Abstract: Summary Three groups of eight female golden hamsters without prior breeding experience were presented with three newborn pups for a 15 min test period. Group V were virgin females, group P pregnant females and group L lactating females. Groups P and L were tested within 24 hr of parturition. Group V attacked and killed all pups presented. Group P showed maternal responses after initial attacks while group L accepted the pups. Groups P and L did not differ significantly on measures of maternal responsiveness but all three groups differed significantly from one another on measures of attacking behaviour and the eating of young.

Abstract: During the pre-maturation period crowded males of Schistocerca gregaria are more active than isolated ones but the greater part of their extra activity is not locomotory but consists of the kicking movements made in response to contact with other locusts. Isolated males walk less often during this period but tend to jump (or fly) more than crowded ones. Activity increases with maturity and the increase is greater in the isolated males so that in spite of the absence of mechanical stimulation by other locusts their locomotor activity is now at least as great as that of the crowded ones and their jumping activity greater. Within one batch there is a tendency for those males which are most active during the first two weeks of adult life to mature earliest. The activity of young males crowded with fledglings is at first similar to that of males crowded with older locusts, but after the first two weeks the activity of both mature and immature males is depressed by crowding with fledglings. Mature males habitually isolated become less active when temporarily crowded with fledglings, but not when crowded with mature males. Mature and immature males habitually crowded with fledglings become more active when temporarily isolated and still more active when crowded with each other, or with other mature males. The inhibiting effect of the fledglings on maturation and their depressive effect on activity should in natural conditions promote synchronization of maturation and the cohesion of the group. There was little difference in activity between young males kept in single pairs and in isolation, except that in one experiment the isolated ones jumped more often. Young males kept in pairs with mature males are more active during the first week of adult life than those kept in pairs with each other. The males paired with mature males were also seen feeding much less often than those paired with each other. This was the only treatment in which a significant effect on the frequency of feeding was recorded. The femoral vibrations made by both mature and immature males in response to stimulation by mature males, occur less often in habitually crowded males than in those temporarily crowded or kept with one mature male only. This is presumably the result of habituation to the stimulus. The behaviour of wild Schistocerca males in a large outdoor cage was very similar to that of a low density laboratory group. All results suggest that there is an association between high activity and rapid maturation. This is compatible with the conclusion from earlier work that a low level of feeding is associated with rapid maturation.

Abstract: Two studies were conducted to determine the relationship of feeding behavior to the phenotypic expression of feed efficiency. In Exp. 1, a feedlot diet containing roughage was fed (traditional). In Exp. 2, a no-roughage diet was fed. Residual feed intake (RFI), a measure of feed efficiency, was calculated for both studies. In Exp. 1, 6 feed efficient (low RFI) steers and 6 feed inefficient steers (high RFI) were selected from a contemporary group of 80 steers, and feeding behaviors were analyzed. In Exp. 2, 9 feed efficient and 8 feed inefficient steers were selected from a contemporary group of 40 steers. There were no differences (P > 0.13) in initial or final BW or ADG between efficient and inefficient groups in either Exp. 1 or 2. In Exp. 1 DMI and average eating bouts daily differed (P < 0.001) with efficient steers consuming less feed and eating fewer times per day. In Exp. 2, efficient steers consumed less (P < 0.001) feed, and average eating bouts daily tended (P = 0.07) to be fewer in efficient animals. Limited differences were noted in feeding behavior between groups, with inefficient steers from both studies having a more variable eating pattern throughout the day. The average daily eating rate did not differ (P > 0.20) between groups in either experiment. The average number of days comprising a feeding pattern for both feed efficiency groups in Exp. 1 and 2 was found to be 2 to 3 d and multiples of 2 to 3 d. In Exp. 1 the feed intake pattern of efficient and inefficient steers changed once they reached a BW of approximately 391 kg and 381 kg, respectively. This occurred near d 47 for the efficient steers and near d 32 for inefficient steers. In Exp. 2 the feed intake pattern of both efficient and inefficient steers changed once they reached a BW of approximately 399 kg, which occurred on d 31 for the efficient steers and on d 33 for the inefficient steers. From the measured variables there were no differences in growth and limited differences noted in feeding behavior between feed efficient and feed inefficient groups. The results of the trials suggest increased variability of feed intake throughout the day for feed inefficient animals.

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.