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Author |
Smith, S.; Goldman, L. |
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Title |
Color discrimination in horses |
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Journal Article |
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Year |
1999 |
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Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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62 |
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1 |
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13-25 |
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Horses; Vision; Color; Discrimination; Behavior |
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Four Arabian horses and one Thoroughbred were presented with a series of two-choice color vs. gray discrimination problems. Testing was done in a stall containing a wall with two translucent panels that were illuminated from behind by light projected through color or gray filters to provide the discriminative stimuli. Horses first learned to push one of the panels in order to receive the food reward behind the positive stimulus in an achromatic light-dark discrimination task, and were then tested on their ability to discriminate between gray and four individual colors: red (617 nm), yellow (581 nm), green (538 nm), and blue (470 nm). The criterion for learning was set at 85% correct responses, and final testing for all color vs. gray discriminations involved grays of varying intensities, making brightness an irrelevant cue. Three subjects were tested with all four colors. Two of those subjects successfully reached the criterion for learning on all four color vs. gray discriminations, while the third reached criterion with red and blue, but performed at chance levels for yellow and green. A fourth horse was only tested with green and yellow, and a fifth only with blue, and both of those horses successfully reached criterion on the discriminations they attempted. With the exception of the one subject's poor performance with yellow and green, there was no significant difference between horses on any of the discrimination tasks, and no significant difference in their performance with different colors. The results suggest that horses have color vision that is at least dichromatic, although partial color-blindness may occur in some individuals. |
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850 |
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Mal, M.E.; Friend, T.H.; Lay, D.C.; Vogelsang, S.G.; Jenkins, O.C. |
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Title |
Behavioral responses of mares to short-term confinement and social isolation |
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1991 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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31 |
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1-2 |
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13-24 |
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Thirty-six mares, blocked by age and temperament score, were assigned to one of three treatment groups: pasture (P); confinement stalls (C), allowing social contact; isolation stalls (ISS), allowing no contact with conspecifics. After 48 h on treatment, the mares were observed in situ for 1 h. Medium temperament and highly reactive ISS mares spent more time eating grain (P<0.01) and exhibited more grain-eating bouts (P<0.03) than P and C mares. Calm P mares had longer forage-eating bouts than C and ISS mares (P<0.02). During a 15 min open-field test in a 23 m x 23 m pen after 72 h on treatment, ISS mares traveled farther (P<0.005) than C and P mares, spent more total time trotting (P<0.01) than C and P mares, and exhibited a greater number of trotting bouts (P<0.01) than both C and P mares. Isolated mares spent less total time standing during the open-field test than C (P<0.05) and P (P<0.01) mares, but exhibited a greater number of standing bouts than C (P<0.05) and P (P<0.01) mares. Isolated mares also exhibited a greater number of total activity bouts (P<0.01) during the open-field test than both C and P mares; P mares also exhibited fewer activity bouts than C mares (P<0.1). Results indicate that mares kept in confined and isolated environments showed greater motivation for movement and performance of a greater number of activities than those maintained on pasture with conspecifics. |
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0168-1591 |
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Equine Behaviour @ team @ |
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4820 |
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Croneya, C.C. |
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Title |
Group size and cognitive processes |
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2007 |
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Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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103 |
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3-4 |
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15-228 |
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Group size; Social complexity; Social learning; Cognitive processes |
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Animal group sizes may exert important effects on various cognitive mechanisms. Group
size is believed to exert pressures on fundamental brain structures that correlate with the
increased social demands placed on animals living in relatively large, complex and dynamic
social organizations. There is strong experimental evidence connecting social complexity,
social learning and development of other cognitive abilities in a broad range of wild and
domesticated animal species. In particular, group size seems to have significant effects on
animals? abilities to derive concrete and abstract relationships. Here, we review the literature
pertaining to cognitive processes and behaviours of various animal species relative to group
size, with emphasis on social learning. It is suggested that understanding the relationship
between group size and cognition in animals may yield practical animal management
benefits, such as housing and conservation strategies, and may also have implications for
improved animal welfare. |
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Ruth C. Newberryb |
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277 |
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Heird, J.C.; Whitaker, D.D.; Bell, R.W.; Ramsey, C.B.; Lokey, C.E. |
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The effects of handling at different ages on the subsequent learning ability of 2-year-old horses |
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1986 |
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Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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15 |
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1 |
