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Sondergaard, E., & Halekoh, U. (2003). Young horses' reactions to humans in relation to handling and social environment. Appl. Anim. Behav. Sci., 84(4), 265–280.
Abstract: Forty Danish warmblood colts in two replicates were used to investigate the effect of housing and handling in the rearing period on the reactions to humans. The horses entered the experiment after weaning and were housed either individually (n=16) or in groups of three (n=24). Half of the horses from each housing group were handled three times per week for a period of 10 min. Approach tests were performed in the home environment when the horses were 6, 9, 12, 18, 21, and 24 months old, and an Arena and Human Encounter test was performed in a novel environment when the horses were 12 and 24 months old, respectively. In the home environment, single-housed horses approached sooner and were more easily approached by a human than group-housed horses where no effect of handling was observed. Horses approached sooner and were more easily approached with increasing age. In the Arena and Human Encounter test, single-housed horses expressed less restless behaviour, more explorative behaviour, and less vocalisation than group-housed horses. Handled horses showed lower increase in heart rate during the test than non-handled horses. There was no difference between the number of times single or group-housed horses touched an unfamiliar person in the Arena and Human Encounter test but handled horses approached sooner than non-handled horses. It is concluded that the social environment affected the way horses reacted to humans when tested in the home environment but not in a novel environment. In contrast, handling affected the reactions to humans when tested in the novel environment but not in the home environment. However, handled horses also reacted less to the novel environment in general, thus indicating that handling is a mean of avoiding potential dangerous situations.
Keywords: Horses; Human-animal relationship; Social environment; Handling
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Sondergaard, E., & Ladewig, J. (2004). Group housing exerts a positive effect on the behaviour of young horses during training. Appl. Anim. Behav. Sci., 87(1-2), 105–118.
Abstract: In an experiment on the effects of social environment and training on the human-animal relationship, 20 horses were handled according to a defined schedule. Eight horses were housed singly and 12 horses were housed in four groups of 3 horses. Horses were handled three times per week in 10 min sessions from an age of 6 months until 2 years of age during two winter periods. A total of 50 and 70 sessions were given in the first and second period, respectively. Five randomly allocated people performed the training. The training scheme involved leading, tying up, touching, lifting feet, etc. in 43 stages. The horse had to fulfil the performance criteria of each stage in order to get to the next stage. In the first winter period, horses were led to the stable when they had “passed” a stage or after 10 min of training. In the second winter period, horses would start off at stage 1 again, and when they “passed” a stage they went on to the next stage within the same training session. Because of the change in training procedure results were analysed separately for the two winter periods. There was a significant difference between trainers in the number of times they allowed a horse to “pass” a stage within each winter period (χ32, P<0.05; χ32, P<0.001 for the first and the second winter period, respectively). Group housed horses “passed” more stages than single housed horses (17 versus 14; 27 versus 18 in the first and second winter period, respectively; P<0.05 for the interaction). Singly housed horses bit the trainer more frequently than did group housed horses (P<0.01). The responses of group housed horses to training clearly demonstrate the benefits of raising young horses in groups.
Keywords: Horses; Housing; Human-animal relationship; Social environment; Training; Learning
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De Giorgio, F., & Schoorl, J. M. (2012). Why isolate during training? Social learning and social cognition applied as training approach for young horses (Equus caballus). In K. Krueger (Ed.), Proceedings of the 2. International Equine Science Meeting (Vol. in press). Wald: Xenophon Publishing.
