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Broom, D. M., Sena, H., & Moynihan, K. L. (2009). Pigs learn what a mirror image represents and use it to obtain information. Anim. Behav., 78(5), 1037–1041.
Abstract: Mirror usage has been taken to indicate some degree of awareness in animals. Can pigs, Sus scrofa, obtain information from a mirror? When put in a pen with a mirror in it, young pigs made movements while apparently looking at their image. After 5 h spent with a mirror, the pigs were shown a familiar food bowl, visible in the mirror but hidden behind a solid barrier. Seven out of eight pigs found the food bowl in a mean of 23 s by going away from the mirror and around the barrier. Naïve pigs shown the same looked behind the mirror. The pigs were not locating the food bowl by odour, did not have a preference for the area where the food bowl was and did not go to that area when the food bowl was visible elsewhere. To use information from a mirror and find a food bowl, each pig must have observed features of its surroundings, remembered these and its own actions, deduced relationships among observed and remembered features and acted accordingly. This ability indicates assessment awareness in pigs. The results may have some effects on the design of housing conditions for pigs and may lead to better pig welfare.
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Lansade, L., & Simon, F. (2010). Horses' learning performances are under the influence of several temperamental dimensions. Appl. Anim. Behav. Sci., 125(1-2), 30–37.
Abstract: Learning performances are influenced by many factors, not only breed, age and sex, but also temperament. The purpose of this study was to understand how different temperamental dimensions affect the learning performance of horses, Equus caballus. First, we carried out a series of behavioural tests on 36 Welsh ponies aged 5-7 years to measure five temperamental dimensions: fearfulness (novel area test and surprise test), gregariousness (social isolation test), reactivity to humans (passive human test), tactile sensitivity (von Frey filament test) and activity level (evaluation of locomotor activity during all the tests). We then presented them with two learning tasks (avoidance and backwards-forwards tasks). In the avoidance task they had to learn to jump over a fence when they heard a sound associated with an aversive stimulus (puff of air). In the backwards-forwards task they had to walk forwards or move backwards in response to a tactile or vocal command to obtain a food reward. There was no correlation between performances on the two learning tasks, indicating that learning ability is task-dependent. However, correlations were found between temperamental data and learning performance (Spearman correlations). The ponies that performed the avoidance task best were the most fearful and the most active ones. For instance, the number of trials required to perform 5 consecutive correct responses (learning criterion) was correlated with the variables aimed at measuring fearfulness (way of crossing a novel area: rs = -0.41, P = 0.01 and time to start eating again after a surprise effect: rs = -0.33, P = 0.05) and activity level (frequency of trotting during all the tests: rs = -0.40, P = 0.02). The animals that performed the backwards-forwards task best were the ones that were the least fearful and the most sensitive. For instance, the learning criterion (corresponding to the number of trials taken to achieve five consecutive correct responses) was correlated with the variables aimed at measuring fearfulness (latency to put one foot on the area: rs = 0.43, P = 0.01; way of crossing a novel area: rs = 0.31, P = 0.06; and time to start eating again after a surprise effect: rs = 0.43, P = 0.009) and tactile sensitivity (response to von Frey filaments: rs = -0.44, P = 0.008). This study revealed significant links between temperament and learning abilities that are highly task-dependent.
Keywords: Avoidance task; Equus caballus; Fearfulness; Learning; Personality; Temperament
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Hopewell, L., Leaver, L., Lea, S., & Wills, A. (2010). Grey squirrels (Sciurus carolinensis) show a feature-negative effect specific to social learning. Anim. Cogn., 13(2), 219–227.
