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Rogers, A.R. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
Does Biology Constrain Culture? |
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1988 |
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American Anthropologist |
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Am Anthropol |
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90 |
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4 |
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819-831 |
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models, learning, evolution, culture, fitness, adaptive, environment, human, natural selection, behavior |
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Most social scientists would agree that the capacity for human culture was probably fashioned by natural selection, but they disagree about the implications of this supposition. Some believe that natural selection imposes important constraints on the ways in which culture can vary, while others believe that any such constraints must be negligible. This article employs a “thought experiment” to demonstrate that neither of these positions can be justified by appeal to general properties of culture or of evolution. Natural selection can produce mechanisms of cultural transmission that are neither adaptive nor consistent with the predictions of acultural evolutionary models (those ignoring cultural evolution). On the other hand, natural selection can also produce mechanisms of cultural transmission that are highly consistent with acultural models. Thus, neither side of the sociobiology debate is justified in dismissing the arguments of the other. Natural selection may impose significant constraints on some human behaviors, but negligible constraints on others. Models of simultaneous genetic/cultural evolution will be useful in identifying domains in which acultural evolutionary models are, and are not, likely to be useful. |
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Equine Behaviour @ team @ citeulike:907484 |
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4199 |
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Bonnie, K.E.; Earley, R.L. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
Expanding the scope for social information use |
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Journal Article |
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2007 |
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Animal Behaviour. |
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Anim. Behav. |
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74 |
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2 |
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171-18 |
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behavioural cue; eavesdropping; public information; signalling; social information; social learning |
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Our understanding of how, why, and the circumstances under which animals use social information has been facilitated by three principal areas of research, social learning, public information use and social eavesdropping. With few exceptions, these related concepts have remained remarkably distinct within the literature, with little discussion or integration among them. Are these distinctions warranted? We tackle the issue by exploring similarities and differences between the concepts with respect to how animals gather and use social information, the type of information gathered, how information is packaged, and the relative payoffs to individuals involved. We contend that none of the currently dominant paradigms, social learning, public information use, or social eavesdropping, provide a unifying theme for studying social information use. Instead, we favour the central characteristic of the three concepts, social information use, as the overarching umbrella, and advocate a broader conceptual framework for understanding more comprehensively how animals behave with their social environments. Our intention is not to revolutionize the fields of social learning, public information use or social eavesdropping, but rather to stimulate discussion among researchers investigating the abilities of animals to extract information from the social environment. |
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Equine Behaviour @ team @ |
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4205 |
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Beecher, M.D.; Burt, J.M.; O'Loghlen, A.L.; Templeton, C.N.; Campbell, S.E. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
Bird song learning in an eavesdropping context |
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Journal Article |
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2007 |
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Animal Behaviour. |
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Anim. Behav. |
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73 |
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6 |
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929-935 |
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eavesdropping; Melospiza melodia; passerine; social learning; song acoustics; song learning; song repertoire; song sparrow; vocal communication |
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Bird song learning is a major model system for the study of learning with many parallels to human language development. In this experiment we examined a critical but poorly understood aspect of song learning: its social context. We compared how much young song sparrows, Melospiza melodia, learned from two kinds of adult `song tutors': one with whom the subject interacted vocally, and one whom the subject only overheard singing with another young bird. We found that although subjects learned from both song models, they learned more than twice as many songs from the overheard tutor. These results provide the first evidence that young birds choose their songs by eavesdropping on interactions, and in some cases may learn more by eavesdropping than by direct interaction. |
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Equine Behaviour @ team @ |
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4207 |
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Author |
Range, F.; Huber, L. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
Attention in common marmosets: implications for social-learning experiments |
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Journal Article |
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2007 |
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Animal Behaviour. |
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Anim. Behav. |
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73 |
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6 |
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1033-1041 |
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attention; Callithrix jacchus; common marmoset; imitation; social learning |
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The question whether a certain species is or is not able to imitate has received much recent attention. However, the ability to copy a demonstrated action might depend not only on the imitative ability of the observer but also on its attention, a factor widely neglected in discussions and experiments. Since attention differs between species as well as between individuals, it is likely to influence the amount and type of information different species and/or observers may extract from a given demonstration. We studied attention in common marmosets, Callithrix jacchus. In a series of experimental sessions, individual marmosets watched different conspecific models that were searching, manipulating an object and feeding. The observers could see the demonstration through two observation holes, which allowed us to measure exactly how often and for how long they watched the model. Marmosets were more attentive towards conspecifics engaged in a problem-solving task than an exploring model. Individual variation in attention was large, ranging from less than 10% to over 49%. Attention also depended on the identity of the model with an increase in attention if it was of the opposite sex. Overall, attention of marmosets was short with a median duration of 6 s while the model manipulated an object. This study measured the real interest of the observer towards a model, which could be an important variable in social-learning experiments. |
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Equine Behaviour @ team @ |
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4208 |
