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Hanggi, E. B., & Ingersoll, J. F. (2009). Stimulus discrimination by horses under scotopic conditions. Behav. Process., 82(1), 45–50.
Abstract: Scotopic vision in horses (Equus caballus) was investigated using behavioral measurements for the first time. Four horses were tested for the ability to make simple visual discriminations of geometric figures (circles and triangles) under various brightness levels within an enclosed building. Measurements of brightness ranging from 10.37 to 24.12 magnitudes per square arcsecond (mag/arcsec2; in candelas per square meter--7.70 to 2.43E-05 cd/m2) were taken using a Sky Quality Meter. These values approximated outdoor conditions ranging from twilight in open country to a dark moonless night in dense forest. The horses were able to solve the discrimination problems in all brightness settings up to 23.77 mag/arcsec2 (3.35E-05 cd/m2). Moreover, they easily navigated their way around obstacles located within the testing area in extremely dim light (>23.50 mag/arcsec2; 4.30E-05 cd/m2), which were in conditions too dark for the human experimenters to see. These findings support physiological data that reveal a rod-dominated visual system as well as observations of equine activity at night.
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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.
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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.
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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.
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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.
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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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