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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van Breda, E. (2006). A non-natural head-neck position (rollkur) during training results in less acute stress in elite trained dressage horses. Journal of Applied Animal Welfare Science, 9(1), 59–64.
Abstract: This study measured parameters of stress in recreational, trained horses (REC; n = 7) and elite (International Grand Prix level) trained, dressage horses (DRES; n = 5). The training of the DRES horses uses an unnatural head?neck position (Rollkur), whereas in the REC horses such training techniques are not common. The study measured stress by using heart rate variability analysis for 30 min postfeeding in the morning and 30 min postexercise after a morning training session. The study found no significant difference at rest between the REC and DRES horses. During the posttraining measurements, however, the DRES horses showed, among others, a less sympathetic and increased parasympathetic dominance. These results suggest that DRES horses tend to have less acute stress than do REC horses postexercise. The findings of this study suggest maintaining the health and well-being of DRES horses despite nonnatural, biomechanical positions.
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Steinhoff-Wagner, J. (2019). Coat Clipping of Horses: A Survey. Journal of Applied Animal Welfare Science, 22(2), 171–187.
Abstract: Coat clipping is a common practice in sport horses; however, timing, purpose, technique, and clips vary widely, as do the management and feeding of a clipped horse. The aim of this study was to collect data regarding common clipping practices. A questionnaire was published online in Germany and contained 32 questions. Four hundred ninety-eight people answered at least one question, and 373 individuals (7% male, 93% female; ages 14–59 years) completed all the questions. Clipped horses were predominantly used as sport horses (68%), and they were either clipped immediately before or during the winter season (88%) or year-round (7%). The clipping date was scheduled according to hair length (52%), sweat amount (47%), and drying time (47%). Participants primarily used two clips: the hunter clip and the blanket clip, both without clipping the head (23% each). The majority of the clipped horses wore a blanket day and night (> 90%). Future studies with observations in the field are needed to support survey data in an effort to develop welfare recommendations for clipping practices utilized with horses.
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Goodwin, D., McGreevy, P., Waran, N., & McLean, A. (2009). How equitation science can elucidate and refine horsemanship techniques. Special Issue: Equitation Science, 181(1), 5–11.
Abstract: The long-held belief that human dominance and equine submission are key to successful training and that the horse must be taught to [`]respect' the trainer infers that force is often used during training. Many horses respond by trialling unwelcome evasions, resistances and flight responses, which readily become established. When unable to cope with problem behaviours, some handlers in the past might have been encouraged to use harsh methods or devices while others may have called in a so-called [`]good horseman' or [`]horse whisperer' to remediate the horse. Frequently, the approaches such practitioners offer could not be applied by the horse's owner or trainer because of their lack of understanding or inability to apply the techniques. Often it seemed that these [`]horse-people' had magical ways with horses (e.g., they only had to whisper to them) that achieved impressive results although they had little motivation to divulge their techniques. As we begin to appreciate how to communicate with horses sensitively and consistently, misunderstandings and misinterpretations by horse and trainer should become less common. Recent studies have begun to reveal what comprises the simplest, most humane and most effective mechanisms in horse training and these advances are being matched by greater sharing of knowledge among practitioners. Indeed, various practitioners of what is referred to here as [`]natural horsemanship' now use techniques similar to the [`]whisperers' of old, but they are more open about their methods. Reputable horse trainers using natural horsemanship approaches are talented observers of horse behaviour and respond consistently and swiftly to the horse's subtle cues during training. For example, in the roundpen these trainers apply an aversive stimulus to prompt a flight response and then, when the horse slows down, moves toward them, or offers space-reducing affiliative signals, the trainer immediately modifies his/her agonistic signals, thus negatively reinforcing the desired response. Learning theory and equine ethology, the fundamentals of the emerging discipline of equitation science, can be used to explain almost all the behaviour modification that goes on in these contexts and in conventional horsemanship. By measuring and evaluating what works and what does not, equitation science has the potential to have a unifying effect on traditional practices and developing branches of equitation.
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McGreevy, P. D., Oddie, C., Burton, F. L., & McLean, A. N. (2009). The horse–human dyad: Can we align horse training and handling activities with the equid social ethogram? Special Issue: Equitation Science, 181(1), 12–18.
Abstract: This article examines the recently completed equid ethogram and shows how analogues of social interactions between horses may occur in various human–horse interactions. It discusses how some specific horse–horse interactions have a corresponding horse–human interaction – some of which may be directly beneficial for the horse while others may be unusual or even abnormal. It also shows how correspondent behaviours sometimes become inappropriate because of their duration, consistency or context. One analogue is unlikely to hold true for all horse–human contexts, so when applying any model from horse–horse interactions to human–horse interactions, the limitations of the model may eclipse the intended outcome of the intervention. These limitations are especially likely when the horse is being ridden. Such analyses may help to determine the validity of extrapolating intra-specific interactions to the inter-specific setting, as is advocated by some popular horse-training methods, and highlight the subsequent limitations where humans play the role of the ‘alpha mare’ or leader in horse handling and training. This examination provides a constructive framework for further informed debate and empirical investigation of the critical features of successful intra-specific interactions.
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Bloom, P. (2004). Behavior. Can a dog learn a word? Science, 304(5677), 1605–1606.
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Blaisdell, A. P., Sawa, K., Leising, K. J., & Waldmann, M. R. (2006). Causal reasoning in rats. Science, 311(5763), 1020–1022.
Abstract: Empirical research with nonhuman primates appears to support the view that causal reasoning is a key cognitive faculty that divides humans from animals. The claim is that animals approximate causal learning using associative processes. The present results cast doubt on that conclusion. Rats made causal inferences in a basic task that taps into core features of causal reasoning without requiring complex physical knowledge. They derived predictions of the outcomes of interventions after passive observational learning of different kinds of causal models. These competencies cannot be explained by current associative theories but are consistent with causal Bayes net theories.
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Kerr, R. A. (2006). PALEOCLIMATOLOGY. Atlantic mud shows how melting ice triggered an ancient chill. Science, 312(5782), 1860.
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Miller, G. (2006). Animal behavior. Signs of empathy seen in mice. Science, 312(5782), 1860–1861.
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Mulcahy, N. J., & Call, J. (2006). Apes save tools for future use. Science, 312(5776), 1038–1040.
Abstract: Planning for future needs, not just current ones, is one of the most formidable human cognitive achievements. Whether this skill is a uniquely human adaptation is a controversial issue. In a study we conducted, bonobos and orangutans selected, transported, and saved appropriate tools above baseline levels to use them 1 hour later (experiment 1). Experiment 2 extended these results to a 14-hour delay between collecting and using the tools. Experiment 3 showed that seeing the apparatus during tool selection was not necessary to succeed. These findings suggest that the precursor skills for planning for the future evolved in great apes before 14 million years ago, when all extant great ape species shared a common ancestor.
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