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Author |
Shier, D.M.; Owings, D.H. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
Effects of social learning on predator training and postrelease survival in juvenile black-tailed prairie dogs, Cynomys ludovicianus |
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Journal Article |
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2007 |
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Animal Behaviour. |
Abbreviated Journal |
Anim. Behav. |
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73 |
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4 |
Pages |
567-577 |
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antipredator behaviour; black-tailed prairie dog; Cynomys ludovicianus; postrelease survival; predator avoidance; social learning |
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We examined how social context and experience affected development of antipredator behaviour and subsequent postrelease survival in the black-tailed prairie dog. Captive-reared juveniles were initially exposed to four stimulus animals: a ferret, a rattlesnake, a hawk and a cottontail control (pretraining tests). Subjects were then trained with or without an adult female demonstrator. Training involved exposure to each stimulus animal two to three times over 5 weeks. After training, each juvenile was retested with each stimulus animal (post-training tests). During pretraining tests, juveniles responded differentially to the stimulus animals. They were least active with the snake, fled the most in tests with the hawk, and were less vigilant with the ferret than with the snake. Following training, juveniles trained with experienced adults were more wary with all three predators than juveniles trained without an experienced adult present. We then compared the antipredator behaviour of captive-reared juveniles trained with experienced adult females with that of wild-reared juveniles of the same age. For all behavioural measures except shelter use, wild-experienced animals differentiated more strongly among predator types than did captive-trained juveniles. One year after reintroduction, survivorship of juveniles trained with experienced adults was higher than that of juveniles trained without experienced adults, but did not differ from that of wild-reared juveniles. These findings provide the first evidence that social transmission of antipredator behaviour during training can enhance long-term survival following release and that as long as a social training regime is used, predator avoidance training can emulate experience acquired in the wild. |
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Equine Behaviour @ team @ |
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4212 |
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Author |
Bryson, J.; Leong, J. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
Primate errors in transitive inference: a two-tier learning model |
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Journal Article |
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2007 |
Publication |
Animal Cognition |
Abbreviated Journal |
Anim. Cogn. |
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10 |
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1 |
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1-15 |
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Transitive inference, choice or performance – Task learning – Hippocampal learning – Modelling |
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Abstract Transitive performance (TP) is a learning-based behaviour exhibited by a wide range of species, where if a subject has been taught to prefer A when presented with the pair AB but to prefer B when presented with the pair BC, then the subject will also prefer A when presented with the novel pair AC. Most explanations of TP assume that subjects recognize and learn an underlying sequence from observing the training pairs. However, data from squirrel monkeys (Saimiri sciureus) and young children contradict this, showing that when three different items (a triad) are drawn from the sequence, subjects`` performance degrades systematically (McGonigle and Chalmers, Nature 267:694-696, 1977; Chalmers and McGonigle, Journal of Experimental Child Psychology 37:355-377, 1984; Harris and McGonigle, The Quarterly Journal of Experimental Psychology 47B:319-348, 1994). We present here the two-tier model, the first learning model of TP which accounts for this systematic performance degradation. Our model assumes primate TP is based on a general-purpose task learning system rather than a special-purpose sequence-learning system. It supports the hypothesis of Heckers et al. (Hippocampus 14:153-162, 2004) that TP is an expression of two separate general learning elements: one for associating actions and contexts, another for prioritising associations when more than one context is present. The two-tier model also provides explanations for why phased training is important for helping subjects learn the initial training pairs and why some subjects fail to do so. It also supports the Harris and McGonigle (The Quarterly Journal of Experimental Psychology 47B:319-348, 1994) explanation of why, once the training pairs have been acquired, subjects perform transitive choice automatically on two-item diads, but not when exposed to triads from the same sequence. |
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Admin @ knut @ |
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4221 |
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Author |
Hausberger, M.; Gautier, E.; Muller, C.; Jego, P. |
![goto web page (via DOI) doi](img/doi.gif)
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Title |
Lower learning abilities in stereotypic horses |
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Journal Article |
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2007 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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107 |
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3-4 |
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299-306 |
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Stereotypies; Learning ability; Horses |
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The question of whether motor stereotypies may be associated with learning disorders is a highly debated issue both in humans and animals, but evidence is still scarce. The aim of the present study was to investigate the relation between the occurrence of stereotypic behaviours in horses where stereotypies are well described and learning abilities measurable. Seventy horses were observed in their box at two periods (August and November) and were then submitted to an instrumental task (opening a chest by raising the lid using the nose). Fifty-one of them had shown stereotypic behaviours at both periods. It appeared that more stereotypic horses (36/51) were unsuccessful than non-stereotypic horses (3/19) in the learning task. When successful, they required a longer time in order to perform the task (368 s on average against 220 for the non-stereotypic horses). No difference was found according to the type of stereotypy performed. This is to our knowledge the first time that a relation is found between stereotypy and learning in an animal species. The additional finding that stereotypic horses spent less time lying down and sleeping suggests a possible role of attentional processes. This finding has important implications for the horse industry. |
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Equine Behaviour @ team @ |
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4301 |
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Broucek, J., Uhrincat, M., Kišac, P., Hanus, A.. |
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Title |
Hair Whorl Position as a Predictor of Learning Ability and Locomotor Behavior in Cattle? |
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2004 |
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ACTA VETERINARIA BRUNENSIS |
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ACTA VET. BRNO |
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73 |
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4 |
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455-459 |
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Cattle, hair whorl, reversal learning, open-field |
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The aim of our work was to investigate the hypothesis that the speed of solving the maze tests and
locomotor behavior of heifers in open-field tests are affected by the height location of facial whorl.
