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Swanson, J. C. (1999). What are animal science departments doing to address contemporary issues? J. Anim Sci., 77(2), 354–360.
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Pfister, J. A., Stegelmeier, B. L., Cheney, C. D., Ralphs, M. H., & Gardner, D. R. (2002). Conditioning taste aversions to locoweed (Oxytropis sericea) in horses. J. Anim. Sci., 80(1), 79–83.
Abstract: Locoweed (Oxytropis sericea) is a serious poisoning problem for horses grazing on infested rangelands in the western United States. Our objectives were to determine 1) whether lithium chloride or apomorphine would condition aversions to palatable foods, and at what doses, and 2) whether horses could be averted to fresh locoweed in a pen and grazing situation. Apomorphine was not an acceptable aversive agent because at the dose required to condition an aversion (> or = 0.17 mg/kg BW), apomorphine induced unacceptable behavioral effects. Lithium chloride given via stomach tube at 190 mg/kg BW conditioned strong and persistent aversions to palatable feeds with minor signs of distress. Pen and grazing tests were conducted in Colorado to determine if horses could be averted to fresh locoweed. Pen tests indicated that most horses (5/6) were completely averted from locoweed. Treated horses ate 34 g of fresh locoweed compared to 135 g for controls (P < 0.01) during three pen tests when offered 150 g per test. One horse (T) in the treatment group ate locoweed each time it was offered in the pen, but ate no locoweed while grazing. In the grazing trial, control horses averaged 8.6% of bites of locoweed (P < 0.01) during the grazing portion of the study, whereas treated horses averaged <0.5%. One treated horse (S) accounted for all consumption; he consumed 15% of his bites as locoweed in a grazing bout on d 2 of the field study. Thereafter, he was dosed a second time with lithium chloride and ate no locoweed in the subsequent 5 d. Three of six horses required two pairings of lithium chloride with fresh locoweed to condition a complete aversion. The results of this study indicate that horses can be averted from locoweed using lithium chloride as an aversive agent, and this may provide a management tool to reduce the risk of intoxication for horses grazing locoweed-infested rangeland.
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McCall, C. A. (1990). A Review of Learning Behavior in Horses and its Application in Horse Training. J. Anim Sci., 68(1), 75–81.
Abstract: A literature review of the equine learning research conducted in the past 20 yr revealed that the purpose of most of the studies was to determine whether horses respond to learning situations in the same way that other animals do. The results indicated that horses can discriminate many different types of stimuli, and they learn through stimulus-response- reinforcement chains. Most equine learning studies have utilized learning tasks depending on primary positive reinforcement to get the horses to work the tests. Yet, the majority of horse trainers use negative reinforcement more often than primary positive reinforcement in their training procedures. Therefore, past research often did not have a direct application to training methods commonly utilized in the horse industry. Research also demonstrated that 1) early experiences of horses can affect learning ability later, 2) equine memory is efficient and 3) concentrating learning mals in long training sessions decreases equine learning efficiency. Many factors that might affect equine learning ability and be applicable to training practices in the horse industry have not been thoroughly investigated; for example, interactions between nutrition and learning and between exercise and learning, the use of negative and secondary reinforcements in horse training, and the horse's ability to make few initial errors compared to its ability to eliminate errors as training progresses all require investigation in future equine learning studies. N1 -
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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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