Abstract: In the last decade an increasing number of studies has been oriented towards equine social learning and their social behavior within the herd (Kruger‚ 2006-2008). In social species, social learning is important to learn and gain useful skills to move and live in their own social and environmental context. Group housing has been recognized as an important element to fulfill the physical and behavioral needs of horses, especially their need for social contact (Søndergaard‚ 2011). Still‚ when it comes to horse training, the social aspect and‚ in general‚ cognitive abilities of the horse are rarely taken into account. Although it is widely accepted that social isolation is stressful for horse (Mal et al, 1991a and 1991b) still isolating a young horse is the first step when it comes to training methods. Due to tradition and culture and our performance-oriented society it is both difficult to accept and apply a different social/cognitive training approach. Training sessions are focused on immediate results whereas in cognitive learning part of the process is latent and will not be visible immediately‚ but taking the cognitive skills into account plays an important role in avoiding tension both in the horse as in the human-horse interaction (Baragli and De Giorgio, 2011). In this study we tested the possibility to apply social learning by creating a social environment‚ favoring a cognitive learning approach‚ for the training of six young horses. The group existed in three males and three females, between two and three years old. All six showed initial difficulties and defense to human interaction. They were housed in two groups in adjacent spacious paddocks where they had ample opportunity to move and express their individual and social behavioral repertoire. Each horse had one training session per week without isolating it from the others. The training sessions were held following a cognitive-relational model defined as the equine-zooanthropologic approach (De Giorgio, 2010 – Marchesini, 2011). The learning objectives were to be able to handle each horse‚ conduct it‚ saddle and ride it within a maximum time-frame of two years. Every time a defensive or alert behavior would occur the training activity was re-arranged to not over-pressure the horse. Therefore the persons working with the horses carried out the activities without tight expectations focusing on the horses’ positive attention. After eighteen months all six horses were used to the saddle and to riding. None of the horses ever fled or showed defense behavior and in the case of unexpected events they showed no emotional reactivity/reactive behavior. Today the horses show the same calm behavior whenever worked individually. This preliminary study highlights how social learning applied to equestrian activity can be fundamental for safety and welfare and the establishment of a more problem-free relationship between horse and human. Safety as the defensive behavior seems to have been reduced and welfare as the horses have been trained in a social context without being isolated and thus without being stressed during the training experience.
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Quaresmini, C., Forrester, G. S., Spiezio, C., & Vallortigara, G. (2014). Social environment elicits lateralized behaviors in gorillas (Gorilla gorilla gorilla) and chimpanzees (Pan troglodytes). Journal of Comparative Psychology, 128(3), 276–284.
Abstract: The influence of the social environment on lateralized behaviors has now been investigated across a wide variety of animal species. New evidence suggests that the social environment can modulate behavior. Currently, there is a paucity of data relating to how primates navigate their environmental space, and investigations that consider the naturalistic context of the individual are few and fragmented. Moreover, there are competing theories about whether only the right or rather both cerebral hemispheres are involved in the processing of social stimuli, especially in emotion processing. Here we provide the first report of lateralized social behaviors elicited by great apes. We employed a continuous focal animal sampling method to record the spontaneous interactions of a captive zoo-living colony of chimpanzees (Pan troglodytes) and a biological family group of peer-reared western lowland gorillas (Gorilla gorilla gorilla). We specifically focused on which side of the body (i.e., front, rear, left, right) the focal individual preferred to keep conspecifics. Utilizing a newly developed quantitative corpus-coding scheme, analysis revealed both chimpanzees and gorillas demonstrated a significant group-level preference for focal individuals to keep conspecifics positioned to the front of them compared with behind them. More interestingly, both groups also manifested a population-level bias to keep conspecifics on their left side compared with their right side. Our findings suggest a social processing dominance of the right hemisphere for context-specific social environments. Results are discussed in light of the evolutionary adaptive value of social stimulus as a triggering factor for the manifestation of group-level lateralized behaviors. (PsycINFO Database Record (c) 2016 APA, all rights reserved)
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Houpt, K. A. (1986). Stable vices and trailer problems. Vet Clin North Am Equine Pract, 2(3), 623–633.
Abstract: Stable vices include oral vices such as cribbing, wood chewing, and coprophagia, as well as stall walking, weaving, pawing, and stall kicking. Some of these behaviors are escape behaviors; others are forms of self-stimulation. Most can be eliminated by pasturing rather than stall confinement. Trailering problems include failure to load, scrambling in the moving trailer, struggling in the stationary trailer, and refusal to unload. Gradual habituation to entering the trailer, the presence of another horse, or a change in trailer type can be used to treat these problems.