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15-25 |
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Forty weanling Quarter Horses, from the Pitchfork Ranch, Dickens, Texas, were randomly assigned to one of five groups based on the amount of handling they would receive. The five groups were: (1) limited handling; (2) 1 week of handling; (3) 2 weeks of handling; (4) 3 weeks of handling; (5) continuous handling for 18 months. As 2-year-olds, the horses were tested in a simple place-learning T-maze after being preconditioned. A maximum of 30 daily trials were conducted for 20 consecutive days, with feed location alternating between sides on successive days. If a horse met the criterion of 11 out of 12 correct responses with 8 correct responses being consecutive, it was retired without completing the 30 trials. Group 1 made fewer correct responses during the 20 days than any other group except Group 3. All groups achieved learning by Day 10, but the most-handled group reached a consistently higher percentage of correct responses earlier than the less-handled groups. Group 5, the group receiving the most handling, was the least emotional, as determined by the animals' reactivity to a novel stimulus, and received the highest scores for trainability after being ridden. Preconditioning trainability scores, or estimates of the horses' ability to learn prior to conditioning and testing, tended to predict maze-learning ability. These scores were also significantly correlated with post-maze training scores. |
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Equine Behaviour @ team @ |
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3590 |
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Munksgaard, L.; DePassillé, A.M.; Rushen, J.; Herskin, M.S.; Kristensen, A.M. |
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Dairy cows' fear of people: social learning, milk yield and behaviour at milking |
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2001 |
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Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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73 |
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1 |
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15-26 |
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We examined the effects of the presence of an unfamiliar, a gentle or an aversive handler during milking on behaviour and milk yield, and whether cows can learn to approach or avoid a handler by observing the neighbouring cow?s responses. In Experiment 1, Danish Friesian cows (n=16) were treated gently (offering hay and concentrates) by one handler and aversively (hit every 15s on the head with the hand) by another handler for six periods of 2min each. The two handlers wore different coloured overalls, and each cow received either gentle or aversive treatment in the first week and the other treatment the following week. All cows kept a longer distance to the aversive than to the gentle handler in a 1min test after treatment. Milk yield and residual milk did not differ when the aversive or the gentle handler was standing in front of the cow during milking, although the cows moved their legs and tail less when the aversive handler was present. When an unfamiliar person was standing in front of the cows during milking, behaviour and milk yield did not differ from control milkings. Cows and heifers (n=10) that had observed their neighbours receiving gentle treatment by one handler and aversive treatment from another handler did not differ in the distance they kept from these two handlers. In Experiment 2, cows (n=15) that had observed the neighbours receiving a gentle treatment (eight times for 2min) kept a shorter distance to that handler after treatment of their neighbours, and the distance they kept was correlated with the distance kept by the neighbouring cows. This suggests that responses of observer cows may be affected by the responses of the cows being treated. The cows rapidly learned to avoid an aversive handler, but although the cows showed clear avoidance response to the aversive handler there was no effect on milk yield when the aversive handler was present at milking. |
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Elsevier |
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0168-1591 |
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doi: 10.1016/S0168-1591(01)00119-8 |
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Equine Behaviour @ team @ |
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6039 |
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WAYNE L. LINKLATER & ELISSA Z. CAMERON |
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Distinguishing cooperation from cohabitation: the feral horse case |
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2000 |
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Animal Behaviour. |
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Anim. Behav. |
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59 |
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F17-F21 |
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refbase @ user @ |
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514 |
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McLean, A.N.; Christensen, J.W. |
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Title |
The application of learning theory in horse training |
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Journal Article |
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2017 |
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Applied Animal Behaviour Science |
Abbreviated Journal |
Appl. Anim. Behav. Sci. |
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190 |
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18-27 |
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Behaviour; Conflict theory; Desensitisation; Habituation; Reinforcement; Stress |
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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. |
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0168-1591 |
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Equine Behaviour @ team @ |
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6597 |
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Author |
Nicol, C.J.; Badnell-Waters, A.J. |
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Title |
Suckling behaviour in domestic foals and the development of abnormal oral behaviour |
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Journal Article |
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2005 |
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Animal Behaviour. |
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Anim. Behav. |
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70 |
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1 |
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21-29 |