Abstract: Abstract Previous laboratory studies on social learning suggest that some animals can learn more readily if they first observe a conspecific demonstrator perform the task unsuccessfully and so fail to obtain a food reward than if they observe a successful demonstrator that obtains the food. This effect may indicate a difference in how easily animals are able to associate different outcomes with the conspecific or could simply be the result of having food present in only some of the demonstrations. To investigate we tested a scatter-hoarding mammal, the eastern grey squirrel, on its ability to learn to choose between two pots of food after watching a conspecific remove a nut from one of them on every trial. Squirrels that were rewarded for choosing the opposite pot to the conspecific chose correctly more frequently than squirrels rewarded for choosing the same pot (a feature-negative effect). Another group of squirrels was tested on their ability to choose between the two pots when the rewarded option was indicated by a piece of card. This time, squirrels showed no significant difference in their ability to learn to choose the same or the opposite pot. The results add to anecdotal reports that grey squirrels can learn by observing a conspecific and suggest that even when all subjects are provided with demonstrations with the same content, not all learning occurs equally. Prior experience or expectations of the association between a cue (a conspecific) and food influences what can be learned through observation whilst previously unfamiliar cues (the card) can be associated more readily with any outcome.
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Gabor, V., & Gerken, M. (2010). Horses use procedural learning rather than conceptual learning to solve matching to sample. Appl. Anim. Behav. Sci., 126(3-4), 119–124.
Abstract: Research into higher cognitive abilities of the horse may be limited by developing the adequate experimental design. In this study four pony mares between 8 and 19 years old were included. Three of them reached the criterion to be tested in a new design of matching to sample using a black circle and a cross as visual cues attached to an apparatus. The attention was directed to the question of whether the animals are able to concept formation in a given time period or if their decisions depend on other cues or strategies. After familiarization to the testing area and the test procedure, the animals were given 27 sessions of 20 trials each during 14 weeks. While there was no preference for one of the stimuli used, horses showed a significant left sidedness. None of the mares reached the learning criterion of 80% correct answers in one session. However, the ponies showed procedural learning based on correction runs that were given between incorrect decisions, by then selecting the correct stimulus on the other side of the apparatus. This learning type arose in three individuals in session four, six and eleven, respectively. It is concluded that discrimination tasks may be biased by the involvement of unexpected learning strategies, which complicates the interpretation of such tests and may even mask possible conceptualization capabilities.
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Slabbert, J. M., & Rasa, O. A. E. (1997). Observational learning of an acquired maternal behaviour pattern by working dog pups: an alternative training method? Appl. Anim. Behav. Sci., 53(4), 309–316.
Abstract: German shepherd pups from untrained bitches and bitches trained in the location of narcotics were either separated from their mothers at 6 weeks (standard raised) or at 3 months of age (extended maternal care). Pups with extended maternal care which were allowed to observe their trained mothers locating and retrieving a sachet of odour-producing narcotic between the ages of 6 and 12 weeks performed the same task significantly better than non-exposed pups when tested at the age of 6 months, without further reinforcement during the interim period. This difference in performance was independent of the duration of maternal care or maternal origin of the pups and was attributed to differences in early experience acquired through observational learning.
Keywords: Dog; Learning; Parental behaviour; Narcotics
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Schwab, C., Bugnyar, T., Schloegl, C., & Kotrschal, K. (2008). Enhanced social learning between siblings in common ravens, Corvus corax. Anim. Behav., 75(2), 501–508.
Abstract: It has been suggested that social dynamics affect social learning but empirical support for this idea is scarce. Here we show that affiliate relationships among kin indeed enhance the performance of common ravens, Corvus corax, in a social learning task. Via daily behavioural protocols we first monitored social dynamics in our group of captive young ravens. Siblings spent significantly more time in close proximity to each other than did nonsiblings. We subsequently tested birds on a stimulus enhancement task in model-observer dyads composed of both siblings and nonsiblings. During demonstration the observer could watch the model manipulating one particular object (target object) in an adjacent room. After removing the model, the observer was confronted with five different objects including the former target object. Observers from sibling dyads handled the target object for significantly longer periods of time as compared with the other four available objects, whereas observers from nonsibling dyads did not show a preference for the target object. Also, siblings matched the model's decision to cache or not to cache objects significantly more often than did nonsiblings. Hence, siblings were likely to attend to both, the behaviour of the model (caching or noncaching) and object-specific details. Our results support the hypothesis that affiliate relations between individuals affect the transmission of information and may lead to directed social learning even when spatial proximity has been experimentally controlled for.
