Abstract: Relatively little is known about the relationship between social behavior and specific cognitive abilities of the chicken. It is uncertain whether dominant birds have a cognitive advantage over subordinate birds that might facilitate their superior position in the social hierarchy. Likewise, it is unknown whether subordinate birds compete successfully with higher ranking birds because their cognitive capacities compensate for physical deficits. In this study, the relationship between the chicken's position in the dominance hierarchy and its performance on a cognitive task was explored. Ten pairs of New Hampshire domestic roosters (Gallus gallus) were observed to determine dominance or subordinance within dyads. All birds were then trained and tested on a visual discrimination learning task. Discriminative stimuli were orange and green plastic discs. Correct stimuli (orange or green) were randomly assigned to birds. Placement of the discs (left or right of center) was also randomly assigned and counterbalanced to avoid a side bias. Birds were rewarded with food for pecking at the correct disc. Criterion for task completion was 80% correct responses on three consecutive test sessions or 86% correct on two consecutive sessions. All subjects met the test criterion. The number of trials to criterion was compared between dominant and subordinate birds using a paired t-test. No difference was found in performance between dominant and subordinate birds (p > 0.05) suggesting that in chickens, ability to learn a novel visual discrimination task is not well correlated with rank. Additional studies, particularly using different learning paradigms, are needed to confirm these results.

Abstract: Cognitive mechanisms are an important part of the organization of the behavior systems of animals. In the wild, animals regularly face problems that they must overcome in order to survive and thrive. Solving such problems often requires animals to process, store, retrieve, and act upon information from the environment--in other words, to use their cognitive skills. For example, animals may have to use navigational, tool-making or cooperative social skills in order to procure their food. However, many enrichment programs for captive animals do not include the integration of these types of cognitive challenges. Thus, foraging enrichments typically are designed to facilitate the physical expression of feeding behaviors such as food-searching and food consumption, but not to facilitate complex problem solving behaviors related to food acquisition. Challenging animals by presenting them with problems is almost certainly a source of frustration and stress. However, we suggest here that this is an important, and even necessary, feature of an enrichment program, as long as animals also possess the skills and resources to effectively solve the problems with which they are presented. We discuss this with reference to theories about the emotional consequences of coping with challenge, the association between lack of challenge and the development of abnormal behavior, and the benefits of stress (arousal) in facilitating learning and memory of relevant skills. Much remains to be done to provide empirical support for these theories. However, they do point the way to a practical approach to improving animal welfare--to design enrichments to facilitate the cognitive mechanisms which underlie the performance of complex behaviors that cannot be performed due to the restrictions inherent to the captive environment.

Abstract: A preference test was used to demonstrate that gilts have the ability to associate two sets of neutral cues with two different periods of confinement and water deprivation and to anticipate the long-term consequences of their choice in the test. Twelve gilts housed in two large, straw-bedded pens were trained to go to two sets of 12 crates, positioned on each side of a choice point, for feeding twice a day. Following initial training, the two sets of crates were marked with contrasting visual patterns and the patterns were associated with either 30 min (`short' confinement) or 240 min (`long' confinement) of confinement in the crates after entry. During 16 days of preference testing, the gilts were sent alternately to one side or the other in the mornings and allowed to choose in the afternoons. Eight gilts chose the short confinement side more often, two, the long confinement side more often and two, each side an equal number of times, indicating that most gilts learned the association and preferred to be released shortly after feeding. However, gilts still chose the long confinement side on occasion, suggesting that they did not find 240 min of confinement very aversive. When the gilts were sent to the crates in the morning, their behaviour indicated that they expected to be released or confined depending on which crate they were in. The cognitive abilities of animals with respect to perception of time and anticipation of future events have important implications for their welfare. This study demonstrates that methods can be developed to ask animals about such things.