Fifty-eight Holstein heifers were used. Maze learning was observed at the age of 15 weeks, and an
open-field test was applied at two ages, 16 weeks and 18 months. Whorl placement was recorded by
one person as each heifer entered the scale. The hair whorl position was determined on the basis of
two patterns: A) hair whorl high, middle and low and B) hair whorl high and low. Heifers with a
high hair whorl were the fastest (77.8 ± 84.3 s) and heifers with a middle hair whorl the slowest (87.3
± 100.3 s) in the A pattern during the maze tests. In the B whorl pattern, heifers with a high hair whorl
ran across the maze in 84.5 ± 95.2 s and heifers with a low hair whorl in 84.1 ± 97.9 s. The number
of crossed squares in a 5-minute open-field test in the A pattern was the non-significantly highest in
heifers with a high hair whorl (43.4) at the age of 16 weeks. In the B whorl pattern, heifers with a
high hair whorl were also more mobile, but neither differences in individual minutes nor in the whole
5 minutes were significant. Heifers with a high hair whorl displayed the strongest locomotory
behavior (37.6 squares) and heifers with a low hair whorl (30.8) were the slowest in the A pattern at
the age of 18 months. The differences were not significant. In the B whorl pattern, heifers with a
high hair whorl crossed more squares, but the difference was not significant in comparison with
heifers with a low hair whorl. We found that the time of traversing the maze and the locomotor
activity in open-field test may not be influenced in the dairy cattle by the height facial whorl position |
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Equine Behaviour @ team @ |
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4321 |
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Broucek, J.; Ksac, P.; Uhrincat, M. |
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Title |
The effect of sire line on learning and locomotor behaviour of heifers |
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2003 |
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Czech Journal of Animal Science |
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Czech J. Anim. Sci |
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48 |
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387-394 |
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heifers; sire; maze; open-field test; repeatability; learning; locomotor behaviour relationship |
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ABSTRACT: e aim of this study was to test the effect of sire line on maze learning ability and locomotor behaviour
in open-field tests of heifers, consistency over the time of grid crossing and relationship between the time of traversing the maze and grid crossings in open-field tests, respectively. We analysed the results of ethological tests for 54 Holstein heifers that descended from 7 sires. Maze behaviour was observed at the age of 15 weeks, an open-field test was applied at two age periods, 16 weeks and 18 months. We found out highly significant differences in the time of traversing the maze between heifers of different sire origin (P < 0.01). e number of grid crossings over the five minutes of the open-field test did not differ between the daughters of the age of 16 weeks and 18 months. Repeatability between the number of grid crossings at the age of 16 weeks and 18 months was proved by significant correlation (r = 0.2713*). On the contrary, significant relationships between the times of traversing the maze and locomotor behaviour in the open-field test (r =-0.3739*) were found only when the sequence of observations followed
after a week pause (age of 15 and 16 weeks). |
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Equine Behaviour @ team @ |
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4322 |
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Williams, J.L.; Friend, T.H.; Toscano, M.J.; Collins, M.N.; Sisto-Burt, A.; Nevill, C.H. |
![goto web page (via DOI) doi](img/doi.gif)
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The effects of early training sessions on the reactions of foals at 1, 2, and 3 months of age |
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2002 |
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Applied Animal Behaviour Science |
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Appl. Anim. Behav. Sci. |
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77 |
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2 |
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105-114 |
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Equine; Imprint training; Imprinting; Learning; Training; Handling; Foal |
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An early training procedure commonly termed “foal imprint training” is widely promoted in the horse industry. However, there have been no published scientific investigations of its efficacy. This study determined the effects of a training procedure on foals and their reaction to stimuli used in the early training procedure, and to a novel stimulus, at 1, 2 and 3 months of age. Twenty-five foals received a standard training procedure at 2, 12, 24, and 48 h after birth. After the training procedure, the foals received minimal additional handling that included veterinary treatments and occasional relocation. Twenty-two foals born over the same time period served as controls. All 47 (25 trained, 22 control) foals were tested at 1 month of age. Only 20 were available for testing at 2 months of age, and nine were available at 3 months. Percentage change from baseline heart rate, time required to complete exposure to each stimulus (foals that were more reactive took longer) and the behavior of each foal during the introduction of each stimulus were recorded. Overall, the control foals tended to receive lower (better) behavioral scores at 1 and 2 months of age. Foals that underwent the training procedure tended to require less time to complete exposure to the stimulus and had lower heart rates during exposure to the stimuli at 1 and 2 months of age. By 3 months of age, there were no significant differences between trained and control foals for any measures. Early training was not efficacious in this study. |
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Equine Behaviour @ team @ |
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4331 |
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