Keywords: affiliation; cognition; common raven; Corvus corax; siblings; social learning; social relations
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Hartmann, E. (2010). Managing horses in groups to improve horse welfare and human safety. Ph.D. thesis, , .
Abstract: Managing horses in groups to improve horse welfare and human safety
: reactions to mixing and separation Hartmann, Elke (2010) Managing horses in groups to improve horse welfare and human safety . Doctoral diss. Dept. of Animal Environment and Health, SLU. Acta Universitatis agriculturae Sueciae vol. 2010:87. Full text available as: 439 Kb Abstract The aim of this thesis was to investigate whether specific anecdotal concerns related to keeping horses in groups are supported by science and, if so, provide scientifically based recommendations that could be implemented in practice. The aim of studies I and II was to identify methods for mixing unfamiliar horses that could minimise aggressive interactions and associated risk of injury. Results of study I revealed that pre-exposure of young horses in neighbouring boxes tended to lower contact-aggression (e.g. kicks, strikes) and biting behaviour in particular was reduced when the same pair of horses subsequently met in a paddock. This was not found when older horses were mixed (study II). Aggressive behaviour received by a new horse was not significantly different in meetings when it met one other horse compared to meeting two unfamiliar horses at the same time. Removing a horse from a group of four in study III was generally unproblematic. Most horses approached the handler when she was catching the horse and while standing with it in the middle of the paddock. Thus, potential risk may be higher in situations when the handler remains relatively stationary, as other horses of the group have time to approach. Rank did not influence the number of horses following to the paddock gate and interactions between horses were rare. Since horses naïve to social separation may be more difficult to handle away from the group, the objective in study IV was to investigate whether the initial presence of a companion horse would modify responses to separation. Results revealed no significant differences in heart rates and the number of training sessions required when the horses were subsequently trained in the absence of the partner compared to horses trained alone from the start. In summary, results give little support for the original areas of concerns about mixing and separating horses. Risk of injury to both horses and humans should not be overestimated when handling horses in groups, but being aware of potential risk situations and being able to react accordingly is likely to increase horse welfare and human safety. Faculty: Faculty of Veterinary Medicine and Animal Science Keywords: equine, behaviour, welfare, housing, mixing, aggression, injury, separation, habituation, learning Agrovoc terms: horses, behaviour, bites, injurious factors, animal learning, animal welfare, sweden ISBN: 978-91-576-7532-3 Series.: Acta Universitatis agriculturae Sueciae ISSN: 1652-6880 Volume: 2010:87 Papers/manuscripts: I. Hartmann, E., Winther Christensen, J., Keeling, L.J. (2009). Social interactions of unfamiliar horses during paired encounters: Effect of pre-exposure on aggression level and so risk of injury. Applied Animal Behaviour Science 121, 214-221. II. Hartmann, E., Rundgren, M., Keeling, L.J. (in press). Comparison of 3 methods for mixing unfamiliar horses (Equus caballus). Journal of Equine Veterinary Behavior: Clinical Applications and Research. III. Hartmann, E., Søndergaard, E., Keeling, L.J. Identifying potential risk situations for humans when removing horses from groups. Manuscript. IV. Hartmann, E., Christensen, J.W., Keeling, L.J. (in press). Training young horses to social separation: Effect of a companion horse on training efficiency. Equine Veterinary Journal. Number of pages: 75 Year of publication: 2010 Language: eng ID Code: 2396 Deposited By: Hartmann, Elke Deposited On: 08 November 2010 |
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Sankey, C., Richard-Yris, M. - A., Leroy, H., Henry, S., & Hausberger, M. (2010). Positive interactions lead to lasting positive memories in horses, Equus caballus. Anim. Behav., 79(4), 869–875.