Abstract: The aim of the present paper was to examine in field conditions the feasibility of the experimentally developed behavioural tests for assessment of two temperamental traits of cold blood horses: fearfulness and reactivity to humans. The predictive, convergent and discriminant validity of the tests was evaluated. Fifty-three Polish Cold Blood Horses (CBHs) were tested with the battery of behavioural tests involving passive and active contact with humans, handling, startling, novel object and surface tests. The behaviour of horses in real, on-farm conditions was evaluated with the caretaker's questionnaire (CQ). The tests demonstrated that a non-startling object and unforced human manipulations were willingly accepted by horses. In contrast, the horses were more reluctant to interact spontaneously with humans and showed longer persistence of a withdrawal reaction when presented with a startling stimulus or when restrained. CQ confirmed the common opinion of calmness, patience and good manageability of the CBHs. The results of behavioural tests were correlated with the scores derived from factor analysis of the CQ. Moreover, the majority of tests measures were correlated within reactivity to humans (median rs = 0.56) and fear tests (median rs = 0.41). Thus, predictive and convergent validity of the employed tests has been confirmed. However, reactivity to humans and fear measures were also correlated (median rs = 0.36), therefore discriminant validity of the tests used has been not confirmed. Therefore, we suggest that the parameters of tests designed to measure two separate traits: reactivity to humans and fearfulness, measured in fact avoidance of potential harm and withdrawal behaviour. Although selection for the work-appropriate behaviour is almost nonexistent nowadays, we conclude that Polish Cold Blood Horses are still predisposed for disciplines of equitation and driving, which demand an easy to handle horse. Nonetheless, we recommend behavioural testing of horses when approving for breeding. For this purpose, we can confirm usefulness of the experimentally developed tests in field assessment of general behavioural reactivity of horses.

Abstract: Recent studies have suggested that crib-biting in horses is associated with diminished capacity of learning or coping with stress. Such findings raise the question whether trainability, which is fundamentally important in practice, could also be affected by stereotypic behaviour. Trainability of a horse is difficult to assess in simple tests, however, it is reliably estimated by experienced riders. To assess trainability and other characteristics related to that, a questionnaire survey was conducted with the owners of 50 crib-biting and 50 control horses. Where possible, control horses were selected from the same establishment as crib-biters. Groups did not differ significantly regarding age, breed, gender, training level or usage. Principal component analysis revealed three main factors which can be labelled as [`]Anxiety', [`]Affability' and [`]Trainability'. The [`]Anxiety' factor consisted of the items [`]Nervousness', [`]Excitability', [`]Panic', [`]Inconsistent emotionality', [`]Vigilance', [`]Skittishness', and [`]Timidity'. [`]Affability' consisted of [`]Friendliness toward people', [`]Cooperation', [`]Docility' and [`]Friendliness toward horses'. [`]Trainability' involved [`]Concentration', [`]Trainability', [`]Memory', and [`]Perseverance'. Temperament traits were not affected by age, gender, breed or training level, but the usage of the horse and the presence of crib-biting behaviour had significant effects. Competition horses had lower level of [`]Anxiety' (p = 0.032) and higher level of [`]Trainability' (p = 0.068) than leisure horses. Crib-biting horses had significantly lower level of [`]Anxiety' than control horses (p < 0.001), while [`]Trainability' and [`]Affability' did not differ between groups (p = 0.823 and p = 0.543, respectively). Competition horses are more often exposed to novel environment and to frightening stimuli (e.g. colourful obstacles) than leisure horses and therefore might have also become more habituated to these types of stimuli. Coping with novel situation may be enhanced by defusing nervous behaviour by the more experienced riders of competition. Previous studies indicated crib-biting horses to be less reactive when challenged as compared to control horses. We suggest that the virtual calmness and lower nervousness of the crib-biting horses might be due to the passive coping style of these animals. [`]Affability' of horses might be more related to housing and management conditions than to crib-biting. Contrary to expectations, scores on [`]Trainability' had not coincided with the impaired learning of crib-biting horses reported in laboratory tests. However, previous behavioural tests on equine learning rarely had a direct relevance to the training abilities of the horses. Our results do not support crib-biting stereotypy to affect performance in training, which is a complex learning process involving cooperation and docility in the social environment.