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A. Wiggins, & K. Crowston. (2011). From Conservation to Crowdsourcing: A Typology of Citizen Science. In 2011 44th Hawaii International Conference on System Sciences (pp. 1–10). 2011 44th Hawaii International Conference on System Sciences.
Abstract: Citizen science is a form of research collaboration involving members of the public in scientific research projects to address real-world problems. Often organized as a virtual collaboration, these projects are a type of open movement, with collective goals addressed through open participation in research tasks. Existing typologies of citizen science projects focus primarily on the structure of participation, paying little attention to the organizational and macrostructural properties that are important to designing and managing effective projects and technologies. By examining a variety of project characteristics, we identified five types-Action, Conservation, Investigation, Virtual, and Education- that differ in primary project goals and the importance of physical environment to participation.
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Sabou, M., Bontcheva, K., & Scharl, A. (2012). Crowdsourcing Research Opportunities: Lessons from Natural Language Processing. In Proceedings of the 12th International Conference on Knowledge Management and Knowledge Technologies (pp. 1–18). i-KNOW '12. New York, NY, USA: Acm.
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Bernauer, K., Kollross, H., Schuetz, A., Farmer, K., & Krueger, K. (2020). How do horses (Equus caballus) learn from observing human action? Anim. Cogn., 23, 1–9.
Abstract: A previous study demonstrated that horses can learn socially from observing humans, but could not draw any conclusions about the social learning mechanisms. Here we develop this by showing horses four different human action sequences as demonstrations of how to press a button to open a feed box. We tested 68 horses aged between 3 and 12 years. 63 horses passed the habituation phase and were assigned either to the group Hand Demo (N = 13) for which a kneeling person used a hand to press the button, Head Demo (N = 13) for which a kneeling person used the head, Mixed Demo (N = 12) for which a squatting person used both head and hand, Foot Demo (N = 12) in which a standing person used a foot, or No Demo (N = 13) in which horses did not receive a demonstration. 44 horses reached the learning criterion of opening the feeder twenty times consecutively, 40 of these were 75% of the Demo group horses and four horses were 31% of the No Demo group horses. Horses not reaching the learning criterion approached the human experimenters more often than those who did. Significantly more horses used their head to press the button no matter which demonstration they received. However, in the Foot Demo group four horses consistently preferred to use a hoof and two switched between hoof and head use. After the Mixed Demo the horses' actions were more diverse. The results indicate that only a few horses copy behaviours when learning socially from humans. A few may learn through observational conditioning, as some appeared to adapt to demonstrated actions in the course of reaching the learning criterion. Most horses learn socially through enhancement, using humans to learn where, and which aspect of a mechanism has to be manipulated, and by applying individual trial and error learning to reach their goal.
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Freitas, J., Lagos, L., & Álvares, F. (2021). Horses as prey of wolves. CDPnews, 23, 1–9.
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Lema, F. J., Ribeiro, S., & Palacios, V. (2022). Observations of wolves hunting fee-ranging horses in Iberia. CDPNews, 24, 1–9.
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Hartmann, E., Christensen, J. W., & McGreevy, P. D. (2017). Dominance and Leadership: Useful Concepts in Human-Horse Interactions? Proceedings of the 2017 Equine Science Symposium, 52, 1–9.
Abstract: Dominance hierarchies in horses primarily influence priority access to limited resources of any kind, resulting in predictable contest outcomes that potentially minimize aggressive encounters and associated risk of injury. Levels of aggression in group-kept horses under domestic conditions have been reported to be higher than in their feral counterparts but can often be attributed to suboptimal management. Horse owners often express concerns about the risk of injuries occurring in group-kept horses, but these concerns have not been substantiated by empirical investigations. What has not yet been sufficiently addressed are human safety aspects related to approaching and handling group-kept horses. Given horse's natural tendency to synchronize activity to promote group cohesion, questions remain about how group dynamics influence human-horse interactions. Group dynamics influence a variety of management scenarios, ranging from taking a horse out of its social group to the prospect of humans mimicking the horse's social system by taking a putative leadership role and seeking after an alpha position in the dominance hierarchy to achieve compliance. Yet, there is considerable debate about whether the roles horses attain in their social group are of any relevance in their reactions to humans. This article reviews the empirical data on social dynamics in horses, focusing on dominance and leadership theories and the merits of incorporating those concepts into the human-horse context. This will provide a constructive framework for informed debate and valuable guidance for owners managing group-kept horses and for optimizing human-horse interactions.