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We investigated how the behaviour of domestic foals, Equus caballus, living at pasture with their dams was associated with foal gender, mare rank and the development of abnormal oral behaviour, both during the preweaning period, and over a period of up to 4 years postweaning. A population of 186 foals belonging to private owners and commercial studs was studied. The behaviour of male and female foals hardly differed, but mare rank affected patterns of foal social interaction and suckling behaviour, with foals of subordinate mares involved in more affiliative interactions. These foals also spent more time in perisuckling activities such as teat nuzzling than foals of other mares. During the study, 18 foals developed abnormal oral behaviour before weaning and 42 foals developed abnormal oral behaviour after weaning. The development of abnormal oral behaviour was associated with suckling behaviour in a variety of ways. Foals that had already developed abnormal oral behaviour at the time of the preweaning observations were involved in more suckling terminations within bouts than normal foals or foals that developed future abnormal behaviour, and pushing the udder with the muzzle was most frequent in these foals. Foals that had no current abnormal oral behaviour, but that would develop this in the future, spent more time suckling and twice as much time teat nuzzling as other foals. The results add to the growing evidence of associations between digestive function and abnormal oral behaviour in horses. |
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Equine Behaviour @ team @ |
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3631 |
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Schmied, C.; Waiblinger, S.; Scharl, T.; Leisch, F.; Boivin, X. |
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Stroking of different body regions by a human: Effects on behaviour and heart rate of dairy cows |
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2008 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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109 |
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1 |
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25-38 |
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Cattle; Tactile stimulation; Human-animal relationship; Social licking |
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From observations of intra-specific social grooming in cattle and studies on human stroking in other species, we hypothesised that cows' reactions to human stroking differ depending on the body regions being stroked. Moreover, we tested, whether cows `reactions to stroking change with the animals' experience of stroking. Sixty dairy cows were stroked in three different body regions, i.e. the withers, W, neck ventral, NV (both licked often in social grooming) and the lateral chest, LC (licked rarely), in a balanced order during 10-min sessions. Behavioural reactions and heart rate during stroking as well as reactions to the human just after stroking were recorded. Two test sessions were carried out with 3 weeks of treatment in-between. During this period, the cows were randomly allocated to four treatment groups: three groups received 5 min of daily stroking in either W, NV or LC and the last one (control group) was exposed to simple human presence. During stroking W and NV, cows showed longer neck stretching and ear hanging than during stroking LC (P < 0.001). Moreover, ear hanging was shown longer when W was stroked as compared to NV (P < 0.001), but neck stretching was observed longer during stroking NV as compared to W only after the treatment period (P < 0.01). In the first test session, more animals showed head shaking and head throwing during stroking W and NV than LC (P < 0.01), whereas in the second test session these behaviours were observed only in few animals. In the first test session heart rate was higher during stroking W than the other body regions (P <= 0.01). In the second test session, the lowest heart rate was found during stroking NV (P < 0.05). Finally, contact with the experimenter following stroking differed for the three body regions stroked in both test sessions (first: P = 0.06, second: P < 0.01); contact was shortest for LC. When comparing both test sessions, stretching the neck and ear hanging increased (P < 0.001), while head shaking and head throwing decreased (P < 0.05); there was no difference for heart rate and contact with the experimenter. The four treatments had no influence on reactions to stroking. To conclude, stroking of body regions often licked during social grooming led to more responses than stroking the one licked rarely. Some reactions, such as stretching the neck, are also observed during social licking. This suggests that cows may in part perceive human stroking of body regions often licked similarly to social licking. This knowledge could be of interest for an improvement in quality of human-cattle interactions. |
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Equine Behaviour @ team @ |
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4395 |
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Sato, S. |
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Social licking pattern and its relationships to social dominance and live weight gain in weaned calves |
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1984 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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12 |
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1 |
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25-32 |
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Social licking patterns of heifer and steer herds were observed and recorded during periods of resting and intermittent feeding. The results revealed the following features: (1) heifers and steers had 15.0 and 15.2 social licking interactions per hour which lasted for 37.8 and 41.0 s on average, respectively. The average time an animal spent licking was about 25 s per hour; (2) all the animals in the herds were licked by others, but only 72.3% of the animals licked other animals; (3) the animals close in the social hierarchy tended to lick each other for a longer time than did remote animals; (4) the time receiving l licking and weight gain tended to be positively correlated. The observations suggest that (1) the motivation of giving licking may be individual-specific and may be influenced by genetic factors, while that of receiving licking appears to be general, and that (2) social licking may mean not only cleaning the skin and hair of a passive partner, but also leading it to psychological stability. |
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Elsevier |
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doi: 10.1016/0168-1591(84)90093-5 |
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Equine Behaviour @ team @ |
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6407 |
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