Abstract: Social relationships are important in social species. These relationships, based on repeated interactions, define each partner's expectations during the following encounters. The creation of a relationship implies high social cognitive abilities which require that each partner is able to associate the positive or negative content of an interaction with a specific partner and to recall this association. In this study, we tested the effects of repeated interactions on the memory kept by 23 young horses about humans, after 6 and 8 months of separation. The association of a reward with a learning task in an interactional context induced positive reactions towards humans during training. It also increased contact and interest, not only just after training, but also several months later, despite no further interaction with humans. In addition, this ‘positive memory’ of humans extended to novel persons. Overall, positive reinforcement enhanced learning and memorization of the task itself. These findings suggest remarkable social cognitive abilities that can be transposed from intraspecific to interspecific social contexts.
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Call, J., & Tomasello, M. (1995). Use of social information in the problem solving of orangutans (<em>Pongo pygmaeus</em>) and human children (<em>Homo sapiens</em>). J. Comp. Psychol., 109(3), 308–320.
Abstract: Fourteen juvenile and adult orangutans and 24 3- and 4-yr-old children participated in 4 studies on imitative learning in a problem-solving situation. In all studies a simple to operate apparatus was used, but its internal mechanism was hidden from subjects to prevent individual learning. In the 1st study, orangutans observed a human demonstrator perform 1 of 4 actions on the apparatus and obtain a reward; they subsequently showed no signs of imitative learning. Similar results were obtained in a 2nd study in which orangutan demonstrators were used. Similar results were also obtained in a 3rd study in which a human encouraged imitation from an orangutan that had previously been taught to mimic arbitrary human actions. In a 4th study, human 3- and 4-yr-old children learned the task by means of imitation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)
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Christensen, J. W. (2012). Object habituation in horses: Voluntary vs. negatively reinforced approach to frightening stimuli. In K. Krueger (Ed.), Proceedings of the 2. International Equine Science Meeting (Vol. in press). Wald: Xenophon Publishing.
Abstract: The ability and ease of horses to habituate to frightening stimuli greatly increases safety in the horse-human relationship. Several different techniques have been suggested for habituation training of horses and under certain conditions, preventing animals from avoidance reactions during exposure to frightening stimuli is believed to facilitate habituation. Response prevention does, however, lead to a loss of control, which is a known stress inducer in both animals and humans. This experiment investigated whether horses show increased stress responses when negatively reinforced to approach a mildly frightening stimulus, compared to horses allowed to voluntarily explore the same stimulus. We further investigated whether the prevention of avoidance responses in horses that are negatively reinforced to approach the stimulus, facilitates habituation to the stimulus. Twenty-two 2-3 years old Danish warmblood geldings were included in the study. Half of the horses (NR group) were negatively reinforced (through halter and rope pressure) by a familiar human handler to approach a collection of frightening objects (six open and colourful umbrellas) placed in a semi-circle in a familiar test arena. The other half of the horses were released in the arena and were free to avoid or explore the objects (VOL group). On the next day, all horses were exposed to the objects again without a human to investigate the rate of habituation. Behavioural and heart rate responses were recorded on both days. Data were analysed in a two way repeated measures ANOVA and post hoc analysed via the Holm-Sidak method. In the VOL group, all horses initially chose to avoid the unknown objects, whereas the handler managed to get all horses in the NR group to approach and stand next to the objects within the first 2-min session. As expected, horses in the NR group had a significantly longer duration of alertness (sec, mean ± se: NR: 23 ± 4.1 vs. VOL: 16 ± 4.7, P=0.026) and a higher max HR in the first session (bpm, mean ± se: NR: 106 ± 5.2 vs. VOL: 88 ± 4.4, P=0.004). On the next day, however, the NR horses spent significantly less time investigating the objects (sec, mean ± se: NR: 13 ± 4.1 vs. VOL: 24 ± 6.0, P=0.005) and had a shorter latency to approach a feed container, placed next to the objects (sec, mean ± se: NR: 25 ± 3.9 vs. VOL: 47 ± 16.2, P=0.031), indicating increased habituation. In conclusion, negatively reinforced approach to mildly frightening objects appears to increase stress responses during the initial exposure, but also to facilitate habituation in young horses.
Keywords: Habituation; learning; fearfulness; stress; reinforcement
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