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Nicol, C. J. (2004). Development, direction, and damage limitation: social learning in domestic fowl. Learn Behav, 32(1), 72–81.
Abstract: This review highlights two areas of particular interest in the study of social learning in fowl. First, the role of social learning in the development of feeding and foraging behavior in young chicks and older birds is described. The role of the hen as a demonstrator and possible teacher is considered, and the subsequent social influence of brood mates and other companions on food avoidance and food preference learning is discussed. Second, the way in which work on domestic fowl has contributed to an understanding of the importance of directed social learning is examined. The well-characterized hierarchical social organization of small chicken flocks has been used to design studies which demonstrate that the probability of social transmission is strongly influenced by social relationships between birds. The practical implications of understanding the role of social learning in the spread of injurious behaviors in this economically important species are briefly considered.
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de Waal, F. B. M. (2004). Peace lessons from an unlikely source. PLoS. Biol., 2(4), E101.
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de Waal, F. B. (1997). Food transfers through mesh in brown capuchins. J Comp Psychol, 111(4), 370–378.
Abstract: Capuchin monkeys (Cebus apella) share food even if their partner is behind a mesh restraint. Pairs of adult capuchins were moved into a test chamber in which 1 monkey received cucumber pieces for 20 min and the other received apple slices during the following 20 min. Tolerant transfers of food occurred reciprocally among females: The rate of transfer from Female B to A in the second test phase varied with the rate from Female A to B in the first test phase. Several social mechanisms may explain this reciprocity. Whereas this study does not contradict cognitively complex explanations (e.g., mental record keeping of given and received food), the results are consistent with a rather simple explanation: that food sharing reflects a combination of affiliative tendency and high tolerance. The study suggests that sharing mechanisms may be different for adult male capuchins, with males sharing food more readily and less discriminatingly than females.
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Aureli, F., & de Waal, F. B. (1997). Inhibition of social behavior in chimpanzees under high-density conditions. Am. J. Primatol., 41(3), 213–228.
Abstract: This is the first study to investigate the short-term effects of high population density on captive chimpanzees (Pan troglodytes). Subjects of the study were 45 chimpanzees living in five different groups at the Yerkes Regional Primate Research Center. The groups were observed under two conditions: 1) when they had access to both the indoor and outdoor sections of their enclosures; 2) during cold days when they were locked into the indoor runs, which reduced the available space by more than half. Under the high-density condition, allogrooming and submissive greetings decreased, but juvenile play increased. Remarkably, the rate of various forms of agonistic behavior, such as aggression, bluff charge, bluff display, and hooting, occurred less frequently under the high-density condition. This general decrease in adult social activity, including agonistic behavior, can be interpreted as an inhibition strategy to reduce opportunities for conflict when interindividual distances are reduced. This strategy is probably effective only in the short run, however. Behavioral indicators of anxiety, such as rough scratching and yawning, showed elevated rates, suggesting increased social tension under the high-density condition.
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de Waal, F. B. (1996). Macaque social culture: development and perpetuation of affiliative networks. J Comp Psychol, 110(2), 147–154.
Abstract: Maternal affiliative relations may be transmitted to offspring, similar to the way in which maternal rank determines offspring rank. The development of 23 captive female rhesus monkeys (Macaca mulatta) was followed from the day of birth until adulthood. A multivariate analysis compared relations among age peers with affiliative relations, kinship, and rank distance among mothers. Maternal relations were an excellent predictor of affiliative relations among daughters, explaining up to 64% of the variance. Much of this predictability was due to the effect of kinship. However, after this variable had been controlled, significant predictability persisted. For relations of female subjects with male peers, on the other hand, maternal relations had no significant predictive value beyond the effect of kinship. One possible explanation of these results is that young rhesus females copy maternal social preferences through a process of cultural learning.
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