| Records |
| Author |
Houpt, K.A.; Smith, R. |
| Title |
Animal behavior case of the month |
Type |
Journal Article |
| Year |
1993 |
Publication  |
Journal of the American Veterinary Medical Association |
Abbreviated Journal |
J Am Vet Med Assoc |
| Volume |
203 |
Issue |
3 |
Pages |
377-378 |
| Keywords |
Aggression; Animals; Animals, Zoo/*psychology; *Behavior, Animal; *Feeding Behavior; Female; Horses/*psychology; *Weaning |
| Abstract |
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| Address |
Department of Physiology, College of Veterinary Medicine, Cornell University, Ithaca, NY 14853-6401 |
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English |
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| ISSN |
0003-1488 |
ISBN |
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Expedition |
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Conference |
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| Notes |
PMID:8226214 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
37 |
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| Author |
Houpt, K.A. |
| Title |
Animal behavior and animal welfare |
Type |
Journal Article |
| Year |
1991 |
Publication |
Journal of the American Veterinary Medical Association |
Abbreviated Journal |
J Am Vet Med Assoc |
| Volume |
198 |
Issue |
8 |
Pages |
1355-1360 |
| Keywords |
*Animal Welfare; Animals; *Behavior, Animal; Cats/*psychology; Hoof and Claw/surgery; Horses/*psychology; Housing, Animal |
| Abstract |
The value of behavioral techniques in assessing animal welfare, and in particular assessing the psychological well being of animals, is reviewed. Using cats and horses as examples, 3 behavioral methods are presented: (1) comparison of behavior patterns and time budgets; (2) choice tests; and (3) operant conditioning. The behaviors of intact and declawed cats were compared in order to determine if declawing led to behavioral problems or to a change in personality. Apparently it did not. The behavior of free ranging horses was compared with that of stabled horses. Using two-choice preference tests, the preference of horses for visual contact with other horses and the preference for bedding were determined. Horses show no significant preference for locations from which they can make visual contact with other horses, but they do prefer bedding, especially when lying down. Horses will perform an operant response in order to obtain light in a darkened barn or heat in an outside shed. These same techniques can be used to answer a variety of questions about an animal's motivation for a particular attribute of its environment. |
| Address |
New York State College of Veterinary Medicine, Cornell University, Ithaca 14853 |
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English |
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0003-1488 |
ISBN |
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Conference |
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| Notes |
PMID:2061151 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
40 |
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| Author |
Kaiser, L.; Heleski, C.R.; Siegford, J.; Smith, K.A. |
| Title |
Stress-related behaviors among horses used in a therapeutic riding program |
Type |
Journal Article |
| Year |
2006 |
Publication |
Journal of the American Veterinary Medical Association |
Abbreviated Journal |
J Am Vet Med Assoc |
| Volume |
228 |
Issue |
1 |
Pages |
39-45 |
| Keywords |
Adult; Animals; Behavior, Animal/*physiology; Child; *Disabled Persons; Female; Horses/*psychology; Humans; Male; *Mentally Disabled Persons; Occupational Therapy/methods; Recreation; Risk Factors; Stress/*veterinary |
| Abstract |
OBJECTIVE: To determine whether therapeutic riding resulted in higher levels of stress or frustration for horses than did recreational riding and whether therapeutic riding with at-risk individuals was more stressful for the horses than was therapeutic riding with individuals with physical or emotional handicaps. DESIGN: Observational study. ANIMALS: 14 horses in a therapeutic riding program. PROCEDURE: An ethogram of equine behaviors was created, and horses were observed while ridden by 5 groups of riders (recreational riders, physically handicapped riders, psychologically handicapped riders, at risk children, and special education children). Number of stress-related behaviors (ears pinned back, head raised, head turned, head tossed, head shaken, head down, and defecation) was compared among groups. RESULTS: No significant differences in mean number of stress-related behaviors were found when horses were ridden by recreational riders, physically handicapped riders, psychologically handicapped riders, or special education children. However, mean number of stress-related behaviors was significantly higher when horses were ridden by the at-risk children. CONCLUSIONS AND CLINICAL RELEVANCE: Results suggest that for horses in a therapeutic riding program, being ridden by physically or psychologically handicapped individuals is no more stressful for the horses than is being ridden in the same setting by recreational riders. However, at-risk children caused more stress to the horses, suggesting that the time horses are ridden by at-risk children should be limited both daily and weekly. |