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Merkies, K., McKechnie, M. J., & Zakrajsek, E. (2018). Behavioural and physiological responses of therapy horses to mentally traumatized humans. Applied Animal Behaviour Science, .
Abstract: The benefits to humans of equine-assisted therapy (EAT) have been well-researched, however few studies have analyzed the effects on the horse. Understanding how differing mental states of humans affect the behaviour and response of the horse can assist in providing optimal outcomes for both horse and human. Four humans clinically diagnosed and under care of a psychotherapist for Post-Traumatic Stress Disorder (PTSD) were matched physically to four neurotypical control humans and individually subjected to each of 17 therapy horses loose in a round pen. A professional acting coach instructed the control humans in replicating the physical movements of their paired PTSD individual. Both horses and humans were equipped with a heart rate (HR) monitor recording HR every 5secs. Saliva samples were collected from each horse 30 min before and 30 min after each trial to analyze cortisol concentrations. Each trial consisted of 5 min of baseline observation of the horse alone in the round pen after which the human entered the round pen for 2 min, followed by an additional 5 min of the horse alone. Behavioural observations indicative of stress in the horse (gait, head height, ear orientation, body orientation, distance from the human, latency of approach to the human, vocalizations, and chewing) were retrospectively collected from video recordings of each trial and analyzed using a repeated measures GLIMMIX with Tukey's multiple comparisons for differences between treatments and time periods. Horses moved slower (p < 0.0001), carried their head lower (p < 0.0001), vocalized less (p < 0.0001), and chewed less (p < 0.0001) when any human was present with them in the round pen. Horse HR increased in the presence of the PTSD humans, even after the PTSD human left the pen (p < 0.0001). Since two of the PTSD/control human pairs were experienced with horses and two were not, a post-hoc analysis showed that horses approached quicker (p < 0.016) and stood closer (p < 0.0082) to humans who were experienced with horses. Horse HR was lower when with inexperienced humans (p < 0.0001) whereas inexperienced human HR was higher (p < 0.0001). Horse salivary cortisol did not differ between exposure to PTSD and control humans (p > 0.32). Overall, behavioural and physiological responses of horses to humans are more pronounced based on human experience with horses than whether the human is diagnosed with a mental disorder. This may be a reflection of a directness of movement associated with humans who are experienced with horses that makes the horse more attentive. It appears that horses respond more to physical cues from the human rather than emotional cues. This knowledge is important in tailoring therapy programs and justifying horse responses when interacting with a patient in a therapy setting.
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Krueger., K., & Farmer, K. (2018). Social learning in Horses: Differs from individual learning only in the learning stimulus and not in the learning mechanisms. In 14th Meeting of the Internatinoal Society for Equitation Science.
Abstract: Equine welfare can be enhanced by applying species specific training. This may incorporate social learning, as horses are highly social and social stimuli are of primary importance. Social learning is comparable to individual learning in its learning mechanisms, differing primarily in the way it is stimulated. Our initial study showed that horses of different breeds (N = 38) follow humans after observing other horses doing so, but only if the observed horse was familiar to and higher ranking than the observer (Fisher's exact test: N = 12, P = 0.003). A second study showed that horses and ponies (N = 25) learned to pull a rope to open a feeding apparatus after observing demonstrations by conspecifics, again, only if the demonstrating horse was older and higher ranking than the observer (Fisher's combination test, N = 3, v2 = 27.71, p = 0.006). Our third approach showed that horses and ponies (N = 24) learned to press a switch to open a feeding apparatus after observing a familiar person (GzLM: N = 24, z = 2.33, P = 0.02). Most recently, we confronted horses and ponies (N = 50) with persons demonstrating different techniques for opening a feeding apparatus. In this study we investigated whether the horses would copy the demonstrators' techniques or apply their own. Here only some horses copied the technique, and most of the successful learners used their mouths irrespective of the demonstrators' postures (Chi Square Test: N = 40, df = 2, χ2 = 31.4, p < 0.001). In all the approaches social stimuli elicited learning processes in the test horses, while only a few individuals in the control groups mastered the tasks by individual learning. The following behaviour observed in the initial study may have been facilitated by a social stimuli (social facilitation), and the opening of the feed boxes in the subsequent studies appear to be mostly the result of enhancement (social enhancement). Some horses may have used the social stimuli at first and continued their learning process by individual trial and error. However, the horses were also selective in whom and some in how to copy. This may have been conditioned (socially conditioned) or the result of simple forms of reasoning on the reliability of the particular information provided by demonstrators of certain social ranks or social positions, as high ranking and familiar horses and familiar persons were copied and some imitated exactly.
