Zentall, T. R., Hogan, D. E., Edwards, C. A., & Hearst, E. (1980). Oddity learning in the pigeon as a function of the number of incorrect alternatives. J Exp Psychol Anim Behav Process, 6(3), 278–299.
Abstract: Pigeons' rate of learning a two-color oddity task increased as a function of the number of incorrect alternatives from 2 to 24 in Experiments 1, 2, and 3. In general, pigeons that were transferred from many-incorrect-alternative to two-incorrect-alternative oddity performed better than controls, but considerably below baseline (Experiments 2 and 3). In Experiment 4, pigeons showed no unconditioned tendency to peck the odd stimulus among 24 incorect alternatives, when pecks were nondifferentially reinforced, and in Experiment 5, when this procedure was preceded by oddity training, a progressive drop in odd-stimulus pecking was found. In Experiment 6, pigeons exposed to a nine-stimulus array in which the odd stimulus appeared (a) in the center or (b) separate from the array learned faster than when the odd stimulus was at the edge. This outcome suggests ththe figure-ground relation between the odd stimulus and the incorrect alternatives plays a role in the facilitation produced by increasing the number of incorrect alternatives but that poor performance on the standard, three-alternative oddity task appears to be due to center-odd trials which provide a difficult size or number discrimination.
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Mader, D. R., & Price, E. O. (1980). Discrimination learning in horses: effects of breed, age and social dominance. J. Anim Sci., 50(5), 962–965.
Abstract: The discrimination learning ability of Quarter Horses and Thoroughbreds was compared by means of visual cues in a three-choice test with food as a reward. Quarter Horses learned significantly faster than Thoroughbreds, and learning progressed more rapidly for both breeds in a second discrimination task. Significant negative correlations were observed between age and rate of learning. Quarter Horses tended to be less reactive than Thoroughbreds, but individual emotional reactivity ratings and learning scores were not correlated. No correlation was found between social dominance and learning scores. Learning studies with horses may provide a better understanding of the behavioral traits that influence trainability in this species.
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Bradley, B. L. (1980). Animal flavor types and their specific uses in compound feeds by species and age. Fortschr Tierphysiol Tierernahr, (11), 110–122.
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Alexander, F. (1978). The effect of some anti-diarrhoeal drugs on intestinal transit and faecal excretion of water and electrolytes in the horse. Equine Vet J, 10(4), 229–234.
Abstract: The effect of morphine, Tinct. opii, loperamide, pethidine and atropine on intestinal transit and the faecal and urinary excretion of water and electrolytes was studied in ponies. The rate of passage of a particulate marker was slowed by morphine, hastened then slowed by loperamide and Tinct. opii, and hastened by atropine. The liquid marker was slowed by Tinct. opii and hastened then slowed by the other drugs. Only loperamide decreased the faecal sodium excretion. This drug also decreased faecal water and weight; it appeared worthy of clinical trial in diarrhoea. Tinct. opii decreased by morphine, pethidine and atropine increased faecal water.
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Boice, R. (1981). Behavioral comparability of wild and domesticated rats. Behav Genet, 11(5), 545–553.
Abstract: The oft-repeated concern for the lack of behavioral comparability of domestic rats with wild forms of Rattus norvegicus is unfounded. Laboratory rats appear to show the potential for all wild-type behaviors, including the most dramatic social postures. Moreover, domestics are capable of assuming a feral existence without difficulty, one where they readily behave in a fashion indistinguishable from wild rats. The one behavioral difference that is clearly established concerns performance in laboratory learning paradigms. The superiority of domestics in these laboratory tasks speaks more to quieting the concerns of degeneracy theorists than to problems of using domestic Norway rats as subjects representative of their species.
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Heird, J. C., Lennon, A. M., & Bell, R. W. (1981). Effects of early experience on the learning ability of yearling horses. J. Anim Sci., 53(5), 1204–1209.
Abstract: Twenty-four yearling Quarter Horse fillies were divided into three groups (I) very limited handling, (II) intermediate handling and (III) extensive handling. At about 14 months of age, each horse was preconditioned for 2 weeks and then run in a simple place-learning T-maze test in which it had to locate its feed. Thirty trials were run daily for 20 days, with the location of the feed changed each day. To retire from the maze, a horse had to meet the criterion: 11 correct responses in 12 tries, with the last eight being consecutive. Horses in Group II required the fewest trials to reach criterion. These horses also learned more and had the highest percentage of correct responses (P less than .05). Mean trainability tended to predict learning ability; however, trainability and trials to criterion were not significantly correlated. Mean emotionality scores indicated a tendency for horses in the intermediately handled group to be less emotional than those in Group I or III. Results indicated that horses with an intermediate amount of handling scored higher on an intermediate test of learning. All handled horses scored higher on learning tests than those not handled.
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Cambefort, J. P. (1981). A comparative study of culturally transmitted patterns of feeding habits in the chacma baboon Papio ursinus and the vervet monkey Cercopithecus aethiops. Folia Primatol (Basel), 36(3-4), 243–263.
Abstract: Japanese workers have studied social acquisition patterns of new feeding habits in Macaca fuscata which they have termed precultural. The present study investigates the same phenomenon in the chacma baboon and the vervet monkey in their natural habitat. The questions addressed are: (1) How a new feeding habit enters a troop and by which age and sex category, also how it is propagated? (2) When individuals are permitted with a choice between palatable and unpalatable food, can they learn by demonstration only or do they have to pass through a direct learning process? (3) Can the results from the above questions be explained by social parameters such as the social structure of the individual species? It was found that juvenile baboons discover new food and that after the discovery propagation is instantaneous. In vervets discovery is random among the age classes and propagation is slow and takes place through certain 'pivot' individuals. Both species fail to learn about palatability by demonstration but have to go through a direct learning process. This contrasts strongly with the forest baboon Mandrillus sphinx that have been shown to learn by demonstration. Socially, baboon juveniles stay closer to each other than the adults who force them to live at the periphery of the troop. Vervets again forage without precise sub-group formation. The link between social and cultural propagation and social structure is discussed on the basis of these findings.
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Hoff, M. P., Nadler, R. D., & Maple, T. L. (1981). Development of infant independence in a captive group of lowland gorillas. Dev Psychobiol, 14(3), 251–265.
Abstract: In March 1976, 3 lowlands gorillas (Gorilla gorilla gorilla) were born to primiparous females living with an adult male in a large compound at the field station of the Yerkes Regional Primate Research Center of Emory University. Observations of parent and infant behavior began at the birth of the infants, using several methods of data collection. This report focuses on the development of independence in these infants over the 1st 1 1/2 years of life. As expected, measures of mother-infant contact and proximity decreased with age. Several measures suggested that infant independence developed as an interactive process between mothers and infants, with primary responsibility changing over the months of study. Maternal behaviors that served to maintain mother-infant contact were found to decrease with age, with an eventual shift to infant responsibility for contact maintenance. Additionally, the adult male appeared to influence developing independence as reflected in the maternal protectiveness evoked by his behavior.
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van Niekerk, H. P. (1980). Ethological studies within the man-horse relationship. J S Afr Vet Assoc, 51(4), 237–238.
Abstract: Certain aspects of ethology and the horse's senses are discussed to bring about a better understanding between man and horse. Furthermore the behaviour of horses with respect to housing, feeding, breeding, veterinary treatment and work are considered.
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Hendricks, J. C., & Morrison, A. R. (1981). Normal and abnormal sleep in mammals. J Am Vet Med Assoc, 178(2), 121–126.
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