| Address |
Human-Animal Bond Initiative, College of Nursing, Michigan State University, East Lansing, MI 48824, USA |
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English |
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0003-1488 |
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Conference |
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| Notes |
PMID:16426164 |
Approved |
no |
| Call Number |
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Serial |
1879 |
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| Author |
Kaiser, L.; Smith, K.A.; Heleski, C.R.; Spence, L.J. |
| Title |
Effects of a therapeutic riding program on at-risk and special education children |
Type |
Journal Article |
| Year |
2006 |
Publication |
Journal of the American Veterinary Medical Association |
Abbreviated Journal |
J Am Vet Med Assoc |
| Volume |
228 |
Issue |
1 |
Pages |
46-52 |
| Keywords |
Adolescent; Anger; Animals; *Bonding, Human-Pet; Child; Child Behavior; *Child Psychology; Disabled Persons/*psychology/rehabilitation; Female; Horses; Humans; Mainstreaming (Education); Male; Mothers/*psychology; Occupational Therapy/*methods; Recreation; Self Efficacy; Sports/*psychology |
| Abstract |
OBJECTIVE: To determine the effects of a therapeutic riding program on psychosocial measurements among children considered at risk for poor performance or failure in school or life and among children in special education programs. DESIGN: Observational study. POPULATION: 17 at-risk children (6 boys and 11 girls) and 14 special education children (7 boys and 7 girls). PROCEDURE: For the at-risk children, anger, anxiety, perceived self-competence, and physical coordination were assessed. For the special education children, anger and cheerfulness were measured, and the children's and their mothers' perceptions of the children's behavior were assessed. Measurements were made before and after an 8-session therapeutic riding program. RESULTS: For boys enrolled in the special education program, anger was significantly decreased after completion of the riding program. The boys' mothers also perceived significant improvements in their children's behavior after completion of the program. CONCLUSIONS AND CLINICAL RELEVANCE: Results suggest that an 8-session therapeutic riding program can significantly decrease anger in adolescent boys in a special education program and positively affect their mothers' perception of the boys' behavior. |
| Address |
Human-Animal Bond Initiative, College of Nursing, Michigan State University, East Lansing, MI 48824, USA |
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English |
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0003-1488 |
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Conference |
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| Notes |
PMID:16426165 |
Approved |
no |
| Call Number |
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Serial |
1880 |
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| Author |
Grogan, E.H.; McDonnell, S.M. |
| Title |
Behavioral responses to two intranasal vaccine applicators in horses and ponies |
Type |
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| Year |
2005 |
Publication |
Journal of the American Veterinary Medical Association |
Abbreviated Journal |
J Am Vet Med Assoc |
| Volume |
226 |
Issue |
10 |
Pages |
1689-1693 |
| Keywords |
Administration, Intranasal; Animals; *Behavior, Animal; Female; Horses/physiology/*psychology; Immunization/instrumentation/methods/*veterinary; Male; Patient Compliance/psychology; Physical Examination/psychology/*veterinary; Vaccines/*administration & dosage; Videotape Recording |
| Abstract |
OBJECTIVE: To evaluate behavioral compliance of horses and ponies with simulated intranasal vaccination and assess development of generalized aversion to veterinary manipulations. DESIGN: Clinical trial. ANIMALS: 28 light horse mares, 3 pony geldings, 2 light horse stallions, and 3 pony stallions that had a history of compliance with veterinary procedures. PROCEDURE: Behavioral compliance with 2 intranasal vaccine applicators was assessed. Compliance with standard physical examination procedures was assessed before and after a single experience with either of the applicators or a control manipulation to evaluate development of generalized aversion to veterinary manipulation. RESULTS: In all 30 horses, simulated intranasal vaccination or the control manipulation could be performed without problematic avoidance behavior, and simulated intranasal vaccination did not have any significant effect on duration of or compliance with a standardized physical examination that included manipulation of the ears, nose, and mouth. Results were similar for the 2 intranasal vaccine applicators, and no difference in compliance was seen between horses in which warm versus cold applicators were used. For 3 of the 6 ponies, substantial avoidance behavior was observed in association with simulated intranasal vaccination, and compliance with physical examination procedures decreased after simulated intranasal vaccination. CONCLUSIONS AND CLINICAL RELEVANCE: Although some compliance problems were seen with ponies, neither problems with compliance with simulated intranasal vaccination nor adverse effects on subsequent physical examination were identified in any of the horses. Further study is needed to understand factors involved in practitioner reports of aversion developing in association with intranasal vaccination. |