Lay person message: Traditional riding instructions suggest that horses learn by observing other horses. For example, older, more experienced driving horses are used for initial training of young driving horses. We have shown that horses indeed use learning stimuli provided by other horse, as well as by humans. Horses readily accept stimuli observed in high ranking and familiar horses, and familiar persons. Such stimuli elicit learning processes which are comparable to individual learning. We suggest applying social learning whenever possible, as it is much faster and less stressful than individual learning, where learners experience negative outcomes in trial and error learning.
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Bailey, D. (2016). Dominance Hierarchies in Horses: Comparing and Contrasting Different Methods for Assessing Hierarchies. Ursidae: The Undergraduate Research Journal at the University of Northern Colorado, 5(3).
Abstract: Understanding animal social structures is imperative when it comes to the care, housing and handling of large herd animals. Knowing how hierarchies are structured, along with environmental and physiological aspects that may affect them, will allow owners and breeders to house and care for their animals. The aim of my study was to better understand two methods used to assess dominance hierarchies in horses, Equus caballus, and to predict which method would be more useful for owners housing domestic horses. I designed an experiment where I compared a structured method, the paired feeding test, with behavioral observations from the horses’ natural setting. I hypothesized that the structured method would not conclude the same dominance hierarchy as the natural observations. I also hypothesized that traits of the horses, such as size or age, would correlate with the hierarchy ranking within a herd. A herd of six individual horses from a small ranch east of Platteville, Colorado was used to test the two methods. I found that the two methods measured different hierarchies. The paired feeding test showed no correlations to any of the physical measurements, as well as did not provide a hierarchy that was similar to the natural dominance observations of the horses. Natural observations established a more linear hierarchy and had significant correlations with weight and overall body size. The results indicate that the paired feeding test may not be a valid method for establishing dominance hierarchies within domestic horses housed in a small range.
I recommend use of natural observations over paired feeding tests for ranchers, breeders or owners trying to understand the dominance hierarchies among their herds.
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Leiner, L. (2006). Vergleich verschiedener Methoden zur Angstextinktion bei Pferden. Diploma thesis, , .
Abstract: Pferde sind Fluchttiere. Ihr Fluchtinstinkt bewirkt, dass sie sich leicht erschrecken und auch in
diversen Situationen mit Flucht reagieren. Diese Tatsache ist den meisten Reitern bekannt,
nur ist es für den Menschen teilweise schwer, mit dieser Eigenschaft auszukommen und sie zu
verstehen oder gar nachzuvollziehen. So kommt es häufig zu Unfällen, die aus der Angst der
Pferde resultieren, jedoch vermeidbar gewesen wären, hätte man ankündigende Signale früher
erkannt. Des Weiteren kann die Angst eines Pferdes auch durch eine (Ver-) Weigerung,
bestimmte Dinge zu tun, sichtbar werden. Diese Weigerung wird in der Reiterei gerne als
„Bockigkeit“ und „Ungehorsam“ des Pferdes interpretiert und führt nicht selten zu einer
Bestrafung. Insgesamt kann man sagen, dass angstauslösende Reize und die Reaktionen des
Pferdes darauf oft falsch eingeschätzt oder falsch interpretiert werden und in der Folge auch
falsch damit umgegangen wird. Ein Grund dafür ist sicher das fehlende Wissen über das
Verhalten des Pferdes. Mit der vorliegenden Diplomarbeit soll ein Beitrag geleistet werden,
das Pferd in seinem Angstverhalten besser zu verstehen. Ziel der Arbeit war es, das Verhalten
des Pferdes bei verschiedenen Intensitäten von Angst zu untersuchen. Des Weiteren wurden
Methoden untersucht, mit denen man die Angst von Pferden vor bestimmten Reizen und
Situationen potentiell lindern kann, was letztendlich auch der Unfallvorbeugung dient.
