|
|
McGlone, J. J., & Hicks, T. A. (1993). Teaching standard agricultural practices that are known to be painful. J. Anim Sci., 71(4), 1071–1074.
|
|
|
|
Olesen, I., Groen, A. F., & Gjerde, B. (2000). Definition of animal breeding goals for sustainable production systems. J. Anim Sci., 78(3), 570–582.
|
|
|
|
Walter, G., & Reisner, A. (1994). Student opinion formation on animal agriculture issues. J. Anim Sci., 72(6), 1654–1658.
|
|
|
|
Davis, S. L., & Cheeke, P. R. (1998). Do domestic animals have minds and the ability to think? A provisional sample of opinions on the question. J. Anim Sci., 76(8), 2072–2079.
|
|
|
|
Gonyou, H. W. (1994). Why the study of animal behavior is associated with the animal welfare issue. J. Anim Sci., 72(8), 2171–2177.
|
|
|
|
Apple, J. K., Kegley, E. B., Galloway, D. L., Wistuba, T. J., & Rakes, L. K. (2005). Duration of restraint and isolation stress as a model to study the dark-cutting condition in cattle. J. Anim Sci., 83(5), 1202–1214.
Abstract: Holstein steer calves (n = 32; 156 {+/-} 33.2 kg average BW) were used to evaluate the duration of restraint and isolation stress (RIS) on endocrine and blood metabolite status and the incidence of dark-cutting LM. Calves were blocked by BW and assigned randomly within blocks to one of four stressor treatments: unstressed controls (NS) or a single bout of RIS for 2, 4, or 6 h. Venous blood was collected via indwelling jugular catheters at 40, 20, and 0 min before stressor application and at 20-min intervals during RIS. Unstressed calves remained in their home stanchions and, except for blood sampling, were subjected to minimal handling and stress. Serum cortisol and plasma lactate concentrations were increased (P <0.01) during the first 20 min after RIS application, and remained elevated throughout the 6 h of RIS. Plasma concentrations of glucose and insulin were greater (P <0.05) in RIS calves than in NS calves after 80 and 100 min of stressor application, respectively; however, RIS did not (P >0.80) affect plasma NEFA concentrations. Calves were slaughtered within 20 min of completion of RIS, and muscle samples were excised from right-side LM at 0, 0.75, 1.5, 3, 6, 12, 24, and 48 h after exsanguination for quantifying LM pH, and glycogen and lactate concentrations. The pH of the LM from calves subjected to 6 h of RIS exceeded 6.0, and was greater (P <0.05) at 24 and 48 h postmortem than the pH of NS calves or calves subjected to 2 or 4 h RIS. Muscle glycogen concentrations did not differ (P = 0.16; 25.58, 10.41, 13.80, and 14.41 {micro}mol/g of wet tissue weight for NS and 2-, 4-, and 6-h RIS, respectively), and LM lactate concentrations tended to be lower (P = 0.08) in calves subjected to 6 h of RIS. At 48 h after exsanguination, the LM from calves subjected to 6 h of RIS had more (P <0.05) bound and less (P <0.05) free moisture than did the LM from NS calves or calves subjected to 2 or 4 h of RIS. Additionally, the LM from RIS calves was darker (lower L* values; P <0.05) than the LM of NS calves. Visual color scores for the LM were greatest (P < 0.05) for calves subjected to 6 h of RIS and least (P <0.05) for NS calves. Subjecting lightweight Holstein calves to 6, 4, and 2 h of RIS resulted in six (75%), two (25%), and two (25%) carcasses characteristic of the dark-cutting condition, respectively. There were no dark-cutting carcasses produced from NS calves. Thus, RIS may be a reliable animal model with which to study the formation of the dark-cutting condition. N1 -
|
|
|
|
Schiffman, S. S. (1998). Livestock odors: implications for human health and well-being. J. Anim Sci., 76(5), 1343–1355.
|
|
|
|
Houpt, K. A. (1991). Investigating equine ingestive, maternal, and sexual behavior in the field and in the laboratory. J. Anim Sci., 69(10), 4161–4166.
Abstract: Some of the techniques that may be used to study social, reproductive, and ingestive behavior in horses are described in this paper. One of the aspects of equine social behavior is the dominance hierarchy or patterns of agonistic behavior. Paired or group feeding from a single food source may be used to determine dominance hierarchies quickly. Focal animal studies of undisturbed groups of horses may also be used; this method takes longer, but may reveal affiliative as well as agonistic relationships among the horses. Reproductive behavior includes flehmen, the functional significance of which can be determined using combinations of field observations of harem groups and laboratory studies of stallions exposed to female urine or feces in the absence of the donor mare. Ingestive behavior may include food, salt, or water intake. Direct and indirect measurements of intake can be made and used to answer questions regarding the ability of horses to control their energy intake when the diet is diluted, the effect of feral equids on the ecology of an area, and the abilities of horses to compensate for dehydration and hypovolemia.
|
|
|
|
McCall, C. A. (1990). A Review of Learning Behavior in Horses and its Application in Horse Training. J. Anim Sci., 68(1), 75–81.
Abstract: A literature review of the equine learning research conducted in the past 20 yr revealed that the purpose of most of the studies was to determine whether horses respond to learning situations in the same way that other animals do. The results indicated that horses can discriminate many different types of stimuli, and they learn through stimulus-response- reinforcement chains. Most equine learning studies have utilized learning tasks depending on primary positive reinforcement to get the horses to work the tests. Yet, the majority of horse trainers use negative reinforcement more often than primary positive reinforcement in their training procedures. Therefore, past research often did not have a direct application to training methods commonly utilized in the horse industry. Research also demonstrated that 1) early experiences of horses can affect learning ability later, 2) equine memory is efficient and 3) concentrating learning mals in long training sessions decreases equine learning efficiency. Many factors that might affect equine learning ability and be applicable to training practices in the horse industry have not been thoroughly investigated; for example, interactions between nutrition and learning and between exercise and learning, the use of negative and secondary reinforcements in horse training, and the horse's ability to make few initial errors compared to its ability to eliminate errors as training progresses all require investigation in future equine learning studies. N1 -
|
|
|
|
Sappington, B. F., & Goldman, L. (1994). Discrimination learning and concept formation in the Arabian horse. J. Anim Sci., 72(12), 3080–3087.
Abstract: Discrimination learning and concept formation abilities were investigated in four mature Arabian horses. A series of two-choice discrimination problems were presented on stimulus panels that could open to allow access to food bowls. Selection of the correct stimulus resulted in food reinforcement, and an incorrect choice was not rewarded. The positions of the correct and incorrect stimuli were varied randomly during each test session, and the criterion for learning each problem was 85% correct for two consecutive sessions of 30 or 40 trials. Testing progressed through six discrimination problems. The first four were simple pattern discriminations, but the last two incorporated several different triangles as correct stimuli and thus involved the concept of triangularity. Two of the subjects successfully completed only simple pattern discriminations, one showed evidence of learning in the first concept problem, and one completed all six tests, including the two concept formation problems. The results demonstrate complex pattern discrimination ability in horses, and suggest that they may also have the ability to form and use concepts in problem solving.
|
|