| Address |
Equine Behavior Laboratory, New Bolton Center, School of Veterinary Medicine, University of Pennsylvania, Kennett Square, PA 19348, USA |
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English |
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0003-1488 |
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| Notes |
PMID:15906570 |
Approved |
no |
| Call Number |
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Serial |
1890 |
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| Author |
Aronson, L. |
| Title |
Animal behavior case of the month. Aggression directed toward other horses |
Type |
Journal Article |
| Year |
1998 |
Publication |
Journal of the American Veterinary Medical Association |
Abbreviated Journal |
J Am Vet Med Assoc |
| Volume |
213 |
Issue |
3 |
Pages |
358-359 |
| Keywords |
*Aggression; Animals; *Behavior, Animal; Follow-Up Studies; Horse Diseases/*diagnosis/drug therapy/psychology; Horses/*psychology; Housing, Animal; Hypothyroidism/diagnosis/drug therapy/*veterinary; Male; Physical Examination/veterinary; Thyroxine/blood/therapeutic use |
| Abstract |
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| Address |
Department of Surgery, School of Veterinary Medicine, Tufts University, North Grafton, MA 01536, USA |
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English |
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0003-1488 |
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| Notes |
PMID:9702222 |
Approved |
no |
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refbase @ user @ |
Serial |
1935 |
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| Author |
Luescher, U.A. |
| Title |
More on self-mutilative behavior in horses |
Type |
Journal Article |
| Year |
1993 |
Publication |
Journal of the American Veterinary Medical Association |
Abbreviated Journal |
J Am Vet Med Assoc |
| Volume |
203 |
Issue |
9 |
Pages |
1252-1253 |
| Keywords |
Animals; Female; Horses/*psychology; Male; *Self Mutilation |
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English |
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0003-1488 |
ISBN |
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| Notes |
PMID:8253611 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
1942 |
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| Author |
Dougherty, D.M.; Lewis, P. |
| Title |
Stimulus generalization, discrimination learning, and peak shift in horses |
Type |
Journal Article |
| Year |
1991 |
Publication |
Journal of the experimental analysis of behavior |
Abbreviated Journal |
J Exp Anal Behav |
| Volume |
56 |
Issue |
1 |
Pages |
97-104 |
| Keywords |
Animals; *Appetitive Behavior; Attention; *Conditioning, Operant; *Discrimination Learning; Female; *Generalization, Stimulus; Horses/*psychology; Male; *Pattern Recognition, Visual; Size Perception |
| Abstract |
Using horses, we investigated three aspects of the stimulus control of lever-pressing behavior: stimulus generalization, discrimination learning, and peak shift. Nine solid black circles, ranging in size from 0.5 in. to 4.5 in. (1.3 cm to 11.4 cm) served as stimuli. Each horse was shaped, using successive approximations, to press a rat lever with its lip in the presence of a positive stimulus, the 2.5-in. (6.4-cm) circle. Shaping proceeded quickly and was comparable to that of other laboratory organisms. After responding was maintained on a variable-interval 30-s schedule, stimulus generalization gradients were collected from 2 horses prior to discrimination training. During discrimination training, grain followed lever presses in the presence of a positive stimulus (a 2.5-in circle) and never followed lever presses in the presence of a negative stimulus (a 1.5-in. [3.8-cm] circle). Three horses met a criterion of zero responses to the negative stimulus in fewer than 15 sessions. Horses given stimulus generalization testing prior to discrimination training produced symmetrical gradients; horses given discrimination training prior to generalization testing produced asymmetrical gradients. The peak of these gradients shifted away from the negative stimulus. These results are consistent with discrimination, stimulus generalization, and peak-shift phenomena observed in other organisms. |
| Address |
Department of Psychology, Ohio University, Athens 45701 |
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English |