Die vorliegende Diplomarbeit wurde am Haupt- und Landesgestüt Marbach durchgeführt; 24
Junghengste standen hierfür zur Verfügung. Darunter waren 18 Deutsche Warmblüter, 3
Vollblutaraber und 3 Schwarzwälder Füchse (Kaltblüter), somit war auch ein Rassenvergleich
möglich.
In einem ersten Teil der Arbeit wurde untersucht, wie sich Angst bei Pferden äußert. Hierfür
wurde ausgenutzt, dass Pferde ganz generell vor unbekannten, neuen Gegenständen Angst
haben (= Neophobie). Zur Angstauslösung dienten als Konfrontationsgegenstände ein
Sonnenschirm und eine Plastikplane. Beide Gegenstände waren für die Testpferde unbekannt.
Das Verhalten sowie die Herzrate der Tiere wurden während aller Versuche beobachtet und
quantifiziert. Nacheiner ersten Konfrontation wurden die Pferde an die Objekte gewöhnt
(Extinktionstraining = Angstlöschung) und beobachtet welche Verhaltensymptome sich
während dieser Gewöhnung (= Verlust der Neophobie) verändern. Die Hypothese war, dass
tatsächliche Angstsymptome während der Gewöhnung immer seltener zu beobachten sind.
Zusammenfassung III
Als Verhaltensweisen für Angst konnten Ausweichbewegungen und Flucht, Lautäußerungen
(Prusten und Schnauben), das Anspannen der Halsmuskulatur sowie das Vordrücken der
Oberlippe identifiziert werden. Darüber hinaus wurde gezeigt, dass Abstufungen im
Angstverhalten möglich sind: Bei sehr hohem Angstlevel sind Fluchtreaktionen zu
beobachten. Bei mittlerem Angstlevel treten Ausweichbewegungen im Schritt und
Lautäußerungen (Prusten und Schnauben) auf, bei geringem Angstlevel wird die
Halsmuskulatur angespannt und die Oberlippe vorgedrückt.
Im Zweiten Teil der Arbeit sollten verschiedene Methoden zur Angst-Extinktionauf ihre
Wirksamkeit hin untersucht werden. Verwendet wurde in verschiedenen Testgruppen die
Methode der Desensibilisierung (d.h. leichte, schrittweise stärker werdende Exposition
gegenüber dem angstauslösenden Reiz), die Desensibilisierung mit Gegenkonditionierung
(positive Verstärkung) durch Streicheln bzw. Reiben des Halses und die Desensibilisierung
mit Gegenkonditionierung durch Futterbelohnung. Als Kontrollgruppe dienten Pferde, die
ohne eine Konfrontation mit dem angstauslösenden Reiz nur über den Versuchplatz geführt
wurden.
Während des Extinktionstrainings konnte beobachtet werden, dass die Desensibilisierung mit
Gegenkonditionierung zu einer schnelleren Extinktion führt als ohne Gegenkonditionierung.
Allerdings zeigte ein Vergleich mit der Kontrollgruppe, die das Extinktionstraining nicht
erfahren hatte, den gleichen Verlust an Angstverhalten wie die Gruppen mit Extinktionstraining.
Dieses Ergebnis wurde so interpretiert, dass die wiederholte Exposition gegenüber
angstauslösenden Reizen bei den durchgeführten Verhaltenstests zwar eine Rolle spielt, doch
dass auch allein die Beschäftigung mit den Tieren zu einem Verlust von Angstverhalten führt
(wahrscheinlich auch aufgrund eines wachsenden Vertrauens zur Führperson, die über das
komplette Experiment hin die Gleiche blieb).
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