training process is subject to the simultaneous use of multiple learning processes. In addition, learning/behavioural outcomes and trained responses are not just the result of simple stimulus-response based interactions but are further shaped by arousal, affective and attachment states. More research is needed in these areas. For the field of equitation science to progress and to improve clarity and use of learning processes, changes in nomenclature are required. In particular, the use of the terms 'positive' and 'negative' as descriptive labels in both reinforcement and punishment modalities are unacceptably misleading for everyday use. These labels inhibit the understanding and recognition of the learning processes that these terms supposedly represent, yet the learning processes they describe are vital for horse riders, handlers and trainers to understand. We therefore propose that these labels should be re-labelled more appropriately as 'addition' or 'subtraction' reinforcement/punishment. This would enlighten trainers on the correct application of learning theory, and safety and welfare benefits for people and horses would follow. Finally it is also proposed that the term 'conflict theory' be taken up in equitation science to facilitate diagnosis of training-related behaviour disorders and thus enable the emergence of improved training practices. The optimal use of learning theory should be established as a fundamental principle in equestrian education. |
| 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 |
|
| Notes |
|
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
6597 |
| Permanent link to this record |
| |
|
| |
| Author |
Kaplan, A.I.; Borodovskii, M.I. |
| Title |
[Alternative animal behavior: a model and its statistical characteristics] |
Type |
Journal Article |
| Year |
1989 |
Publication |
Nauchnye Doklady Vysshei Shkoly. Biologicheskie Nauki |
Abbreviated Journal |
Nauchnye Doki Vyss Shkoly Biol Nauki |
| Volume |
|
Issue |
3 |
Pages |
29-32 |
| Keywords |
Animals; *Behavior, Animal; Cognition; Male; Mathematics; *Models, Biological; *Models, Statistical; Rats; Reinforcement (Psychology) |
| Abstract |
The rats' alternative behaviour in T-maze at simultaneous two-sided food refreshment in 13 trials a day during 6 days has been studied. It has been found that in the first testing days the indexes of alternative behaviour of animals correspond to the characteristics of the random alternation. However, on the 5-6th day of testing in the overwhelming majority of rats the true deviation of alternation index above or below than the theoretical values has been revealed. A question on the existence of two strategies of cognitive behaviour alteration and perseveration in rat population is under discussion. |
| Address |
|
| Corporate Author |
|
Thesis |
|
| Publisher |
|
Place of Publication |
|
Editor |
|
| Language |
Russian |
Summary Language |
|
Original Title |
Al'ternativnoe povedenie zhivotnykh: model' i statisticheskie kharakteristiki |
| Series Editor |
|
Series Title |
|
Abbreviated Series Title |
|
| Series Volume |
|
Series Issue |
|
Edition |
|
| ISSN |
0470-4606 |
ISBN |
|
Medium |
|
| Area |
|
Expedition |
|
Conference |
|
| Notes |
PMID:2742929 |
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
2799 |
| Permanent link to this record |
| |
|
| |
| 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. |
| 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 |
|
ISBN |
|
Medium |
|
| Area |
|
Expedition |
|
Conference |
|
| Notes |
|
Approved |
no |
| Call Number |
Equine Behaviour @ team @ |
Serial |
3583 |
| Permanent link to this record |
| |
|
| |
| Author |
Hogan, D.E.; Zentall, T.R.; Pace, G. |
| Title |
Control of pigeons' matching-to-sample performance by differential sample response requirements |
Type |
Journal Article |
| Year |
1983 |
Publication |
The American journal of psychology |
Abbreviated Journal |
Am J Psychol |
| Volume |
96 |
Issue |
1 |
Pages |
37-49 |
| Keywords |
Animals; Association; *Color Perception; Columbidae; Cues; *Discrimination Learning; Reinforcement Schedule; Time Factors |
| Abstract |
Pigeons were trained on a matching-to-sample task in which sample hue and required sample-specific observing behavior provided redundant, relevant cues for correct choices. On trials that involved red and yellow hues as comparison stimuli, a fixed-ratio 16 schedule (FR 16) was required to illuminate the comparisons when the sample was red, and a differential-reinforcement-of-low-rates 3-sec schedule (DRL 3-sec) was required when the sample was yellow. On trials involving blue and green hues as comparison stimuli, an FR 16 schedule was required when the sample was blue and a DRL 3-sec schedule was required when the sample was green. For some pigeons, a 0-sec delay intervened between sample offset and comparison onset, whereas other pigeons experienced a random mixture of 0-sec and 2-sec delay trials. Test trial performance at 0-sec delay indicated that sample-specific behavior controlled choice performance considerably more than sample hue did. Test performance was independent of whether original training involved all 0-sec delay trials or a mixture of 0-sec and 2-sec delays. Sample-specific observing response requirements appear to facilitate pigeons' matching-to-sample performance by strengthening associations between the observing response and correct choice. |
| 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 |
0002-9556 |
ISBN |
|
Medium |
|
| Area |
|
Expedition |
|
Conference |
|
| Notes |
PMID:6859346 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
265 |
| Permanent link to this record |
| |
|
| |
| Author |
Cooper, J.J. |
| Title |
Comparative learning theory and its application in the training of horses |
Type |
Journal Article |
| Year |
1998 |
Publication |
Equine veterinary journal. Supplement |
Abbreviated Journal |
Equine Vet J Suppl |
| Volume |
|
Issue |
27 |
Pages |
39-43 |
| Keywords |
Animals; *Behavior, Animal; Conditioning (Psychology); Horses/*psychology; *Learning; Reinforcement (Psychology) |
| Abstract |
Training can best be explained as a process that occurs through stimulus-response-reinforcement chains, whereby animals are conditioned to associate cues in their environment, with specific behavioural responses and their rewarding consequences. Research into learning in horses has concentrated on their powers of discrimination and on primary positive reinforcement schedules, where the correct response is paired with a desirable consequence such as food. In contrast, a number of other learning processes that are used in training have been widely studied in other species, but have received little scientific investigation in the horse. These include: negative reinforcement, where performance of the correct response is followed by removal of, or decrease in, intensity of a unpleasant stimulus; punishment, where an incorrect response is paired with an undesirable consequence, but without consistent prior warning; secondary conditioning, where a natural primary reinforcer such as food is closely associated with an arbitrary secondary reinforcer such as vocal praise; and variable or partial conditioning, where once the correct response has been learnt, reinforcement is presented according to an intermittent schedule to increase resistance to extinction outside of training. |
| Address |
Department of Zoology, University of Oxford, UK |
| 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 |
|
ISBN |
|
Medium |
|
| Area |
|
Expedition |
|
Conference |
|
| Notes |
PMID:10485003 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
846 |
| Permanent link to this record |
| |
|
| |
| 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 |
| 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 |
|
ISBN |
|
Medium |
|
| Area |
|
Expedition |
|
Conference |
|
| Notes |
PMID:10485004 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
845 |
| Permanent link to this record |