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0022-5002 |
ISBN |
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| Notes |
PMID:1940765 |
Approved |
no |
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Serial |
1764 |
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| Author |
Whiten, A.; Horner, V.; Litchfield, C.A.; Marshall-Pescini, S. |
| Title |
How do apes ape? |
Type |
Journal Article |
| Year |
2004 |
Publication |
Learning & Behavior |
Abbreviated Journal |
Learn. Behav. |
| Volume |
32 |
Issue |
1 |
Pages |
36-52 |
| Keywords |
Adaptation, Psychological; Animals; Behavior, Animal; Hominidae/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; Psychological Theory; *Social Environment; *Social Facilitation |
| Abstract |
In the wake of telling critiques of the foundations on which earlier conclusions were based, the last 15 years have witnessed a renaissance in the study of social learning in apes. As a result, we are able to review 31 experimental studies from this period in which social learning in chimpanzees, gorillas, and orangutans has been investigated. The principal question framed at the beginning of this era, Do apes ape? has been answered in the affirmative, at least in certain conditions. The more interesting question now is, thus, How do apes ape? Answering this question has engendered richer taxonomies of the range of social-learning processes at work and new methodologies to uncover them. Together, these studies suggest that apes ape by employing a portfolio of alternative social-learning processes in flexibly adaptive ways, in conjunction with nonsocial learning. We conclude by sketching the kind of decision tree that appears to underlie the deployment of these alternatives. |
| Address |
Centre for Social Learning and Cognitive Evolution, Scottish Primate Research Group, School of Psychology, University of St. Andrews, St. Andrews, Fife, Scotland. a.whiten@st-and.ac.uk |
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English |
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1543-4494 |
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| Notes |
PMID:15161139 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
734 |
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| Author |
Fragaszy, D.; Visalberghi, E. |
| Title |
Socially biased learning in monkeys |
Type |
Journal Article |
| Year |
2004 |
Publication |
Learning & behavior : a Psychonomic Society publication |
Abbreviated Journal |
Learn Behav |
| Volume |
32 |
Issue |
1 |
Pages |
24-35 |
| Keywords |
Adaptation, Psychological; Animal Communication; Animals; Behavior, Animal; *Feeding Behavior/psychology; Food Preferences/psychology; Haplorhini/*psychology; *Imitative Behavior; Imprinting (Psychology); *Learning; *Social Environment; *Social Facilitation |
| Abstract |
We review socially biased learning about food and problem solving in monkeys, relying especially on studies with tufted capuchin monkeys (Cebus apella) and callitrichid monkeys. Capuchin monkeys most effectively learn to solve a new problem when they can act jointly with an experienced partner in a socially tolerant setting and when the problem can be solved by direct action on an object or substrate, but they do not learn by imitation. Capuchin monkeys are motivated to eat foods, whether familiar or novel, when they are with others that are eating, regardless of what the others are eating. Thus, social bias in learning about foods is indirect and mediated by facilitation of feeding. In most respects, social biases in learning are similar in capuchins and callitrichids, except that callitrichids provide more specific behavioral cues to others about the availability and palatability of foods. Callitrichids generally are more tolerant toward group members and coordinate their activity in space and time more closely than capuchins do. These characteristics support stronger social biases in learning in callitrichids than in capuchins in some situations. On the other hand, callitrichids' more limited range of manipulative behaviors, greater neophobia, and greater sensitivity to the risk of predation restricts what these monkeys learn in comparison with capuchins. We suggest that socially biased learning is always the collective outcome of interacting physical, social, and individual factors, and that differences across populations and species in social bias in learning reflect variations in all these dimensions. Progress in understanding socially biased learning in nonhuman species will be aided by the development of appropriately detailed models of the richly interconnected processes affecting learning. |
| Address |
Psychology Department, University of Georgia, Athens, Georgia 30602, USA. doree@uga.edu |
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English |
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1543-4494 |
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| Notes |
PMID:15161138 |
Approved |
no |
| Call Number |
refbase @ user @ |
Serial |
828 |
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